Search results

Digital Urban Brabant: Making (common) sense of urban digital twins.

Betekenis geven aan digitale diensten

Deze openbare les beschrijft ontwikkelen van digitale diensten als een waardegevend proces. Een kernbegrip daaruit is architectuur als 'gewetensvol lanceerplatform'.

(FINAL VERSION) A Novel Way of Navigating Through The Early Stages

Innovating physical products can be seen as systems engineering at a higher abstraction level. It spans multiple domains and focuses not on developing the product, but realising the complete innovation. In our new approach, we focus on the four most important domains of physical product innovation: market, technology, production and business. Technology Innovation Processes (TIP) is a newly developed, flexible and pragmatic data-informed decision approach that helps innovation managers to navigate through the early stages of a blue-ocean innovation process, where not much is known.

The quality of a design will not exceed the knowledge of its designer

From the article: Abstract Knowledge is essential to the product designer. It contributes to a better understanding of the difficulties in a design. With the right knowledge, design errors can be recognised in the early stage of product design, and appropriate measures can be applied before these errors escalate and delay the project. The axiomatic complexity theory, part of the Axiomatic Design methodology, can warn the designer in this process by disclosing his lack knowledge to fully understand the design. The Cynefin framework is a sense-making framework that distinguishes an organisational situation within four contexts. The state of relevant knowledge is the most important parameter to determine the actual context where an organisation, system, or design process is currently located. When knowledge is acquired, the context changes. Axiomatic Design and the Cynefin framework are applied in this paper to characterise the relation between the quality of the design and the knowledge of its designer. It is investigated if one follows the other, and how prompt that relation is. The outcome is that the quality of a design is proportional to the accumulation of applied knowledge to the product design. Therefore the quality of the design follows knowledge implementation but does not exceed the level of relevant knowledge of the designer. Knowledge should not be restricted to the designers only. Other people, e.g. production and maintenance-engineers, will also need the knowledge to take care of the product as the life cycle advances.

Ignorance is bliss

From the article: Abstract The Information Axiom in axiomatic design states that minimising information is always desirable. Information in design may be considered to be a form of chaos and therefore is unwanted. Chaos leads to a lack of regularities in the design and unregulated issues tend to behave stochastically. Obviously, it is hard to satisfy the FRs of a design when it behaves stochastically. Following a recently presented and somewhat broader categorization of information, it appears to cause the most complication when information moves from the unrecognised to the recognised. The paper investigates how unrecognised information may be found and if it is found, how it can be addressed. Best practices for these investigations are derived from the Cynefin methodology. The Axiomatic Maturity Diagram is applied to address unrecognised information and to investigate how order can be restored. Two cases are applied as examples to explain the vexatious behaviour of unrecognised information.

Dealing with complexity as a skill, complexity in an engineering curriculum

Engineering students have to learn to create robust solutions in professional contexts where new technologies emerge constantly and sometimes disrupt entire industries. The question rises if universities design curricula that enable engineering students to acquire these cognitive skills. The Cynefin Framework (Kurtz & Snowden, 2003; Snowden & Boone, 2007) can be used to typify four complexity contexts a system or organisation can be found in: chaos, complex, complicated and obvious.The Cynefin framework made it possible to create the research question for a case-study: To what extend does the Business Engineering curriculum enable bachelors to find business solutions in the complexity contexts of the Cynefin framework? The results show that 80% of the methods are suitable for complicated contexts and no distinction is made between contexts. This means students are taught to approach most contexts in the same way and are not made aware of differences between the contexts. Making sense of the methods in the curriculum with the Cynefin framework was insightful and suggestions for improvement and further research could be substantiated