scholarly journals SUPPORTING ENGINEERING STUDENT LEADERS TO INFLUENCE ORGANIZATIONAL CULTURE THROUGH A CO-CURRICULAR LEADERSHIP PROGRAM

2018 ◽  
Author(s):  
Jordan Daniow ◽  
Mike Klassen
Keyword(s):  
Organizational Culture ◽  
Engineering Students ◽  
Leadership Skills ◽  
Student Leaders ◽  
Student Government ◽  
Leadership Programs ◽  
Education Students ◽  
Student Club ◽  
The Rich ◽  
Campus Activities

Abstract – Engineering students develop leadership skills and identity through campus activities such as student government, clubs and design teams. We developed a program to enhance experiential learning of student club leaders related to organizational leadership.  In this paper, we examine elements of this program related to the topic of organizational culture, a concept that has received little attention in engineering education.  Students reported making use of program learning to implement and influence impactful structural and process changes in their organizations. This paper reports on the results of this teaching approach with hopes of informing and inspiring other leadership programs that aim to leverage the rich learning environment that student clubs provide.  

The Power of Leadership in Engineering Management Education

2021 ◽  
pp. 124-143
Author(s):  
Zeyad Waleed Abualhamael
Keyword(s):  
Leadership Practices ◽  
Qualitative Methodology ◽  
Engineering Students ◽  
Leadership Skills ◽  
Engineering Management ◽  
Self Awareness ◽  
Leadership Studies ◽  
Leadership Programs ◽  
Knowledge And Skills ◽  
Effective Leader

The aim of this chapter is to bridge the gap between literature about leadership studies and engineering education to develop future engineering leaders. The chapter focuses upon the hindrances that are faced in integrating leadership programs in the engineering circular. To this end, the chapter employed qualitative methodology under which it reviewed literature on multiple lines such as identifying significance of leadership for engineering students, identification of leadership practices and skills taught to engineering students, and the way this can be improved. Key findings of chapter emphasized on leadership as an important skill for future engineers thus demanding need for equipping engineers with skills needed to become an effective leader. It is found that having engineers to develop leadership skills will enable them to perform their role effectively, effectively allocate and utilize available resources. Thus, the chapter recommends integration of leadership knowledge and skills in engineering curricula through usage of variety of tools such as experiential learning and self-awareness.

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.

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.

Leadership Qualities and Business Skills Needed By Business Education Students in Public Universities in South-East Nigeria for National Security.

2019 ◽  
pp. 155-161
Author(s):  
Okwor N.G. ◽  
Ezeabii I.C.
Keyword(s):  
National Security ◽  
Business Education ◽  
Public Universities ◽  
Leadership Skills ◽  
Leadership Qualities ◽  
Education Students ◽  
Business Educators ◽  
Business Skills ◽  
Level Of Significance ◽  
Coefficient Method

The study focused on leadership qualities and business skills needed by business education students in public universities in South-East Nigeria for national security. Survey research design was adopted. Two research questions and two null hypotheses tested at .05 level of significance guided the study. The population for the study was 53 business educators (21 males and 32 females) in public universities in South East states of Nigeria. The number was manageable hence, there was no sampling. Structured questionnaire containing a total of 22 items was the instrument for data collection. The reliability of the instrument was determined using Cronbach Alpha reliability coefficient method. A correlation of .81 was obtained. Out of 53 copies of the questionnaire distributed, 52 copies were returned giving 98.11% return rate. It was found out that: ability to communicate( ̅ ), display honesty( ̅ ), solve problems( ̅ ) are among the leadership qualities and the ability to prepare budget( ̅ ), set procedures for achieving plans( ̅ ), make innovations( ̅ ) and use promotional tools( ̅ ) are among the business skills needed for by business education students for national security. Also, possession of leadership qualities and business skills are not gender biased. Recommendations made include: the identified leadership skills should be integrated in the curriculum by stakeholders for training business education students and business educators should ensure that the students are trained on the business skills identified to enable the students armed with salable skills and contribute to national security.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

Training for the Management of Vietnamese Enterprises in the Industrial Revolution 4.0

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Vu Thi Minh Hien ◽  
Hoang Van Hai ◽  
Tran Kim Loan
Keyword(s):  
Corporate Governance ◽  
Organizational Culture ◽  
Industrial Revolution ◽  
Leadership Skills ◽  
Technological Knowledge ◽  
Management Capability ◽  
Rapid Changes ◽  
Is Management ◽  
Culture Development ◽  
The Revolution

