Implementation of complex engineering problem solving projects in a Malaysian engineering programme

Authors

  • Jen Hua Ling University of Technology Sarawak

DOI:

https://doi.org/10.56916/ijess.v3i2.722

Keywords:

outcome-based education, complex engineering problems, complex engineering activities, constructive alignment, rubrics

Abstract

Accreditation bodies mandate incorporating complex problem-solving (CPS) in engineering programmes on top of outcome-based education. However, its attributes are open to interpretation, leading to a lack of consensus on its implementation in engineering curricula. This paper suggests a solution: having CPS in projects, especially for the courses aligned with CPS-related outcomes. To eliminate ambiguities, the characteristics of complex engineering problems (WP) and complex engineering activities (EA) are restated. This ensures a consistent interpretation of WPs and EAs among educators. CPS projects can be phased into four stages: awareness, adoption, growth, and maturity, followed by continual quality improvement at both the course and programme levels. The entire process can span several years. To stay current with the latest academic and industrial developments, implementation should be completed within one accreditation cycle.

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Published

2024-05-07

How to Cite

Ling, J. H. (2024). Implementation of complex engineering problem solving projects in a Malaysian engineering programme. Indonesian Journal of Education and Social Sciences, 3(2), 133–150. https://doi.org/10.56916/ijess.v3i2.722

Issue

Vol. 3 No. 2 (2024)

Section

Articles

License

Copyright (c) 2024 Jen Hua Ling

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