The problem-based project is a widely applied method for creating learning experiences that closely resemble engineering practice. Problem-based projects support active learning, experience with design and implementation, and integrated learning experiences. These three learning principles are all key standards in CDIO. In problem-based projects, teams of engineering students develop solutions to problems (often across disciplines and in cooperation with an industrial partner, e.g. a manufacturer, a public utility, or a software developer). A good solution meets design requirements and solves the project’s problem. However, beyond these two characteristics, the nature of (good) engineering solutions is under-explored. The purpose of this study is to contribute to the understanding of the nature of engineering solutions in problem-based projects across engineering disciplines. The study’s findings include a set of general characteristics of great engineering solutions and a typology of three solution archetypes. The study labels these archetypes as 1) the adapted solution, 2) the “either/or”-solution, and 3) the multiple-elements solution. For each archetype, the paper specifies the corresponding class of problems that the archetype can logically address. In addition, the paper delineates (1) how each archetype relates to a project’s analysis and (2) how each archetype is evaluated, implemented and operated. The typology aids both students and project supervisors in conducting reports with a coherent flow beginning with a problem, continuing with analysis and solution design, and finally ending with implementation.
