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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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