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Engineering and Technology Talent for Innovation and Knowledge-Based Economies: Competencies, Leadership, and a Roadmap for Implementation
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Engineering and Technology Talent for Innovation and Knowledge-Based Economies: Competencies, Leader
Engineering and Technology for Innovation- and Knowledge-Based Economies (iKBEs), Book Objectives, and Overview
Introduction and Book Scope
Empirical Investigation Objectives
The Book’s Main Contributions
Role of Engineering in Tnnovation- and Knowledge-Based Economies
The Case of Finland
The Case of Singapore
The Case of Qatar
Qatar National Vision 2030
iKBE Position of Qatar Internationally
Drivers of iKBE in Qatar
The Importance of Leadership Skills for iKBE Development
Conclusions
References
Literature Review of iKBE Competencies and Systemic Modelling
Introduction
Drivers of Focus on Skills Development in Engineering Education
Driver 1: Bridging the Gap with Industry Needs
Driver 2: The Ever-Evolving Emergences, Roles, and Responsibilities of the Engineering Profession
Driver 3: Adapting to Highly Advanced and Complex Working Environment
Driver 4: Compliance with the Generic Needs of KBSs and iKBEs
Literature Review Methodology
Engineering Education Accreditation Systems and Engineering Competencies
Synthesis of Global Set of Skills
Definitions: Skills, Attributes, Competencies, and Others
Generic Literature (Non-engineering)
Engineering Literature
Skills or Competencies
Skills Extraction
Global Competency Framework and Model Development
The Pyramid of Global Competencies
Counting and Quantifying
Discussion
Systemic Model of Competency Development
Ontological Relations and Mechanics
Hypothetical Implications of the Model
Stakeholders and Global Literature Recommendations for Twenty-First-Century Engineering Education for iKBE
Engineering Practice and Industry: Academia Linkage
Innovation, Design, and Entrepreneurship
Pedagogies and Engineering Education Research
Curriculum, Training, and Programmes
Engineering Talent and Competency Development
The Interrelation Between Twenty-First-Century Engineering Competencies and Leadership Attributes
Conclusions
References
Leadership: Models, Competencies, and the Emergence of Engineering Leadership
Introduction to Leadership
Effective Leaders
Characteristics and Attributes of Leadership
Personality and Interpersonal Traits
Motives
Cognitive Factors
Leadership Models
Transformational Leadership
Servant Leadership
Ethical Leadership
Other Models
Emergence of Leadership in Engineering
Engineering Leadership’ Education, Programs, and Training
Explicit Academic Programs
Non-explicit Academic Programs (Embedded)
Corporate Programs on Leadership
Design Projects and Leadership
Design Projects as a Vehicle for Leadership Training
Leadership Attributes for Design Projects Success
Conclusions
References
On Industry—Academia Collaboration for iKBE
Introduction
The Triple-Helix Model of Stanford
The Industry—University Cooperative Research Centre (I/UCRC)
Framework 3: The University—Business Cooperation (UBC)
Main Findings of the UBC
The UBC Ecosystem
The TIKAT Framework, an Adoption of UBC for Engineering Schools and Colleges
Pillar 1—Strategies: Top Strategies for the Implementation UBC/TIKAT Ecosystem in Engineering Schools
Pillar 2—Structure and Approaches: Top Structures and Approaches for the Implementation of UBC/TIKAT Ecosystem in Engineering Schools
Pillar 3—Operational Activities: Top Operational Activities for the Implementation of the UBC Ecosystem
Pillar 4—Framework: Top Framework Elements for the Implementation of the UBC Ecosystem
Industry Advisory Boards (IAB) for Engineering Schools: An Advanced Industry Advisory and Strategic Partnership (IASP) Model
IASP Board Vision
IASP Board Mission
IASP Board Strategic Objectives
IASP Board Strategic Partnership Areas of Focus
IASP Board Structure and Process of Development
IASP Funds
IASP Steering Board Membership
IASP Implementation Board
Conclusions
References
On the Response for iKBE Development: Excellence in Technology’ Innovation, Entrepreneurship, & Engineering/Education (TIEE), and a Proposed Structure
Innovation, Design, and Technology Entrepreneurship for iKBE
Global Trends
Local Perspectives
Design as a Vehicle for Twenty-First-Century Competencies Development
The Technology, Innovation, and Entrepreneurship Driving Force Triangle
Government
Industry
Academia
