By Steen Hyldgaard Christensen, Christelle Didier, Andrew Jamison, Martin Meganck, Carl Mitcham, Byron Newberry
This inclusive cross-cultural research rethinks the nexus among engineering schooling and context. In so doing the ebook deals a mirrored image on contextual limitations with an total boundary crossing ambition and juxtaposes vital situations of serious participation inside of engineering schooling with refined scholarly mirrored image on either possibilities and discontents.
Whether and in what means engineering schooling is or should be contextualized or de-contextualized is an item of heated debate between engineering educators. the individuality of this examine is this debate is given complete insurance – offering either instrumentally prone in addition to radical positions on remodeling engineering education.
In contextualizing engineering schooling, this e-book deals varied remark from quite a number disciplinary, meta- and interdisciplinary views on how cultural, specialist, institutional and academic structures contexts form histories, structural dynamics, ideologies and demanding situations in addition to new pathways in engineering schooling. subject matters addressed comprise studying engineering schooling in international locations starting from India to the US, to racial and gender fairness in engineering schooling and incorporating social wisdom into the area.
Using context as “bridge” this publication confronts engineering schooling head on. Contending engineering ideologies and corresponding perspectives on context are juxtaposed with contending discourses of reform. the distinctiveness of the ebook is that it brings jointly students from the arts, the social sciences and engineering from Europe – either East and West – with the U.S., China, Brazil, India and Australia.
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Additional info for International Perspectives on Engineering Education: Engineering Education and Practice in Context, Volume 1
2006), another aspect of cultural change has to do with cross cultural and globalization issues. In Volume I, Chap. 7, Qin Zhu and Brent Jesiek highlight the need to develop a better understanding of the history and cultural context of engineering education and profession in other countries and regions. They propose three key intellectual concepts enabling understanding Chinese culture: Confucianism, Marxism, and pragmatism. A further aspect of cultural change involves preparing engineers to deal with environmental issues.
Many of these practically experienced teachers are likely to be one obvious group of losers in this process of institutional transformation. Bernard Delahousse and Wilhelm Bomke in Volume I, Chap. 3, further substantiate the convergence argument in presenting a comparative study of two more profession-oriented institutions in Europe – the French Instituts Universitaires de Technologie (IUTs) and the German Fachhochschulen (FHs). H. Christensen et al. focus is on the historical evolution of the two types of institution in terms of degree of autonomy, creation or adaptation of curricula, pedagogical methods, student standing, personnel status, and research opportunities.
A historico-ethical perspective on engineering education: From use and convenience to policy engagement. Engineering Studies, 1(1), 35–53. Mitcham, C. (2009b). A philosophical inadequacy of engineering. The Monist, 92(3), 339–356. Mitcham, C. (2014). The true grand challenge for engineering: Self-knowledge. Issues in Science and Technology, 31(1), 19–22. Riley, D. (2008). Engineering and social justice. San Rafael: Morgan & Claypool Publishers. , & Leslie, L. L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university.