Pub Date : 2019-09-02DOI: 10.1080/19378629.2018.1530242
Isabel Pla-Julián, J. Díez
Gender bias is important in our society not only from the point of view of ethics and human rights but also from a pragmatic engineering point of view. Universities are aware of this issue and develop equality plans, some of them including specific actions like education in gender equality. We ask, how effective are these actions? And, are there any differences in the perception of gender equality between social sciences/humanities and engineering university students? In order to answer these questions, a case study of the Spanish university system was carried out by comparing equality perception in the students of two universities: the Universidad de Valencia Estudio General and the Universitat Politècnica de València. For this purpose, 338 questionnaires were filled in by university students and were processed in two academic years (2015/2016 and 2016/2017), and at two different moments: before (225) and after (113) receiving a gender equality course. Results show the main differences in gender perception among Engineering and Social Sciences students, and the importance of gender courses.
{"title":"Gender Equality Perceptions of Future Engineers","authors":"Isabel Pla-Julián, J. Díez","doi":"10.1080/19378629.2018.1530242","DOIUrl":"https://doi.org/10.1080/19378629.2018.1530242","url":null,"abstract":"Gender bias is important in our society not only from the point of view of ethics and human rights but also from a pragmatic engineering point of view. Universities are aware of this issue and develop equality plans, some of them including specific actions like education in gender equality. We ask, how effective are these actions? And, are there any differences in the perception of gender equality between social sciences/humanities and engineering university students? In order to answer these questions, a case study of the Spanish university system was carried out by comparing equality perception in the students of two universities: the Universidad de Valencia Estudio General and the Universitat Politècnica de València. For this purpose, 338 questionnaires were filled in by university students and were processed in two academic years (2015/2016 and 2016/2017), and at two different moments: before (225) and after (113) receiving a gender equality course. Results show the main differences in gender perception among Engineering and Social Sciences students, and the importance of gender courses.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"243 - 251"},"PeriodicalIF":1.7,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2018.1530242","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45207445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/19378629.2019.1663200
Stephen Secules
This paper emerges out of ethnographic scholarship on marginalization in present-day engineering education. I pursue a scholarship of integration to contextualize my own and others’ engineering education research with critical, cultural, and historical accounts of engineering. I structure the narrative around the ethnographic themes of masculinity, competition, and competition-as-masculinity. Within each theme I situate present-day ethnographic observations of engineering educational culture, elaborate on those observations with historical context, and return to consider how historical context extends the original ethnographic observations. The implications for the study are threefold: (1) generating a new functional lens on engineering educational culture as masculine and competitive, (2) communicating useful historical context to stakeholders in engineering education, and (3) demonstrating the value of integrative scholarship to promote further interdisciplinary collaboration.
{"title":"Making the Familiar Strange: An Ethnographic Scholarship of Integration Contextualizing Engineering Educational Culture as Masculine and Competitive","authors":"Stephen Secules","doi":"10.1080/19378629.2019.1663200","DOIUrl":"https://doi.org/10.1080/19378629.2019.1663200","url":null,"abstract":"This paper emerges out of ethnographic scholarship on marginalization in present-day engineering education. I pursue a scholarship of integration to contextualize my own and others’ engineering education research with critical, cultural, and historical accounts of engineering. I structure the narrative around the ethnographic themes of masculinity, competition, and competition-as-masculinity. Within each theme I situate present-day ethnographic observations of engineering educational culture, elaborate on those observations with historical context, and return to consider how historical context extends the original ethnographic observations. The implications for the study are threefold: (1) generating a new functional lens on engineering educational culture as masculine and competitive, (2) communicating useful historical context to stakeholders in engineering education, and (3) demonstrating the value of integrative scholarship to promote further interdisciplinary collaboration.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"196 - 216"},"PeriodicalIF":1.7,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2019.1663200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41941842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/19378629.2019.1663859
A. Danielsson, Allison J. Gonsalves, E. Silfver, Maria Berge
In this article, we explore the identity work done by four male, working-class students who participate in a Swedish mechanical engineering program, with a focus on their participation in project work. A focus on how individuals negotiate their participation in science and technology disciplines has proven to be a valuable way to study inclusion and exclusion in such disciplines. This is of particular relevance in engineering education where it is widely argued that change is needed in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this study we conceptualized identity as socially and discursively produced, and focus on tracing students’ identity trajectories. The empirical data consists of ethnographic field notes from lectures, video-recordings of project work, semi-structured interviews, and video-diaries recorded by the students. The findings show that even though all four students unproblematically associate with the ‘technicist’ masculinity of their chosen program it takes considerable work to incorporate the project work into their engineering trajectories. Further, ‘laddish’ masculinities re/produced in higher education in engineering also contribute to a ‘troubled’ identity trajectory for one of the interviewed students.
