Suchergebnisse

Engineering leadership education has become increasingly popular over the past decade in response to national calls for educational change. Despite the growing popularity of the movement, however, reform efforts continue to be piecemeal in their delivery, driven largely by the priorities of program leaders who established them (Graham, 2012). If we as engineering educators wish to more systematically develop leadership skills in our students, we should begin by empirically examining and defining our phenomenon of interest: engineering leadership. Our article takes up this challenge by investigating how 82 engineers in five organizationally distinct roles define leadership and how their respective insights are shaped by their diverse organizational locations. After weaving together the perspectives of engineers in industry, human resource professionals, entrepreneurs, politicians and interns, we propose a poly-vocal definition of engineering leadership and identify practical implications for engineering leadership educators. ; This research was conducted with support from the Dean's Strategic Fund (Faculty of Applied Science and Engineering, University of Toronto) and a consortium of industry partners.

Engineering leadership education has become increasingly popular over the past decade in response to national calls for educational change. Despite the growing popularity of the movement, however, reform efforts continue to be piecemeal in their delivery, driven largely by the priorities of program leaders who established them (Graham, 2012). If we as engineering educators wish to more systematically develop leadership skills in our students, we should begin by empirically examining and defining our phenomenon of interest: engineering leadership. Our article takes up this challenge by investigating how 82 engineers in five organizationally distinct roles define leadership and how their respective insights are shaped by their diverse organizational locations. After weaving together the perspectives of engineers in industry, human resource professionals, entrepreneurs, politicians and interns, we propose a poly-vocal definition of engineering leadership and identify practical implications for engineering leadership educators. ; En réponse aux appels à réformer le système de l'éducation, la formation de leaders en génie a gagné en popularité au cours des dix dernières années. Malgré la popularité croissante de ce mouvement, les réformes demeurent partiales et suivent largement les priorités des directeurs de programmes qui les mettent en place (Graham, 2012). Si, en tant que formateurs d'ingénieurs, nous souhaitons perfectionner systématiquement les compétences en leadership de nos étudiants, il nous faut commencer par une analyse empirique qui permette de définir précisément notre objet, soit le leadership en génie. Notre article relève le défi en analysant les façons dont 82 ingénieurs occupant cinq rôles distincts dans une organisation définissent le leadership, et les façons dont leurs positions institutionnelles établissent leurs perspectives. En tenant compte des perspectives d'ingénieurs de l'industrie, de professionnels des ressources humaines, d'entrepreneurs, de politiciens et de stagiaires, nous proposons une définition plurivoque du leadership en génie, et nous en identifions les implications pratiques pour les éducateurs du domaine.

AbstractEngineering is developing extensive leadership education, supporting future professional engineers to engage with others in solving complex sociotechnical problems. A contemporary challenge is to integrate leadership learning into foundational coursework requirements.