scholarly journals Engineering Student Leaders’ Self-Assessments of Leadership Skills

2015 ◽  
Author(s):  
Robyn Paul ◽  
Lynne Cowe Falls
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Leadership Skills ◽  
Leadership Competencies ◽  
Student Leaders ◽  
Leadership Education ◽  
Male Students ◽  
Engineering Student ◽  
Self Assessment ◽  
Self Assessments

In the 21st century, graduating engineering students are required to have many skills beyond traditional technical skills. Leadership education in engineering has had an increased development over the past few decades, however there is still a lack of understanding of the effectiveness of these programs. This paper summarizes the results from a pilot study conducted with a group of undergraduate students. Engineering student leaders were given a leadership self-assessment at the beginning and end of their semester. Overall, a slight improvement was observed in the majority of the leadership competencies including character, teamwork, and technical. Male students had a decrease in their teamwork skills. Both genders ranked themselves lowest in technical abilities, however male students rated themselves significantly higher relative to female students. The findings from this study could be useful to develop and improve engineering leadership education programs based on the gaps of student competencies.

scholarly journals Competencies to Guide a Leadership Curriculum for Family Medicine Chief Residents

2018 ◽  
Vol 50 (9) ◽  
pp. 694-697 ◽  
Author(s):  
M. Kim Marvel ◽  
Janell Wozniak ◽  
Alex J. Reed
Keyword(s):  
Family Medicine ◽  
Assessment Tool ◽  
Leadership Skills ◽  
Chief Resident ◽  
Leadership Competencies ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Leadership Curriculum ◽  
Further Development

Background and Objectives: Chief resident leadership competencies are neither clear nor standardized. The goal of this project was to identify specific leadership skills for chief residents and to develop a self-assessment tool. Methods: Chief residents from 10 family medicine residencies participated in focus groups to identify leadership skills required to be an effective chief resident. The ideas generated by participants were grouped into 10 competencies and a self-assessment tool was developed. The tool has been used to help chief residents self-assess their leadership strengths and weaknesses, and to identify teaching priorities for biannual leadership workshops. Results: The self-assessment instrument was completed by 83 chief residents over 5 years. Mean ratings range from 3.19 to 3.57 on a 5-point scale (low to high competency). The self-ratings of residents starting their chief year compared to residents at the end of their chief year showed an increase in 9 of the 10 competencies. Conclusions: The leadership competencies are a useful tool to identify training priorities and to help chief residents or other leaders within a residency program identify skills for further development.

A Comparison of Self-Assessment and Peer Assessment of Leadership Skills

NASPA Journal ◽  
2001 ◽  
Vol 38 (3) ◽  
Author(s):  
Cathryn G. Turrentine
Keyword(s):  
Leadership Practices ◽  
Peer Assessment ◽  
Leadership Skills ◽  
Self Assessment ◽  
Self Reports ◽  
Self Assessments ◽  
Peer Reports

Members of a residential leadership community reported whether they had practiced specific leadership skills in the preceding semester and, if so, how well they believed they had performed on that skill. Results were compared with the responses of peer observers. Self-reports of leadership practices were confirmed by peer reports in 72% of cases. Self-assessments of the quality of performance were confirmed by peer assessments in 83% of cases.

scholarly journals Developing Leadership Skills in Engineering Students – Foundational Approach through Enhancement of Self-Awareness and Interpersonal Communication

2013 ◽  
Author(s):  
David J. Bayless
Keyword(s):  
Interpersonal Communication ◽  
Engineering Students ◽  
Leadership Skills ◽  
Lessons Learned ◽  
Leadership Education ◽  
Self Awareness ◽  
Use Of Self ◽  
Listening Skills ◽  
Leadership Communication ◽  
Critical Leadership

Engineering leadership education is emerging as a vital addition to the development of theprofession. However, practitioners of engineering leadership education are still defining outcomes, objectives and curricula. The assumptions, desired outcomes, and our pedagogical approach to engineering leadership education discussed in this paper starts with a strategic assumption to minimize the emphasis on development of “vision” that is a clear focus of leadership training in business and other disciplines. While vision is clearly a critical leadership characteristic, engineering schools already excel at developing students who envision solutions to complex problems. Therefore, less effort is needed for the engineer to transition “problem solving” into “leadership vision.” Instead, the focus is placed on interpersonal communication (vs. organizational communication) and understanding of motivation and behaviors of self and with respect to interactions with others. This paper will present the methodology and reflective assessments in teaching engineering students “leadership communication,” and “self-awareness.”Leadership communication consists of techniques to develop intentional listening skills and questioning/interviewing approaches to define problems and understand motivations with emphasis on application of lessons learned from behavior inventory assessment. Further, the use of self and group reflection will be discussed in the context of both learning leadership concepts and increasing self-awareness.

