Systems thinking, design thinking and strategic thinking have been identified as important competencies for future engineers. Many institutions have introduced these subjects into their engineering courses. However, there is need for a deeper appreciation of the underlying assumptions behind these strands of thinking and ways to measure their impact. This paper draws on a four-year experience in implementing systems thinking in a design-centric engineering program in India. It presents the approach adopted and a complexity-based measure to track development in systems thinking competence.
