Systems Engineering (SE) has been initially developed to manage large complex system development in the defence or aerospace industry. As the complexity of product increases, the product development approaches evolved accordingly. Complex architectures have to be developed including multiple disciplines of engineering (software, electronics, mechanics etc..). Automotive industry moved to SE about 15 years ago, medical devices industry had been implementing such models to meet accreditation agencies requirements and general industry is now transforming their processes to address complex solution that add value to their customers. Moreover, some companies started to apply Model Based System Engineering (MBSE) in their processes to validate requirements and architectures. MBSE tools have been progressing for a decade, yet MBSE value proposition is not fully agreed within industry and adoption remains slow. To face these challenges, it seems important to introduce industrial engineering students to a complete view of SE including the benefits, the challenges and the technics of MBSE. In this paper, we discuss the question of competencies in Systems Engineering to address within the Industrial Engineering curriculum of Grenoble school of Industrial Engineering and Management. Since many dimensions are already addressed within the curriculum, modifications of some courses have been implemented to introduce SE and MBSE. A mapping with Graduate Reference Curriculum for Systems Engineering students' outcomes is presented and pedagogical choices using projects and case studies are discussed. Lessons learnt from experience with students learning outcomes are given.