The Ebb and Flow of Engineering Leadership Orientations

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

doi:10.18260/p.24857

Cited by 11 publications

(14 citation statements)

References 25 publications

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“…In addition to the pedagogically driven research project outlined above, we have undertaken a foundational study to examine how engineers understand leadership; how they lead in the workplace; what skills and behaviours are important to successful engineering leaders, and where engineers learned those skills and behaviors. Our findings, recently published, include a theory of engineering leadership grounded in the day-to-day experiences of professional engineers Reeve, Sacks, Rottmann, Daniels, & Wray, 2013;, and a survey of engineering skills and traits modeled by engineers who have been identified by their peers as exemplary leaders (Reeve, Rottmann, & Sacks, 2015). While this work is already informing our courses, our ultimate objective is to use our findings to generate professionally relevant, evidenced-based curriculum.…”

Section: Project #2: Theorizing Engineering Leadershipmentioning

confidence: 83%

Curricular and Co-curricular Leadership Learning for Engineering Students

Reeve

Evans

Simpson

et al. 2015

CELT

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In recent years engineering educators have been encouraged to blend technical and professional learning in their curricular and co-curricular programing (EC, 2009; NAE, 2004). Our paper describes a multifaceted leadership learning program developed to achieve this goal by infusing reflective, experiential learning into an otherwise technically oriented discipline. The program was designed by a collaborative team of educators and researchers with backgrounds in engineering, education, psychology, and industry and offers a range of learning experiences using diverse pedagogical strategies. The content covers four realms of leadership corresponding to four levels of analysis: self, team, organization, and society. Learning experiences include elective academic courses, co-curricular workshop programs, guest lectures in core courses, seminars, department based leadership groups, and panel discussions. In this paper, we describe the program goals, curricular and co-curricular initiatives and early research findings in order to scaffold an emerging discussion about engineering leadership education in Canada. Informal feedback from students who have participated in our program provide us with preliminary evidence that students are learning, that they value the learning opportunities afforded by our program and that our initiative is enabling significant personal growth.

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Section: Project #2: Theorizing Engineering Leadershipmentioning

confidence: 83%

Curricular and Co-curricular Leadership Learning for Engineering Students

Reeve

Evans

Simpson

et al. 2015

CELT

Self Cite

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“…A small number displayed organizational innovation. When we compare these findings to the survey conducted in 2013 with a sample of 175 engineers [7], we see an interesting difference. In the survey, the vast majority of early career engineers (zero to two years of experience) showed a preference for collaborative optimization, whereas in our interviews we saw a stronger preference for technical mastery.…”

Section: Leadership Conceptionsmentioning

confidence: 81%

“…However, when reframed as professionally relevant forms of influence, three distinct orientations to leadership emerged from the data: technical mastery, collaborative optimization and organizational innovation [5]. Followup work built on that framework and showed how individual engineers display these orientations to different degrees at different career stages, based on their own learning and development as well as their changing roles and positions within organizations [7]. A survey focused on the behaviours of 175 engineers revealed that early career engineers, that is, those with zero to two years of experience, showed a strong orientation toward collaborative optimization [7].…”

Section: Engineering Leadership In the Workplacementioning

confidence: 99%

“…Followup work built on that framework and showed how individual engineers display these orientations to different degrees at different career stages, based on their own learning and development as well as their changing roles and positions within organizations [7]. A survey focused on the behaviours of 175 engineers revealed that early career engineers, that is, those with zero to two years of experience, showed a strong orientation toward collaborative optimization [7]. A more recent paper showed how engineering leadership is viewed differently depending on who is perceiving it [6].…”

Section: Engineering Leadership In the Workplacementioning

confidence: 99%

“…The latter, leadership as a process, has been articulated by many scholars, but we chose to use Northouse's simple definition of leadership as "a process whereby an individual influences a group of individuals to achieve a common goal" (p.3) [13]. We also [5], [7]. It should be noted that the three orientations can be used to understand both leadership conceptions and behaviours.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Leading from the Bottom Up: Leadership Conceptions and Practices Among Early Career Engineers

Klassen¹,

Kovalchuk²,

Reeve³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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The influence of engineering competition team participation on students' leadership identity development

Wolfinbarger

Shehab

Trytten

et al. 2021

J of Engineering Edu

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Background: Engineering competition teams (ECTs) allow college students to learn about and practice leadership within a technical domain, yet we know little about the mechanisms by which leadership development occurs within these teams. This paper explores how ECT participation contributes to students' leadership identity development (LID). Purpose: This paper addresses the following research questions: RQ1: How does the ECT experience contribute to students' relational LID? RQ2: What other factors influence ECT participants' LID? RQ3: Does the ECT experience provide opportunities for LID that are different from those provided by other experiences? Design: This paper reports the second phase of a mixed-methods study. ECT members participated in individual semistructured interviews. Transcripts were analyzed via an interpretivist approach using deductive and constant comparative methods. The analysis employed the LID model as the primary theoretical construct. Results: ECTs contributed to most participants' LID. Factors affecting the extent of development included project complexity, team practices related to the claiming and granting of a leadership identity, positional leadership experience, involvement with other organizations, and preconceptions of leadership. Compared with other experiences, ECTs placed more emphasis on leadership based in expertise. Technical competence was considered a key attribute of ECT leaders. Conclusions: ECTs enhanced the LID of most participants, helping them understand leadership as a relational process. The LID model offers promise for designing engineering leadership development programs.

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The Ebb and Flow of Engineering Leadership Orientations

Cited by 11 publications

References 25 publications

Curricular and Co-curricular Leadership Learning for Engineering Students

Curricular and Co-curricular Leadership Learning for Engineering Students

Leading from the Bottom Up: Leadership Conceptions and Practices Among Early Career Engineers

The influence of engineering competition team participation on students' leadership identity development

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