{"title":"The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students","authors":"A. Danielsson, Allison J. Gonsalves, E. Silfver, Maria Berge","doi":"10.1080/19378629.2019.1663859","DOIUrl":"https://doi.org/10.1080/19378629.2019.1663859","url":null,"abstract":"In this article, we explore the identity work done by four male, working-class students who participate in a Swedish mechanical engineering program, with a focus on their participation in project work. A focus on how individuals negotiate their participation in science and technology disciplines has proven to be a valuable way to study inclusion and exclusion in such disciplines. This is of particular relevance in engineering education where it is widely argued that change is needed in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this study we conceptualized identity as socially and discursively produced, and focus on tracing students’ identity trajectories. The empirical data consists of ethnographic field notes from lectures, video-recordings of project work, semi-structured interviews, and video-diaries recorded by the students. The findings show that even though all four students unproblematically associate with the ‘technicist’ masculinity of their chosen program it takes considerable work to incorporate the project work into their engineering trajectories. Further, ‘laddish’ masculinities re/produced in higher education in engineering also contribute to a ‘troubled’ identity trajectory for one of the interviewed students.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"172 - 195"},"PeriodicalIF":1.7,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2019.1663859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49372544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/19378629.2019.1663201
L. Ettinger, N. Conroy, W. Barr
Women engineers who graduated from college in the 1970s, a time in U.S. history when women’s entry into engineering seemed most promising but failed to gain traction, offer important perspectives on the challenges facing women engineers in the past and today. To that end, we surveyed 251 women engineers from that generation to understand their perspectives and experiences. We found that the challenges faced by so many of the women engineers reflect gender issues that are deeply embedded in our interpersonal interactions and social structures – so much so that progress for women in engineering has been slow despite the anticipation that as more women went into the field, things would have gotten better. Although, as many participants noted, these challenges are rooted in gender inequity at social and institutional levels, participants often recommended individual-level solutions, encouraging young women to ‘just do it’ and persist in spite of the challenges. Our historical framing and gender analysis of participants’ responses help to explain their beliefs about why change has been slow and why, despite the continued challenges, they have persisted and encourage young women to do the same.
{"title":"What Late-Career and Retired Women Engineers Tell Us: Gender Challenges in Historical Context","authors":"L. Ettinger, N. Conroy, W. Barr","doi":"10.1080/19378629.2019.1663201","DOIUrl":"https://doi.org/10.1080/19378629.2019.1663201","url":null,"abstract":"Women engineers who graduated from college in the 1970s, a time in U.S. history when women’s entry into engineering seemed most promising but failed to gain traction, offer important perspectives on the challenges facing women engineers in the past and today. To that end, we surveyed 251 women engineers from that generation to understand their perspectives and experiences. We found that the challenges faced by so many of the women engineers reflect gender issues that are deeply embedded in our interpersonal interactions and social structures – so much so that progress for women in engineering has been slow despite the anticipation that as more women went into the field, things would have gotten better. Although, as many participants noted, these challenges are rooted in gender inequity at social and institutional levels, participants often recommended individual-level solutions, encouraging young women to ‘just do it’ and persist in spite of the challenges. Our historical framing and gender analysis of participants’ responses help to explain their beliefs about why change has been slow and why, despite the continued challenges, they have persisted and encourage young women to do the same.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"217 - 242"},"PeriodicalIF":1.7,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2019.1663201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46114632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-04DOI: 10.1080/19378629.2019.1655566
D. Vinck
ABSTRACT This essay review evaluates recent contributions in the field of maintenance and repair studies with a focus on a special issue of Tecnoscienza on this research field and a volume edited by Ignaz Strebel, Alain Bovet, and Philippe Sormani entitled Repair Work Ethnographies: Revisiting Breakdown, Relocating Materiality. These two publications provide important insights into empirical investigations of maintenance and repair work which raise stimulating questions for engineering studies, where these activities are often overlooked.
