Academic Entrepreneurship and Engineering Education: Dugald C. Jackson and the MIT-GE Cooperative Engineering Course, 1907-1932

Carlson, W. Bernard

doi:10.2307/3105273

Cited by 32 publications

(11 citation statements)

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“…265) puts it, "mobility in general is central to glueing social networks together" and "connections derived from co-presence can generate relations of trust that enhance both social and economic inclusion". Furthermore, mobility automatically involves immersion in a different environment thus providing a multi-faceted learning experience that cannot be attained in any other way (Carlson 1988).…”

Section: Towards the Entrepreneurial Universitymentioning

confidence: 99%

Creating entrepreneurial networks: academic entrepreneurship, mobility and collaboration during PhD education

2011

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Network-building activities of PhD students are an important area of study in furthering our understanding of academic entrepreneurship. This paper focuses on PhD students' participation in network-building activities defined as mobility and collaboration, as well as own interest in and perceived grade of support for commercialisation from various levels of the university hierarchy. The results of a large-scale survey (of 1,126 PhD students at Linköping University, Sweden, 41% response rate) presented here show that the majority of PhD students are engaged in collaborations with external organisations, though quite few (one quarter) have spent a part of their PhD education outside their home university. PhD students from all faculties are on average interested in commercialisation and in favour of it. However, PhD students from the faculty of Health Sciences state that it is difficult for them to combine research and commercialisation. Furthermore, interest in commercialisation of research results is relatively lowest amongst those PhD students who are undertaking mobility placements at other universities, thus pointing to an experienced incompatibility of research and academic entrepreneurship.

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Section: Towards the Entrepreneurial Universitymentioning

confidence: 99%

Creating entrepreneurial networks: academic entrepreneurship, mobility and collaboration during PhD education

2011

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“…University-based engineering education grew rapidly from 226 graduate awards in 1880 to 11,000 in 1930 (Carlson 1991). The standard route to professional status soon became a degree focused on 'theoretical science, mathematics and laboratory instruction'(ibid.)…”

Section: The Usmentioning

confidence: 99%

Defining the Australian mechanical engineer

Ferguson

2006

European Journal of Engineering Education

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The attribute focus in engineering education now adopted by the engineering education accrediting bodies of the US, UK and Australia is based on meeting the assumed needs of professional practice. It is associated with an increasing expectation by employers of work-ready graduates rather than relying on subsequent work-based learning and experience to develop many of the essential professional practice attributes. Yet the scope of the mechanical engineering profession is broad and views of practitioners contributing to debate on attribute requirements are largely influenced by their own often unique professional formation.In addition, the formative development of the profession in Australia has been significantly influenced by 19th and 20th century UK and US practices, although historically the industrial profile of Australia has been strikingly different. An analysis of current industry distribution of Australian, UK and US mechanical engineers presented in this paper shows continuing, although less marked, differences.To develop a clearer perception of the profession in Australia, its educational formation, and operational environment, this paper provides a concise study of the formative development of the profession, and presents a breakdown of the industry sectors in which they are currently employed. The effects of momentous global changes in engineering employment and formation over recent decades are also discussed.Recent changes in engineering employment have included major structural changes to organisations, accelerating technical and educational developments and mounting societal expectations making it imperative that attributes be attuned to the new engineering paradigm as increasing demands are placed on our graduates. This paper provides an essential foundation for ongoing debate and analysis of attribute needs related to this broadly based engineering discipline. Although presented from an Australian perspective, many issues discussed are applicable worldwide.

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“…Employability debates in engineering education have a long history. For example, the electrical engineering programme at MIT emerged in the early twentieth century from the tension between large corporate sponsors seeking qualified manpower to address quality control issues in factories and senior faculty who asserted that a broad foundation in mathematics and science was essential for graduates who would become future industry leaders (Carlson 1988). Proposals debated by the American Society for Engineering Education (ASEE) to strengthen scientific and mathematical foundations of engineering curricula prompted calls by employers for greater 'emphasis upon the inability of engineers to express themselves in clear, concise, effective, and interesting language and … an acquaintance with the humanities and social sciences' (Grinter 1955).…”

Section: Employability Debatesmentioning

confidence: 99%

Transitioning to engineering practice

Trevelyan

2019

European Journal of Engineering Education

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Transition from education to practice can be troublesome for many earlycareer engineers because expectations, habitual work practices and values tend to conflict with realities of engineering workplaces. Emerging technologies referred to as 'Industry 4.0' or the 'fourth industrial revolution' have prompted many to argue for students to develop improved socio-technical skills. Understandings of practice emerging from contemporary research could help educators shape a new generation of engineers with more appropriate abilities to restore global productivity growth and transform economies to eliminate greenhouse emissions in a short enough time to limit human-induced global warming. However, so far, explicit curriculum reforms addressing graduate attributes and workplace skills have not resulted in significant employability improvements. This paper argues that assessment practices and curriculum gaps may be acting as an implied or hidden curriculum shaping student expectations and values. This paper proposes ways to overcome these curriculum deficits in higher education institutions and also workplace education interventions. These changes could help educate engineers about productivity improvement, commercial and social value generation, business requirements and entrepreneurship. Changes like these will be needed to achieve sustainable development goals, especially in developing countries.

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Academic Entrepreneurship and Engineering Education: Dugald C. Jackson and the MIT-GE Cooperative Engineering Course, 1907-1932

Cited by 32 publications

References 0 publications

Creating entrepreneurial networks: academic entrepreneurship, mobility and collaboration during PhD education

Creating entrepreneurial networks: academic entrepreneurship, mobility and collaboration during PhD education

Defining the Australian mechanical engineer

Transitioning to engineering practice

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