The Industrial Revolution 4.0 has created rapid changes in management, administration, and development in Vietnamese enterprises. Having been faced with enomous opportunities and challenges as they are nowadays, one of the fundemental factors decisive for an enterprise’s development is management capability. Perception change, talent attraction, and organizational culture development require technological knowledge and leadership skills. Therefore, this article studies how the Industrial Revolution 4.0 has impacted corporate governance and in what management needs to be trained urgently so as to meet the requirements of the Revolution.

scholarly journals Peers to Peers: Developing a Student-Coordinated Conversation Partner Program

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Ron Aaron ◽  
Carmen Cedeño ◽  
Elisabeth Gareis ◽  
Lalit Kumar ◽  
Abhinaya Swaminathan
Keyword(s):  
Student Leaders ◽  
Intercultural Relationships ◽  
Team Members ◽  
Faculty Advisors ◽  
Successful Student ◽  
Similar Program ◽  
The Rich ◽  
Conversation Partner ◽  
Meaningful Interaction ◽  
Repeated Contact

The lack of meaningful interaction between domestic and international students is a persistent concern in international higher education. Conversation partner programs are a promising measure to promote the rich and repeated contact necessary for the development of intercultural relationships and communication skills. This article describes the process of launching and managing a successful student-coordinated conversation partner program with no or minimal funding. The five core team members (two faculty advisors and three student leaders) explain why they created or joined the program, their responsibilities, what worked, what was challenging, and what they recommend should other institutions want to start a similar program.

scholarly journals Are University Co-operative Education Students Safe? Perceptions of Risk to Students on Work Terms

2016 ◽  
Vol 46 (1) ◽  
pp. 121-137
Author(s):  
Rebecca Newhook
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Life Experience ◽  
Academic Program ◽  
Education Students ◽  
Descriptive Case Study ◽  
Perceptions Of Risk ◽  
Limited Life ◽  
Qualitative Descriptive ◽  
Campus Activities

As students venture off campus for university-sponsored activities, are they at risk, given that universities are better able to control risk factors on campus than they can for their off-campus activities? Co-operative education is a formalized and longstanding academic program that often sees students spend upwards of a third of their time off campus during the completion of a degree; thus, a discussion of the risks in co-operative education could provide a basis for assessing levels of risk for other off-campus activities. This qualitative, descriptive case study examines co-operative education co-ordinators’ perceptions of the risks to students in co-operative education programs in Canadian universities. Fourteen co-ordinators from across Canada participated in one-on-one interviews. Co-ordinators acknowledged that of the partners in co-operative education, the student is the most at risk. However, they viewed co-operative education as a safe endeavour for students, and there was agreement that the actual risk to students is minimal. The risk factors identified by co-ordinators included personal safety, harassment, youth or limited life experience, and mental health.  

A Study to Investigate Technopreneurship Talent for Higher Education Students [Engineering, Agriculture Engineering, and Information Technology Students in Universitas Andalas Indonesia]

2018 ◽  
Vol 7 (2.29) ◽  
pp. 933
Author(s):  
Insannul Kamil ◽  
Berry Yuliandra ◽  
Taufik .
Keyword(s):  
Information Technology ◽  
Engineering Students ◽  
Technological Innovations ◽  
Weighted Sum ◽  
Education Students ◽  
Learning Skills ◽  
Technology Students ◽  
New Business ◽  
Three Stages ◽  
Information Technology Students

Lack of new business and jobs has led unemployed issues. This problem can be settled by increasing the number of new technopreneurs, entrepreneurs creating new business and jobs through technological innovations. The study is to find out technopreneurship talent of the students of faculty of engineering, agriculture engineering and information technology of Universitas Andalas. Then, they are compared by four criteria or dimensions: [1] Entrepreneurial Characteristics, [2] Absorptive Capacity, [3] Knowledge and Learning Skills, [4] Business and Communication Skills. A set of indicators is developed for each criterion and assessed qualitatively using questioners as tool. The assessments are carried out in three stages: indicators, criteria, and technopreneur talent assessment. Attitudes measurement technique is used for indicators assessment while Weighted Sum Model [WSM] is used for criteria and technopreneur talent assessment. The overall technopreneur talent assessments show that engineering students are relatively better with information technology students and agriculture engineering students are adept in some aspects of technopreneurship.  

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