The concept of "complexity" is familiar to most of project's managers, but it is not comprehended in the same way. although the complexity highlights negative points, but it may bring positive advantages which support the project. Researches conducted on this field show that the understanding of "complexity" between the researchers is different and it is mainly depends on their points of view. In fact, many identified aspects of the complexity in the literature are related to the aims of the research. In this paper, an attempt was made to describe the positive / negative features of the complexity of project using three approaches research literature (manufacturing and project complexity), interviews (deep interview with 20 experts) and questionnaire. The research was conducted on the Complex product and system (CoPS) projects. in addition, WH question technique was used. In conclusion, a 5p model (Purpose, Product, Process, People, Peripheral) was introduced.

Existing project selection models do not consider the complexity of projects as a selection criterion, while their complexity may prolong the project duration and even result in its failure. In addition, existing models cannot formulate the aggregate complexity of the selected projects. The aggregated complexity is not always equal to summation of complexity of projects because of possible synergies or conflicts between them may increase or decrease the total complexity. In this paper, a model is proposed for measuring the aggregate complexity in the selection of project portfolios. A case study is presented to show the usefulness of the model and its applicability in practice. Moreover, several large-sized numerical examples have been tested showing the capability of the model to solve such problems in logical computational time.

Evaluative and comparative analysis among educational projects remains an issue for administration, program directors, instructors, and educational institutes. This study reports a fuzzy complexity model for educational projects, which has two primary aspects (technical aspects and transparency aspects). These aspects may not be measured precisely due to uncertain situations. Therefore, a fuzzy graph-based model to measure the relative complexity of educational projects is presented that uses an aggregation operator to resolve conflict among experts with respect to a complexity relation. The model maps the fuzzy graph into a scaled Cartesian diagram that depicts the relative degree of complexity among projects. An illustrative example for several educational projects is demonstrated to present the application of the model.