Complex engineering problems revolve around the grounds of engineering approaches in analysis,

construction, and solution. Based on our reading, there are several components as to how we can assess
if a problem is a complex engineering-type of problem, and thus, requires an engineering approach.
They are expounded below: (1) Evidence of fault or malfunction - as investigation of the cause and root
of the circumstance has been performed, authorities could provide supporting reports illustrating
whether these evidences are complex enough in nature. (2) Inability to meet intended purpose & (3)
Instability in operation - if the problem leads the system to not be able perform its intended functions,
and causing a damage/ delay in operation. These contexts are crucial in any managerial systems;
however, engineering solutions perfectly fit to get the job done. (4) Increase in system entropy -
relatively as to what has been previously stated, system entropy in layman's term means disorder. This
disorder has risen from the inconvenience a complex engineering problem caused, and thus tapping (5)
Apparent unrelated factors; these links could disrupt the each and every segment, faction, or
department in a project managerial system. Because most of often than not, links of apparent factors
may seem unrelated at first however, if the problem turns out to be more complex, their direct impact
in the system is quite unified. (6) Solutions are not readily apparent - this is the main disadvantage of
complexity, its scarce resource of solutions. Fortunately, engineering is a discipline vast enough to
gather significant solution proposals and hence destined to complex problem such as these. Also, due to
the scarcity of available solutions, (7) Symptoms mask root cause. In other words, resolving the problem
in completion is bothered by sets of sub-problems, which are the "symptoms", that prevents the main
root cause to get actually fixed, hence, there are no obvious solutions. (8, 9, 10) Requires diagnosis,
testing, and research - it is these critical points which categorizes an ordinary problem from a complex
engineering one. The demanding requirements of correct diagnosis, which implies that the circumstance
needs a sufficient amount of attention and right assemblage of experts/ professionals to do the job.
Testing, which entails standard procedures, and regulated experimentations. And of course, adequate
and consistent research course of action. Primarily, these last three points is where critical methodology
is being reinforced. Due to the logical rather than subjective, process of analysis, problems such as
these, requires the right formulation and assessment of its distinctive components. In addition to these
expounded understanding of the components of complex engineering problems, based on Washington
Accord (IEA 2015), complex engineering problems are problems which can only be resolved through in-
depth engineering knowledge, the rarity or infrequency of encountered issues, involvement of several
stakeholders with varying necessities, and wider range of conflicting issues. Given all these components,
engineering personnel or students are tasked to have the skills acquisition of knowledge, evaluation
reasoning, problem analysis, synthesis, and operation (Funke and Frensch 2007). Jonassen and
Hernandez-Serrano (2002) acknowledges that complex problems are classified as ill-structured
problems, wherein sufficient knowledge and a well-defined conceptual framework is a must. Ill-
structured problems are defined vaguely, accompanied by indistinctive constraints. Overall, a fixed
definition of complex engineering problems comprise of immense significant factors and could still be a
subject of active revisions, developments, and constraints.

Articles/ References:

• Jonassen D.H., Hernandez-Serrano, J.: Case-based reasoning and instructional design: using stories to
support problem solving. Education. Tech. Research Dev. 50(2), 65-77 (2002)
• IEA (2015). 25 Years Washington Accord Booklet. http://www.ieagreements.org/25_years/
25YearsWashingtonAccord-A5booklet-FINAL.pdf

• Phang, F. A., Anuar, A. N., Aziz, A. A., Mohd Yusof, K., Syed Hassan, S. A. H., & Ahmad, Y. (2017).
Perception of Complex Engineering Problem Solving Among Engineerıng Educators. Engineering
Education for a Smart Society, 215-224. https://doi.org/10.1007/978-3-319-60937-9_17

• Funke, J., Frensch, P.A.: Complex problem solving: the European perspective—10 years after. In:
Jonassen, D.H. (ed.) Learning to Solve Complex Scientific Problems, pp. 25-47. Lawrence Erlbaum, New
York (2007)