scholarly journals What Motivates Students to Study Engineering? A Comparative Study between Males and Females in Saudi Arabia

2021 ◽  
Vol 11 (4) ◽  
pp. 147
Author(s):  
Wafa Labib ◽  
Amal Abdelsattar ◽  
Yasser Ibrahim ◽  
Abdelhakim Abdelhadi
Keyword(s):  
Saudi Arabia ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Positive Impact ◽  
Considerable Effect ◽  
Female Students ◽  
Male Students ◽  
Engineering Majors ◽  
Male And Female ◽  
Engineering Programs

Motivation to study engineering in undergraduate study is of great importance to students. It encourages undergraduate students to enroll in an engineering program and continue their studies without dropping out. Male students enroll in engineering programs with large numbers compared to female students in many parts of the world. In Saudi Arabia, there were limited engineering programs for female students. In this research, the motivation to study engineering is studied and compared between male and female students in the College of Engineering at Prince Sultan University, the first private university in Saudi Arabia. The study was conducted through a detailed survey distributed to 41 male engineering management students and 45 female architectural engineering students. These students’ performance and experience were considered and compared considering their gender to evaluate their persistence toward engineering study. According to the results obtained, the highest degree of the parents had a considerable effect on the selection of engineering major for male and female students. Most surveyed male and female students select an engineering major because of its positive impact on the community and its role in improving the way of life. Male students may differ in that they considered engineering in order to start their own business after graduation with a higher percentage compared to female students. There was a very limited role of the school in selecting engineering majors according to the surveyed male and female students. This role should be enhanced and utilized to encourage more female students to consider engineering majors in their college study.

scholarly journals Exploring the Conflict Between an Engineering Identity and Leadership

2018 ◽  
Author(s):  
William J. Schell
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Leadership Skills ◽  
Data Sets ◽  
Leadership Programs ◽  
Leadership Positions ◽  
Leadership Identity ◽  
Potential Conflict ◽  
The Relationship ◽  
Engineering Identity

Through the efforts of government and industry, there is growing recognition among academics of the importance of developing leadership skills in engineering students. Despite this recognition and the increasing level of resource put into engineering leadership programs throughout North America, there is currently little work that illustrates how leadership fits into the broader picture of the heterogeneous nature of engineering work. This work seeks to begin closing that gap by investigating the relationship between models of engineering identity and leadership identity. The investigation is done using quantitative techniques to draw conclusions from two data sets taken from national surveys of undergraduate students in the U.S.. Initial results indicate that while engineering students are engaged in leadership positions more frequently than their peers inother fields (other STEM and non-STEM) they see less of a connection between these roles and their future careers than other students, indicating a potential conflict between an engineering identity and a leadership identity.

Leadership Education at the Middle and High School Levels

2016 ◽  
pp. 195-218
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Leadership Education ◽  
Youth Leadership ◽  
Self Assessment ◽  
Academic Resiliency ◽  
Personal Wellness ◽  
Long Term Impact ◽  
The Impact

This study used extensive interviews, observations, a self-assessment of youth leadership skills, and collection of student academic, fitness, attendance and discipline data to analyze the impact of the California Cadet Corps on the youth in grades 4-12 that the program serves. Interviews with adult alumni of the program were also conducted. The data showed a remarkable long-term impact on promoting leadership development as well as skills and attitudes of citizenship, patriotism, basic military knowledge, personal wellness, and academic resiliency.

scholarly journals The Experiences of Women in Undergraduate Engineering

2018 ◽  
Author(s):  
Natalie Mazur ◽  
Bronwyn Chorlton ◽  
John Gales
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Demographic Data ◽  
Female Students ◽  
Male Students ◽  
Significant Finding ◽  
Survey Question ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Experiences Of Women

