BTSYM | WORKSHOP REPORT
Above: Photo from the BTSYM workshop ‘Connecting the Dots: A Tunnel Engineering Knowledge Framework’ held at ICE, in London PHOTO COURTESY OF BTSYM
New and existing knowledge can be placed on
this ‘tree’ in appropriate locations, forming connections with other related areas. This concept also highlights the importance of maintaining coherence with the ‘big picture’, helping engineers avoid critical mistakes caused by “not seeing the wood for the trees.” As the saying goes, “Give a man a fish, and you feed
him for a day; teach a man to fish, and you feed him for a lifetime.” The author therefore explained that he did not want to offer a ready-made ‘knowledge tree.’ Instead, his aim was to draw attention to this concept and provide attendees with guidance and tips on how to build their own ‘knowledge trees.’ Engineers, in the early stages of their careers –
regardless of their specific field, are encouraged to visit construction sites and engage directly with practical challenges. It is only through first-hand experience that a tunnel engineer can truly appreciate the value and application of different knowledge modules. This will be further expanded upon below. Moreover, irrespective of their academic or technical
background, all tunnel engineers must develop at least a solid understanding of four key areas: engineering geology; geotechnical engineering: structural engineering; and, structural materials. This foundational knowledge enables effective collaboration within the inherently multi-disciplinary environment of tunnel engineering. While it is natural to specialise in one of these
disciplines, a significant knowledge gap in any of them may become a ‘short plank’ in one’s career – ultimately limiting growth and effectiveness as a tunnel engineer.
‘REVERSE ENGINEERING’ OF TUNNELS Through university courses and Continuing Professional Development (CPD) events, we are often taught theory- based modules – such as soil mechanics, concrete
30 | August 2025
structure design, and advanced structural analysis – prior to fully understanding their intended practical application. As practising tunnel engineers, it is often more
effective to start from the ‘end product’ and work our way backward to understand ‘why’ we were taught these concepts in the first place. In this context, ‘reverse engineering’ means
approaching the engineering process from the practical challenges, grounding our understanding in actual construction and project needs, then tracing that back to the underlying theories required to support the solutions. During the workshop, we held highly interactive
discussions around a hypothetical tunnel project. Participants were challenged to consider the following: ● How many technical challenges presented by the project can you identify?
● Based on these challenges, what tunnelling method would you choose?
● What are the key technical issues associated with the selected tunnelling method—from both construction and design perspectives?
Firstly, look at the ground. It helps for a tunnel engineer to have a high level appreciation of the key characteristics and hazards associated with each stratum. As a few examples: ● The Alluvium layer: often exists in a river bed and typically consists of clay/silt/sand; there can be patches of peat, which can be extremely soft with high water content; and, there can be flammable gas hazards.
● The Chalk layer: generally a water-bearing weak rock; it’s dissolvable which leads to dissolution hazards, such as the presence of ‘drift-filled hollows’ under a river bed; and, the presence of nodes of flint can add to the wears of TBM cutting tools.
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