The subject of this textbook is a methodical approach on the complex problem-solving process of conceptual structural design, leading to a controlled build-up of insight into the behaviour of the structure and supporting the actual successive design decisions during the conceptual design phase on the basis of a coherent set of solution components.
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We examine how project complexity influences the choice of a project management strategy and present a framework that facilitates managers in selecting a suitable project management strategy. We distinguish the complexity of project domains from two dimensions, the degree of structural complexity and the degree of dynamic complexity, resulting in four generic project types. Four generic project management strategies are identified that match these project types. This complexity framework for project management allows key players to determine a better project management strategy and related practices given its content, the internal context, and the external environment.
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Abstract: The key challenge of managing Floating Production Storage and Offloading assets (FPSOs) for offshore hydrocarbon production lies in maximizing the economic value and productivity, while minimizing the Total Cost of Ownership and operational risk. This is a comprehensive task, considering the increasing demands of performance contracting, (down)time reduction, safety and sustainability while coping with high levels of phenomenological complexity and relatively low product maturity due to the limited amount of units deployed in varying operating conditions. Presently, design, construction and operational practices are largely influenced by high-cycle fatigue as a primary degradation parameter. Empirical (inspection) practices are deployed as the key instrument to identify and mitigate system anomalies and unanticipated defects, inherently a reactive measure. This paper describes a paradigm-shift from predominant singular methods into a more holistic and pro-active system approach to safeguard structural longevity. This is done through a short review of several synergetic Joint Industry Projects (JIP’s) from different angles of incidence on enhanced design and operations through coherent a-priori fatigue prediction and posteriori anomaly detection and -monitoring.
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Engineering students have to learn to create robust solutions in professional contexts where new technologies emerge constantly and sometimes disrupt entire industries. The question rises if universities design curricula that enable engineering students to acquire these cognitive skills. The Cynefin Framework (Kurtz & Snowden, 2003; Snowden & Boone, 2007) can be used to typify four complexity contexts a system or organisation can be found in: chaos, complex, complicated and obvious.The Cynefin framework made it possible to create the research question for a case-study: To what extend does the Business Engineering curriculum enable bachelors to find business solutions in the complexity contexts of the Cynefin framework? The results show that 80% of the methods are suitable for complicated contexts and no distinction is made between contexts. This means students are taught to approach most contexts in the same way and are not made aware of differences between the contexts. Making sense of the methods in the curriculum with the Cynefin framework was insightful and suggestions for improvement and further research could be substantiated
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This paper proposes an epistemological transition based on Edgar Morin's complexity paradigm to analyse authenticity in a complex tourism environment, avoiding fragmentation, and integrating relevant actors and relationships. The results show that storytelling is an important element of these tourism experiences, legitimising and unifying the authenticity of the experience and relating objects, social environment and individual experiences. The size of the tour groups and the rigidity of the itinerary were important elements for constructing authenticity. Tourists, service providers and government bodies all directly or indirectly participate as co-creators, making the perception of authenticity a constant negotiation between the elements of the experience and the actors involved in it.
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This book – Complexity and Territorial Development – tells the story of how academic staff and students at the Van Hall Larenstein university of applied sciences deal with complexity and planning in education and research. It is intended for everyone who is involved in complex projects, but in particular for current and future students at the university who will be trained in how to handle complex projects. In this book we want to show why planning has become complex, what theories about this subject are relevant, and how this fits in with the practical experience of staff and students.
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The challenges we collectively face, such as climate change, are characterized by more complexity, interdependence, and dynamism than is common for educational practice. This presents a challenge for (university) education. These transition challenges are often described as wicked or VUCA (Volatile, Uncertain, Complex, and Ambiguous) problems. In response, educational innovations that are inspired by ecology such as living labs are starting to emerge, but little is known about how learners engage within and with these more ecological forms of education. This work is an exploratory study into how learners navigate VUCA learning environments linked to tackling sustainability transition challenges, with a focus on the positive qualities of these experiences. This is done through interpretative phenomenological analysis (IPA) of seven students (using semi-structured interviews) of the MSC Metropolitan Analysis, Design and Engineering program, a joint degree from Wageningen University and Delft University of Technology in the Netherlands. The main findings, which are both psychological and educational, of this exploration include openness to new experiences (1), flexibility (2), a process appreciation of learning (3), a desire to create a positive impact on one’s direct biophysical environment (4) and society (5). In addition, we discuss the potential limitations of the malleability of these different qualities and propose future avenues for research into ecological learning for universities. This work closes by highlighting recommendations for educators to consider when designing or engaging in ecological forms of higher education that connect students to sustainability transitions.
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From the article: "Axiomatic Design and Complexity Theory as described by Suh focus heavily on the coupling often found in functional requirements. This is so fundamental to the analysis of the design that it is the core of the Axiom of Independence which examines the coupling between functional requirements due to chosen design parameters. That said, the mapping between customer needs and functional requirements is often overlooked. In this paper we consider coupling, found due to this mapping, as a possible source of complexity in terms of a user interface to a designed product. We also re-examine the methodology of how customer needs are generated and translated into the other domains to understand how they can give further insight into the customer mindset. Based on this analysis, we believe customer domain complexity should always be examined in design that includes end-user interaction."
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Author-supplied abstract: Developing large-scale complex systems in student projects is not common, due to various constraints like available time, student team sizes, or maximal complexity. However, we succeeded to design a project that was of high complexity and comparable to real world projects. The execution of the project and the results were both successful in terms of quality, scope, and student/teacher satisfaction. In this experience report we describe how we combined a variety of principles and properties in the project design and how these have contributed to the success of the project. This might help other educators with setting up student projects of comparable complexity which are similar to real world projects.
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This paper outlines an investigation into the updating of fatigue reliability through inspection data by means of structural correlation. The proposed methodology is based on the random nature of fatigue fracture growth and the probability of damage detection and introduces a direct link between predicted crack size and inspection results. A distinct focus is applied on opportunities for utilizing inspection information for the updating of both inspected and uninspected (or uninspectable) locations.
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