While it is understood that there is an issue in retention of women in STEM fields, there is little research addressing why this is occurring. This warrants the need to begin identifying the root of this issue, and the direct causes. Undergraduate engineering programs are the first phase students undertake in their pursuit of a career as a professional engineer, and even in this early phase an issue in retention is apparent. The present study addresses factors that may be preventing female students from remaining in the field. In this study, 261 undergraduate students enrolled in engineering programs at an accredited university in Ontario completed a 17-question survey that collected demographic data and asked questions related to challenges students may experience during their education. The survey questions were formulated to understand the severity to which each challenge affects males and females in different ways. Demographic factors were correlated with students’ answers, and significant differences between men’s and women’s answers were found. 65% of female students reported more discouragement or intimidation by peers and professors in their program, compared to 45% of male students. These findings may indicate that female students may be more susceptible to a culture of intimidation than male students. Another significant finding lies within a survey question formulated to understand if female and male engineers have their contributions represented equally. This question showed that male students recognized the names of male engineers 1.75 times more often than they recognized the names of female engineers. The results of this question show that, to some capacity, male engineering students do not recognize female engineers’ contributions as frequently as male engineers’ contributions. Moving forward, there is a need to support female students in engineering as well as to educate students on respect and equity.

A Set of Preliminary Model Experiments for Studying Engineering Student Biases in the Assessment and Prioritization of Risks

2018 ◽  
Author(s):  
Jeremy M. Gernand
Keyword(s):  
Behavioral Economics ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Risk Estimation ◽  
Environmental Harm ◽  
Engineering Student ◽  
Design Decisions ◽  
Preliminary Model ◽  
Future Events ◽  
Low Probability

Engineering decisions that have the greatest effect on worker and public safety occur early in the design process. During these decisions, engineers rely on their experience and intuition to estimate the severity and likelihood of undesired future events like failures, equipment damage, injuries, or environmental harm. These initial estimates can then form the basis of investment of limited project resources in mitigating those risks. Behavioral economics suggests that most people make significant and predictable errors when considering high consequence, low probability events. These biases have not previously been studied quantitatively in the context of engineering decisions, however. This paper describes preliminary results from a set of computerized experiments with engineering students estimating, prioritizing, and making design decisions related to risk. The undergraduate students included in this experiment were more likely to underestimate than overestimate the risk of failure. They were also more optimistic of the effects of efforts to mitigate risk than the evidence suggested. These results suggest that considerably more effort is needed to understand the characteristics and qualities of these biases in risk estimation, and understand what kinds of intervention might best ameliorate these biases and enable engineers to more effectively identify and manage the risks of technology.

scholarly journals Exploring self-assessments in university undergraduate students: how accurate are they?

2019 ◽  
Author(s):  
Hilda Mary Mulrooney
Keyword(s):  
Undergraduate Students ◽  
Thematic Analysis ◽  
Qualitative Data ◽  
The Self ◽  
Self Assessment ◽  
Qualitative And Quantitative ◽  
Self Assessments ◽  
University Undergraduate Students ◽  
Do So

Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.

scholarly journals Factor that impacts entrepreneurial intention among engineering students: evidence from Indonesia

2018 ◽  
Vol 9 (4 (31)) ◽  
pp. 71-86
Author(s):  
Hari Kurniawan ◽  
Fulgentius Danardana Murwani ◽  
Aniek Indrawati
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Entrepreneurial Intention ◽  
Need For Achievement ◽  
Engineering Student ◽  
Vocational High School ◽  
School Students ◽  
The Impact

Entrepreneurial Intention was intensively examined within the research on entrepreneurship, but the results were diverse. The research was mostly focused on a non-engineering student. The inspiration for this paper was provided by (Law & Breznik, 2017) and (Karabulut, 2016) and its main goal is to determine the factor that pushes undergraduate students towards success in business and allows them to develop their entrepreneurial intention. This research is intended to ascertain the impact of innovativeness (Innov) and need for achievement (Nach) on entrepreneurial intention based on attitude towards entrepreneurship show among vocational high-school students having an extended curriculum in engineering. The examined sample was composed of 338 students of vocational high school (SMK) in an Indonesian District offering some extended courses in engineering. The adopted research methodology was of descriptive and correlational nature, with a quantitative method and a path analysis utilizing Lisrel 9.30. It was found that the need for achievement (Nach) and innovativeness (Innov) exert some significant indirect influence on entrepreneurial intention based on the attitude towards entrepreneurship, while the need for achievement (Nach) has lower direct influence on entrepreneurial Intention.

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