It is convenient in education to provide fairly well-structured
problems for students to work on. This assists both in the specification
of problems and in their assessment. In industry, however, many problems
are ill-structured. Industry employers want graduates experienced in
ill-structured problem solving, but cannot find them.
This panel, which will probably be ill-structured, will explore
possible ways of introducing ill-structured problem solving in education
without compromising the goals of assessment.