Incepting Disruptive Transformations in a College of Engineering for a iKBE: The TIEE Concept
International Benchmarking
Brief Description TIEE Structure
TIEE Objectives
Multidisciplinary Structure and Faculty
Research and Development Characteristics
Innovation and Tech. Start-Ups Facilities
Conceptual Models of a TIEE Structure
Conclusions
References
Methodology, Tools, and Systemic Framework for iKBE Competencies Investigation
Overview of Methodologies, Target Stakeholders, and Phases of the Study
Methodologies: Qualitative Approach
Aims of Interviews
Invitations and Appointments
Interview Procedures
Demographics of Qualitative Data
Faculty
Students
Industry
Interview Questions/Protocols
Methodology of Analysis
Methodologies: Quantitative Approach
Piloting of Surveys
Invitations and Surveys for Data Collection Procedure
Instrument Description
Reliability and Validity of the Survey
Methodology of Analysis
Demographics of Quantitative Data
Faculty Members
Students
Alumni/Practicing Junior Engineers
Industry Management
Systemic Framework for Engineering Competencies Investigation and Implementation
Temporal Gap Identification System
Situational Gap Identification System
Temporal Control System
Closed-Loop Processing System
Conclusions
Empirical National Case Study: Current and Future Engineering Skills Needs, and Engineering Education Systems Necessities in Qatar
Introduction
Analysis of Engineering Skills and Competencies
Stakeholders Qualitative Feedback: Current Skills and Competencies Needs
Skills Importance Currently
Industry Versus Faculty
Industry Versus Students
Faculty Versus Students
Skills Satisfaction
Industry Versus Faculty
Industry Versus Students
Faculty Versus Students
Skills Importance in the Future
Industry Versus Faculty
Industry Versus Students
Faculty Versus Students
Stakeholders Perceptual Gaps in Skills
Situational Gap: Importance Currently and Satisfaction Level
Faculty Members
Senior Students
Industry
Temporal Gap: Importance Currently and Importance in the Future
Faculty Members
Senior Students
Industry
Change in Skills in 2022 and 2030
Stakeholders Quantitative Perspectives
Stakeholders Qualitative Perspectives
Comparative Students Perceptions
Males Versus Females
Nationals Versus Non-nationals
Ranks of Skills
Gap Analysis and Critical Discussion
Current Most Important Skills for the Engineering Workplace in Qatar
Industry
Faculty
Students
Communalities Among Groups
Differences Among Groups
Current Most Gaps in Skills of Fresh Graduates
Future Trends of Skills Demands in Qatar
Qualitative Feedback: Challenges and Barriers
Challenges in Joining the Workplace for Fresh Graduates
Barriers from Preparing Students with, the Desired Skills
Academic Perspectives on Enhancing Graduates’ Readiness for Industry Employment
Learning and Teaching Styles for Practice Readiness: Students/Junior Engineers Perspectives
Students Perceptions: Males, Females, Nationals, and Non-nationals
Senior Students Versus Junior Engineers
Internship
Skills and Competencies Gained from Specific Courses and Practical Training: Qualitative Feedback
Discussion on Curriculum for Better Workplace Readiness
Academia-Industry Collaboration
Importance of Academia-Industry Linkage
Means of Collaborations
Barriers of Industry-Academia Collaboration
Qualitative Perspectives on Industry-Academia Linkage
Towards 2030: Systemic Framework Mapping of Project Findings and Proposed National Roadmap
Temporal Gap Identification System: Current- Future
Situational Gaps Identification System: AcademiaEngineering Graduate s-Industry
Gap# 1 Industry—Engineering Graduates Gap
Gap # 2 Industry-Academia Gap
Gap # 3 Engineering Graduates-Academia Gaps
Gap Identifications: The Implications
Temporal Strategic Control System: Current-Tactical-and Strategic
Current Interventions, Outcomes, and Implementations
Tactical Interventions, Outcomes, and Implementations
Strategic Interventions, Outcomes, and Implementations
Closed-Loop System: Input-Process-Output
Conclusions
Highlights of Foundational Principles of Engineering & Technology Innovation and Talent Transformation for iKBEs Development
The Engineer of iKBE: Aspects of Aspirational Engineering Education System
The TIEE Concept: An Implementation Arm for iKBE Engineering Education Systems
Needs of Investigations on the Competencies in Higher Levels of the Pyramid
Beyond the Sole of Academia on the Road to 2030: The Technology, Innovation, and Entrepreneurship Triangle
Conclusions
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