Gendering Engineering Leadership: Aspirations vs. Shoulder Tapping

Rottmann, Cindy; Sacks, Robin; Simpson, Annie; Reeve, D. W.

doi:10.18260/p.24152

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…The gender difference was somewhat unexpected based on previous literature findings. Rottman et al (2015) found that among engineering faculty there was not a difference in the extent to which men and women were attracted to leadership. Ro and Knight (2016) did not find a difference in students' self-assessed leadership skills between women and men.…”

Section: Rq1 Perceived Importancementioning

confidence: 96%

Perceived Importance of Leadership in their Future Careers Relative to Other Foundational, Technical and Professional Skills among Senior Civil Engineering Students

Bielefeldt¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Many demands are placed on undergraduate students to possess a broad range of foundational, technical, and professional knowledge and skills when they graduate. Expectancy value theory (EVT) indicates that students will be more motivated to learn topics that they believe will be important in their future, due to utility value. Self-efficacy beliefs also contribute to learning. Given this framework, the research explored student perceptions about the importance of leadership to their future professional careers, where they believed they had built their leadership skills (inclusive of courses and/or co-curricular activities), and broader student ideas about leadership. This exploratory research used a convenience sample of senior civil engineering students (n=117) attending a large, public, research-intensive institution. The students provided the information used in the study in the context of completing homework assignments on lifelong learning/professional licensure and leadership. The students considered the importance of leadership in relation to the 24 outcomes in the Civil Engineering Body of Knowledge. In fall 2016 and 2017, 28% of the seniors rated leadership among the five most important outcomes for their future professional success; 4% rated leadership among the five least important outcomes. Leadership was the eighth most frequently cited outcome among the most important outcomes. Gender differences were found; 32% of the male students and 10% of the female students rated leadership among the five most important outcomes. A higher percentage of the 2016-2017 seniors believed that leadership was highly important for their future engineering careers, as compared to peers at the same institution 5 to 7 years earlier. The students routinely identified four required courses that contributed to their leadership knowledge and/or skills: first-year engineering projects, a junior-level introduction to construction course, capstone design, and a professional issues course. Being introduced to leadership ideas early in the undergraduate curriculum, which are reinforced in later courses, may be a good strategy to motivate students and encourage their interest around leadership topics. A number of students also identified internships and other co-curricular activities as contributing to their leadership skills (e.g. ROTC, professional society president, sports activities). Instructors may want to consider the tenets of EVT when integrating leadership education into the curriculum, explaining the utility value of these skills in the workforce and using metacognition to have students reflect on their own leadership experiences so that they build self-efficacy around these skills.

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Section: Rq1 Perceived Importancementioning

confidence: 96%

Perceived Importance of Leadership in their Future Careers Relative to Other Foundational, Technical and Professional Skills among Senior Civil Engineering Students

Bielefeldt¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Team composition has been a recent topic of research within the collaborative design field [11,28,29]. There have been different focus areas within the team composition research ranging from diversity (gender and cultural) within design teams [11,[30][31][32][33].…”

Section: Team Compositionmentioning

confidence: 99%

Establishing a Protocol to Observe Leadership Behaviors Within Engineering Design Teams

Chickarello

Righter

Patel

et al. 2018

Volume 7: 30th International Conference on Design Theory and Methodology

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The purpose of this study is to establish a protocol capable of identifying functional leadership behaviors in engineering design teams. The protocol is developed from a literature review that includes general leadership theory and research performed on collaborative design teams. Three different raters applied the leadership protocol to a video recording of a graduate student team performing a function structure modeling activity. The results of the study demonstrate that the protocol has a high amount of intra-rater agreement and an acceptable level of interrater reliability. Additionally, the pilot study revealed that clarification and refinement of the protocol with respect to leader/follower behaviors can improve rater agreement. Finally, changes to the protocol are proposed to map leadership behaviors to the design space the team is working in and the design activities that the team is performing.

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“…At the Troost Institute for Leadership Education in Engineering (Troost ILead) we have been actively engaged in developing the leadership capacity of engineers since 2002. Through leadership programming activities-both curricular and co-curricular [1,2], classroom and workplace research projects [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18], and our industry-university Community of Practice we work towards our vision of 'engineers leading change to build a better world.' Programming for students is delivered through 15 high-demand courses, a range of co-curricular initiatives and by integrating leadership learning into core courses across the Faculty.…”

Section: Introductionmentioning

confidence: 99%

Engineering Leadership Education: Catalyzing Long-Term Personal and Professional Growth

Simpson

Reeve

Rottmann

et al. 2019

PCEEA

Self Cite

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The Troost Institute for Leadership Education in Engineering (Troost ILead) has been actively engaged in developing the leadership capacity of engineers since its inception of 2002. Through a suite of leadership programming—both curricular and co-curricular, a robust research team, and our active industry-university Community of Practice we work towards our vision of engineers leading change to build a better world.’ After 16 years of dedicated work, we conducted a mixed method study to discover and understand the lasting impact of our work. 806 alumni responded to our survey and 25 interviews were conducted. This study provides evidence that engineering leadership programming can and does catalyze long-lasting personal and professional growth for undergraduate and graduate students. This paper presents our findings and the implications for engineering leadership education.

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Gendering Engineering Leadership: Aspirations vs. Shoulder Tapping

Cited by 3 publications

References 13 publications

Perceived Importance of Leadership in their Future Careers Relative to Other Foundational, Technical and Professional Skills among Senior Civil Engineering Students

Perceived Importance of Leadership in their Future Careers Relative to Other Foundational, Technical and Professional Skills among Senior Civil Engineering Students

Establishing a Protocol to Observe Leadership Behaviors Within Engineering Design Teams

Engineering Leadership Education: Catalyzing Long-Term Personal and Professional Growth

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