The perception of complex engineering problems among engineering teachers and students: A case study

Abstract

The complex engineering problems (CEPs) are characterized by challenges such as: a) involving extensive or inconsistent, incompatible data from engineering and other offshoots, b) unable to be solved in the absence of in-depth engineering knowledge. The engineering teachers are not found successful in the design of a CEP because it does not touch the real issues from industry and / or environment. Therefore, the expertise of applicable skill cannot be evaluated and the reason behind this failure is the lack of or poor intellectual perception of the attributes of CEPs among the teachers. In order to help teachers, the relation between attributes, knowledge profiles and CEPs is elucidated in this work by giving examples. The main objective of this article is to establish an understanding of the  student’s level of perceiving a complex engineering problem with respect to the learning domain. The Survey was conducted among 70 participants and the quantitative approach employed, utilizing a questionnaire survey and interviewing teachers to gather data from respondents selected through random probability sampling. It is concluded that Industrial training (like apprenticeships), laboratory practices and final year design project are good tools for the complex engineering activities/ exercises. The results obtained in the case study were found promising, therefore, it is recommended to extend this study by using various engineering
institutions to ascertain a framework on CEP solving. skills.