{"title":"Maintenance and Repair Work","authors":"D. Vinck","doi":"10.1080/19378629.2019.1655566","DOIUrl":"https://doi.org/10.1080/19378629.2019.1655566","url":null,"abstract":"ABSTRACT This essay review evaluates recent contributions in the field of maintenance and repair studies with a focus on a special issue of Tecnoscienza on this research field and a volume edited by Ignaz Strebel, Alain Bovet, and Philippe Sormani entitled Repair Work Ethnographies: Revisiting Breakdown, Relocating Materiality. These two publications provide important insights into empirical investigations of maintenance and repair work which raise stimulating questions for engineering studies, where these activities are often overlooked.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"153 - 167"},"PeriodicalIF":1.7,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2019.1655566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44215442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-04DOI: 10.1080/19378629.2019.1656856
Cyrus C. M. Mody
Before getting to this issue’s contents I would first like to toast some good news for the journal. Every year Taylor & Francis sends me a packet of statistics, surveys, pie charts and the like showingwhere the journal stands. This is good information tohave, and I encourage all authors and readers to accept the publisher’s requests to fill in surveys about the journal – wedependon that kindof feedback. This year thepacket containeda couplenice treats. In particular, our impact factor roughly quadrupled from 2017 to 2018, to a value of 0.952. We should, of course, treat such figureswith due caution – that is one of themain lessons of our field, after all. But I think the increase does show that people are engagingwith the journal’s content. That interpretation is reinforced by the figures for downloads of our articles, which havebeengrowingby ∼25%per year since2012. That is agreat long-term trend that I hope will continue. So if you have written something on the practice and culture of engineering and arewonderingwhere to send it – well, I hope these figures give you some idea that this journal is drawing attention and sparking conversation.
{"title":"History of Engineering (and Some of Its Uses)","authors":"Cyrus C. M. Mody","doi":"10.1080/19378629.2019.1656856","DOIUrl":"https://doi.org/10.1080/19378629.2019.1656856","url":null,"abstract":"Before getting to this issue’s contents I would first like to toast some good news for the journal. Every year Taylor & Francis sends me a packet of statistics, surveys, pie charts and the like showingwhere the journal stands. This is good information tohave, and I encourage all authors and readers to accept the publisher’s requests to fill in surveys about the journal – wedependon that kindof feedback. This year thepacket containeda couplenice treats. In particular, our impact factor roughly quadrupled from 2017 to 2018, to a value of 0.952. We should, of course, treat such figureswith due caution – that is one of themain lessons of our field, after all. But I think the increase does show that people are engagingwith the journal’s content. That interpretation is reinforced by the figures for downloads of our articles, which havebeengrowingby ∼25%per year since2012. That is agreat long-term trend that I hope will continue. So if you have written something on the practice and culture of engineering and arewonderingwhere to send it – well, I hope these figures give you some idea that this journal is drawing attention and sparking conversation.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"77 - 82"},"PeriodicalIF":1.7,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2019.1656856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43695082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-04DOI: 10.1080/19378629.2019.1647218
Dong-Won Kim
ABSTRACT By the mid-2000s, South Korea had become a dominant power in semiconductors, and by the mid-2010s, its worldwide market share of memory had climbed to over 60%. Many scholars have endeavored to discover the secret of the South Korean success but have usually emphasized the roles and contributions of the South Korean government and individual companies in the development of semiconductors, almost totally neglecting those of the South Korean academy. This article analyzes how the South Korean academy contributed to the development and success of the semiconductor industry by examining the life and work of Kim Choong-Ki of Korea Advanced Institute of Science and Technology (KAIST). Beginning in 1975, Kim trained the first two generations of semiconductor engineers at KAIST, most of whom became the field’s leading figures in academia, at research institutes, and especially in industry. This study is not a biography of Kim but a critical analysis of how a university professor, not an entrepreneur, became the ‘godfather’ of the semiconductor industry in South Korea. I argue that this was only possible within South Korea’s unique triangular relationship among government, industry, and academia during the last quarter of the twentieth century.
