Diversity of engineering leadership program design

Donald, John; Jamieson, Marnie V.

doi:10.1002/yd.20482

Cited by 8 publications

(5 citation statements)

References 15 publications

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“…As you discover comparable programs, focus on program audits and holistic program reviews, EL‐development best practices, and inter‐program studies. Much of the literature presents case studies of existing programs, with a smaller number evaluating EL programs across institutional contexts (Donald & Jamieson, 2022; Graham et al., 2009; Klassen et al., 2016; Paul & Falls, 2015; Rottmann & Handley, 2020; Schuhmann, 2015).…”

Section: Define Your Ideal Program and Study Your Institutional Contextmentioning

confidence: 99%

“…Learning these stories, best practices, and lessons learned can help avoid common pitfalls. Key considerations include program type (explicit or non‐explicit; Graham, 2009), mode (e.g., within the curriculum, Gipson et al., 2015; extracurricular or scholarship‐based, Melvin et al., 2019), proof of completion (Schuhmann, 2010), admission criteria, enrolment limits, institutional leadership definition, program intensity, evaluation metrics, and potential challenges (See Donald & Jamieson in this issue).…”

Section: Define Your Ideal Program and Study Your Institutional Contextmentioning

confidence: 99%

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The unseen work of establishing engineering leadership development initiatives

Melvin

Bowles

Steele

2022

New Drctns Student Lead

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Section: Define Your Ideal Program and Study Your Institutional Contextmentioning

confidence: 99%

Section: Define Your Ideal Program and Study Your Institutional Contextmentioning

confidence: 99%

The unseen work of establishing engineering leadership development initiatives

Melvin

Bowles

Steele

2022

New Drctns Student Lead

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“…There is growing evidence that engineering programs are including engineering leadership concepts in the core engineering curriculum. Engineering leadership is taught as modules within engineering design courses, as mandatory courses within the curriculum, in elective courses and even as undergraduate engineering leadership programs [9]. From the perspective of sustainability, there is a growing movement to include sustainability as a core concept in the engineering curriculum with some engineering programs including sustainable and sustainability in their names and descriptions.…”

Section: Engineeringmentioning

confidence: 99%

What about sustainability? Adding the “S” to leadership and management competency development in the engineering curriculum

Ibrahim

Jamieson²,

Donald³

2022

PCEEA

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To provide a framework for engineering educators to map leadership and management skills development in the curriculum, the authors previously created a Leadership-Management Development Model (LMDM). In this paper we look to extend the model to include sustainability by using an “environmental limits approach”, creating a Leadership-Management -Sustainability Development Model (LMSDM). Adding the sustainability dimension provides a contextual purpose for leadership and management development as it relates to creating and stewarding sustainable socio-technical engineering solutions. This can set a common language and a harmonized framework in the context of skills development and application in engineering practice to complex socio-technical problems. Ultimately the model will allow programs and instructors to map and situate the development of leadership, management and sustainability concepts in their programs in an integrated manner., and to examine learning outcomes relevant to the Canadian Engineering Accreditation Board (CEAB) graduate attributes (GA). Curricular examples are provided to give insight into application of the LMSDM in engineering courses and programs. Future work will include mapping the developed LMSDM to engineering curriculum at multiple institutions.

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“…In response to the need to address complex sociotechnical challenges and the need for engineers to communicate and work in interdisciplinary environments, instruction related to leadership skill development and formally constituted engineering programming has been growing over the past 20 years [7]. Engineering Leadership education is enacted in many ways within the curriculum and is delivered in a diversity of formats [8].…”

Section: Principles Of Engineering Leadership Educationmentioning

confidence: 99%

Engineering Leadership: Bridging the Culture Gap in Engineering Education

Donald,,

Jamieson

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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The world needs engineering graduates that can develop solutions that extend beyond the purely technical aspects of solving a challenge or problem. Engineering leadership education provides a strong mechanism for engineering educators to develop an engineering mindset that embraces the development of a depth and breadth of nontechnical skills as being a key element of engineering education. This can lead to engineering graduates that are comfortable working across disciplines and contribute broadly to creating positive solutions to large and complex sociotechnical challenges. Notwithstanding, developing and integrating non-technical skills associated with leadership, such as social intelligence, developing vision and working in interdisciplinary teams beyond engineering is a systemic challenge. In this paper, the authors propose that a major barrier to systemic change toward enhanced non-technical skill development is the existing culture in the engineering education institutional environment. This paper is based on our personal experience in both advocating and implementing a broader mindset in the engineering curriculum. We begin by exploring the tensions in the culture of engineering education through the lens of Hofstede's cultural dimensions. We then follow with a discussion of the co-contraries that exist in engineering education within the bounds of these cultural dimensions. We conclude with thoughts on how concepts of engineering leadership could be leveraged to influence culture change that can positively influence the curricular aspects of engineering programs, as well as within the institutional environment. The work in this paper provides a baseline for discussion on how engineering educators can work to bridge the culture gap that arises from the systemic cultural tensions.

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Diversity of engineering leadership program design

Abstract: This article outlines the diversity of engineering leadership programs by comparing origin stories, definitions, program structure, instructional strategies, research, and program evaluation approaches of seven North American engineering leadership programs.

Cited by 8 publications

References 15 publications

The unseen work of establishing engineering leadership development initiatives

The unseen work of establishing engineering leadership development initiatives

What about sustainability? Adding the “S” to leadership and management competency development in the engineering curriculum

Engineering Leadership: Bridging the Culture Gap in Engineering Education

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