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This inclusive cross-cultural study rethinks the nexus between
engineering education and context. In so doing the book offers a
reflection on contextual boundaries with an overall boundary
crossing ambition and juxtaposes important cases of critical
participation within engineering education with sophisticated
scholarly reflection on both opportunities and discontents. Whether
and in what way engineering education is or ought to be
contextualized or de-contextualized is an object of heated debate
among engineering educators. The uniqueness of this study is that
this debate is given comprehensive coverage – presenting both
instrumentally inclined as well as radical positions on
transforming engineering education. In contextualizing engineering
education, this book offers diverse commentary from a range of
disciplinary, meta- and interdisciplinary perspectives on how
cultural, professional, institutional and educational systems
contexts shape histories, structural dynamics, ideologies and
challenges as well as new pathways in engineering education. Topics
addressed include examining engineering education in countries
ranging from India to America, to racial and gender equity in
engineering education and incorporating social awareness into the
area. Using context as “bridge” this book confronts engineering
education head on. Contending engineering ideologies and
corresponding views on context are juxtaposed with contending
discourses of reform. The uniqueness of the book is that it brings
together scholars from the humanities, the social sciences and
engineering from Europe – both East and West – with the
United States, China, Brazil, India and Australia.
This second companion volume on engineering studies considers
engineering practice including contextual analyses of engineering
identity, epistemologies and values. Key overlapping questions
examine such issues as an engineering identity, engineering
self-understandings enacted in the professional world, distinctive
characters of engineering knowledge and how engineering science and
engineering design interact in practice. Authors bring with them
perspectives from their institutional homes in Europe, North
America, Australia\ and Asia. The volume includes 24 contributions
by more than 30 authors from engineering, the social sciences and
the humanities. Additional issues the chapters scrutinize include
prominent norms of engineering, how they interact with the values
of efficiency or environmental sustainability. A concluding set of
articles considers the meaning of context more generally by asking
if engineers create their own contexts or are they created by
contexts. Taken as a whole, this collection of original scholarly
work is unique in its broad, multidisciplinary consideration of the
changing character of engineering practice.
This second companion volume on engineering studies considers
engineering practice including contextual analyses of engineering
identity, epistemologies and values. Key overlapping questions
examine such issues as an engineering identity, engineering
self-understandings enacted in the professional world, distinctive
characters of engineering knowledge and how engineering science and
engineering design interact in practice. Authors bring with them
perspectives from their institutional homes in Europe, North
America, Australia\ and Asia. The volume includes 24 contributions
by more than 30 authors from engineering, the social sciences and
the humanities. Additional issues the chapters scrutinize include
prominent norms of engineering, how they interact with the values
of efficiency or environmental sustainability. A concluding set of
articles considers the meaning of context more generally by asking
if engineers create their own contexts or are they created by
contexts. Taken as a whole, this collection of original scholarly
work is unique in its broad, multidisciplinary consideration of the
changing character of engineering practice.
This inclusive cross-cultural study rethinks the nexus between
engineering education and context. In so doing the book offers a
reflection on contextual boundaries with an overall boundary
crossing ambition and juxtaposes important cases of critical
participation within engineering education with sophisticated
scholarly reflection on both opportunities and discontents. Whether
and in what way engineering education is or ought to be
contextualized or de-contextualized is an object of heated debate
among engineering educators. The uniqueness of this study is that
this debate is given comprehensive coverage - presenting both
instrumentally inclined as well as radical positions on
transforming engineering education. In contextualizing engineering
education, this book offers diverse commentary from a range of
disciplinary, meta- and interdisciplinary perspectives on how
cultural, professional, institutional and educational systems
contexts shape histories, structural dynamics, ideologies and
challenges as well as new pathways in engineering education. Topics
addressed include examining engineering education in countries
ranging from India to America, to racial and gender equity in
engineering education and incorporating social awareness into the
area. Using context as "bridge" this book confronts engineering
education head on. Contending engineering ideologies and
corresponding views on context are juxtaposed with contending
discourses of reform. The uniqueness of the book is that it brings
together scholars from the humanities, the social sciences and
engineering from Europe - both East and West - with the United
States, China, Brazil, India and Australia.
Fascinating and compelling in equal measure this volume presents a
critical examination of the multilayered relationships between
engineering and business. In so doing the study also stimulates
ethical reflection on how these relationships either enhance or
inhibit strategies to address vital issues of our time. In the
context of geopolitical, economic, and environmental tendencies the
authors explore the world that we should want to create and the
role of the engineer and the business manager in this endeavor.
Throughout this volume the authors identify periods of alignment
and periods of tension between engineering and business. They look
at focal points of the engineering-business nexus related to the
development of capitalism. The book explores past and present
movements to reshape, reform, or reject this nexus. The volume is
informed by questions of importance for industry as well as for
higher education. These are: What kinds of conflict arise for
engineers in their attempts to straddle both professional and
organizational commitments? How should professionals be managed to
avoid a clash of managerial and professional cultures? How do
engineers create value in firms and corporations? What kinds of
tension exist between higher education and industry? What
challenges does the neoliberal entrepreneurial university pose for
management, faculty, students, society, and industry? Should
engineering graduates be ready for work, and can they possibly be?
What kinds of business issues are reflected in engineering
education curricula, and for what purpose? Is there a limit to the
degree of business hybridization in engineering degree programs,
and if so, what would be the criterion for its definition? Is there
a place in engineering education curricula for reflective critique
of assumptions related to business and economic thinking? One ideal
of management and control comes to the fore as the Anthropocene -
the world transformed into an engineered artefact which includes
human existence. The volume raises the question as to how
engineering and business together should be considered, given the
fact that the current engineering-business nexus remains embedded
within an economic model of continual growth. By addressing
macro-level issues such as energy policy, sustainable development,
globalization, and social justice this study will both help create
awareness and stimulate development of self-knowledge among
practitioners, educators, and students thereby ultimately
addressing the need for better informed citizens to safeguard
planet Earth as a human life supporting system.
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