{"title":"Transfer of ‘Engineer’s Mind’: Kim Choong-Ki and the Semiconductor Industry in South Korea","authors":"Dong-Won Kim","doi":"10.1080/19378629.2019.1647218","DOIUrl":"https://doi.org/10.1080/19378629.2019.1647218","url":null,"abstract":"ABSTRACT By the mid-2000s, South Korea had become a dominant power in semiconductors, and by the mid-2010s, its worldwide market share of memory had climbed to over 60%. Many scholars have endeavored to discover the secret of the South Korean success but have usually emphasized the roles and contributions of the South Korean government and individual companies in the development of semiconductors, almost totally neglecting those of the South Korean academy. This article analyzes how the South Korean academy contributed to the development and success of the semiconductor industry by examining the life and work of Kim Choong-Ki of Korea Advanced Institute of Science and Technology (KAIST). Beginning in 1975, Kim trained the first two generations of semiconductor engineers at KAIST, most of whom became the field’s leading figures in academia, at research institutes, and especially in industry. This study is not a biography of Kim but a critical analysis of how a university professor, not an entrepreneur, became the ‘godfather’ of the semiconductor industry in South Korea. I argue that this was only possible within South Korea’s unique triangular relationship among government, industry, and academia during the last quarter of the twentieth century.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"108 - 83"},"PeriodicalIF":1.7,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2019.1647218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46560077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-04DOI: 10.1080/19378629.2019.1647217
A. Bix
ABSTRACT This article details the history of college engineering competitions, originating with student concrete-canoe racing in the 1970s, through today’s multi-million-dollar international multiplicity of challenges. Despite initial differences between engineering educators and industry supporters over the ultimate purpose of undergraduate competitions, these events thrived because they evolved to suit many needs of students, professors, schools, corporations, professional associations, and the engineering profession itself. The twenty-first-century proliferation of university-level competitions in turn encouraged a trickling-down of technical contests to elementary-age children and high schools, fostering the institutionalization of what might be called a competition culture in engineering.
{"title":"Mastering the Hard Stuff: The History of College Concrete-Canoe Races and the Growth of Engineering Competition Culture","authors":"A. Bix","doi":"10.1080/19378629.2019.1647217","DOIUrl":"https://doi.org/10.1080/19378629.2019.1647217","url":null,"abstract":"ABSTRACT This article details the history of college engineering competitions, originating with student concrete-canoe racing in the 1970s, through today’s multi-million-dollar international multiplicity of challenges. Despite initial differences between engineering educators and industry supporters over the ultimate purpose of undergraduate competitions, these events thrived because they evolved to suit many needs of students, professors, schools, corporations, professional associations, and the engineering profession itself. The twenty-first-century proliferation of university-level competitions in turn encouraged a trickling-down of technical contests to elementary-age children and high schools, fostering the institutionalization of what might be called a competition culture in engineering.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"109 - 134"},"PeriodicalIF":1.7,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2019.1647217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42092571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-04DOI: 10.1080/19378629.2019.1651731
Tracy Grimm, Sharra L. Vostral
ABSTRACT As STEM students come to populate undergraduate courses in the liberal arts to fulfill university distribution requirements, they outnumber their humanities counterparts. A history professor and archivist working at a university that predominantly produces STEM majors have partnered to teach these students by utilizing the special collections related to engineering, innovation, and discovery in classroom work and assignments. This Critical Participation article presents the model of the ‘archive as laboratory’ to facilitate critical inquiry, introduce archival literacy to scientists and engineers, and expand students’ concept of information sources. Students gain an understanding that research questions can be addressed through multiple kinds of evidence that the archives is uniquely situated to provide. The immersive learning experience is enhanced by coursework that incorporates foundational theories and approaches from Science & Technology Studies. The lab model engages the archive as a hands-on workspace and a place where students can practice research skills. Engaging the archive as a laboratory fosters inquiry and critical thinking, and connects histories of innovation, problem identification, and design practice to students’ own majors and their future careers. It is relevant when a problem requires original solutions not found in existing manuals, textbooks, or online platforms.
{"title":"Archive as Laboratory: Engaging STEM Students & STEM Collections","authors":"Tracy Grimm, Sharra L. Vostral","doi":"10.1080/19378629.2019.1651731","DOIUrl":"https://doi.org/10.1080/19378629.2019.1651731","url":null,"abstract":"ABSTRACT As STEM students come to populate undergraduate courses in the liberal arts to fulfill university distribution requirements, they outnumber their humanities counterparts. A history professor and archivist working at a university that predominantly produces STEM majors have partnered to teach these students by utilizing the special collections related to engineering, innovation, and discovery in classroom work and assignments. This Critical Participation article presents the model of the ‘archive as laboratory’ to facilitate critical inquiry, introduce archival literacy to scientists and engineers, and expand students’ concept of information sources. Students gain an understanding that research questions can be addressed through multiple kinds of evidence that the archives is uniquely situated to provide. The immersive learning experience is enhanced by coursework that incorporates foundational theories and approaches from Science & Technology Studies. The lab model engages the archive as a hands-on workspace and a place where students can practice research skills. Engaging the archive as a laboratory fosters inquiry and critical thinking, and connects histories of innovation, problem identification, and design practice to students’ own majors and their future careers. It is relevant when a problem requires original solutions not found in existing manuals, textbooks, or online platforms.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"135 - 152"},"PeriodicalIF":1.7,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2019.1651731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46881822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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