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Home arrow Engineering arrow Engineering and Technology Talent for Innovation and Knowledge-Based Economies: Competencies, Leadership, and a Roadmap for Implementation

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 OverviewIntroduction and Book ScopeEmpirical Investigation ObjectivesThe Book’s Main ContributionsRole of Engineering in Tnnovation- and Knowledge-Based EconomiesThe Case of FinlandThe Case of SingaporeThe Case of QatarQatar National Vision 2030iKBE Position of Qatar InternationallyDrivers of iKBE in QatarThe Importance of Leadership Skills for iKBE DevelopmentConclusionsReferencesLiterature Review of iKBE Competencies and Systemic ModellingIntroductionDrivers of Focus on Skills Development in Engineering EducationDriver 1: Bridging the Gap with Industry NeedsDriver 2: The Ever-Evolving Emergences, Roles, and Responsibilities of the Engineering ProfessionDriver 3: Adapting to Highly Advanced and Complex Working EnvironmentDriver 4: Compliance with the Generic Needs of KBSs and iKBEsLiterature Review MethodologyEngineering Education Accreditation Systems and Engineering CompetenciesSynthesis of Global Set of SkillsDefinitions: Skills, Attributes, Competencies, and OthersGeneric Literature (Non-engineering)Engineering LiteratureSkills or CompetenciesSkills ExtractionGlobal Competency Framework and Model DevelopmentThe Pyramid of Global CompetenciesCounting and QuantifyingDiscussionSystemic Model of Competency DevelopmentOntological Relations and MechanicsHypothetical Implications of the ModelStakeholders and Global Literature Recommendations for Twenty-First-Century Engineering Education for iKBEEngineering Practice and Industry: Academia LinkageInnovation, Design, and EntrepreneurshipPedagogies and Engineering Education ResearchCurriculum, Training, and ProgrammesEngineering Talent and Competency DevelopmentThe Interrelation Between Twenty-First-Century Engineering Competencies and Leadership AttributesConclusionsReferencesLeadership: Models, Competencies, and the Emergence of Engineering LeadershipIntroduction to LeadershipEffective LeadersCharacteristics and Attributes of LeadershipPersonality and Interpersonal TraitsMotivesCognitive FactorsLeadership ModelsTransformational LeadershipServant LeadershipEthical LeadershipOther ModelsEmergence of Leadership in EngineeringEngineering Leadership’ Education, Programs, and TrainingExplicit Academic ProgramsNon-explicit Academic Programs (Embedded)Corporate Programs on LeadershipDesign Projects and LeadershipDesign Projects as a Vehicle for Leadership TrainingLeadership Attributes for Design Projects SuccessConclusionsReferencesOn Industry—Academia Collaboration for iKBEIntroductionThe Triple-Helix Model of StanfordThe Industry—University Cooperative Research Centre (I/UCRC)Framework 3: The University—Business Cooperation (UBC)Main Findings of the UBCThe UBC EcosystemThe TIKAT Framework, an Adoption of UBC for Engineering Schools and CollegesPillar 1—Strategies: Top Strategies for the Implementation UBC/TIKAT Ecosystem in Engineering SchoolsPillar 2—Structure and Approaches: Top Structures and Approaches for the Implementation of UBC/TIKAT Ecosystem in Engineering SchoolsPillar 3—Operational Activities: Top Operational Activities for the Implementation of the UBC EcosystemPillar 4—Framework: Top Framework Elements for the Implementation of the UBC EcosystemIndustry Advisory Boards (IAB) for Engineering Schools: An Advanced Industry Advisory and Strategic Partnership (IASP) ModelIASP Board VisionIASP Board MissionIASP Board Strategic ObjectivesIASP Board Strategic Partnership Areas of FocusIASP Board Structure and Process of DevelopmentIASP FundsIASP Steering Board MembershipIASP Implementation BoardConclusionsReferencesOn the Response for iKBE Development: Excellence in Technology’ Innovation, Entrepreneurship, & Engineering/Education (TIEE), and a Proposed StructureInnovation, Design, and Technology Entrepreneurship for iKBEGlobal TrendsLocal PerspectivesDesign as a Vehicle for Twenty-First-Century Competencies DevelopmentThe Technology, Innovation, and Entrepreneurship Driving Force TriangleGovernmentIndustryAcademiaIncepting Disruptive Transformations in a College of Engineering for a iKBE: The TIEE ConceptInternational BenchmarkingBrief Description TIEE StructureTIEE ObjectivesMultidisciplinary Structure and FacultyResearch and Development CharacteristicsInnovation and Tech. Start-Ups FacilitiesConceptual Models of a TIEE StructureConclusionsReferencesMethodology, Tools, and Systemic Framework for iKBE Competencies InvestigationOverview of Methodologies, Target Stakeholders, and Phases of the StudyMethodologies: Qualitative ApproachAims of InterviewsInvitations and AppointmentsInterview ProceduresDemographics of Qualitative DataFacultyStudentsIndustryInterview Questions/ProtocolsMethodology of AnalysisMethodologies: Quantitative ApproachPiloting of SurveysInvitations and Surveys for Data Collection ProcedureInstrument DescriptionReliability and Validity of the SurveyMethodology of AnalysisDemographics of Quantitative DataFaculty MembersStudentsAlumni/Practicing Junior EngineersIndustry ManagementSystemic Framework for Engineering Competencies Investigation and ImplementationTemporal Gap Identification SystemSituational Gap Identification SystemTemporal Control SystemClosed-Loop Processing SystemConclusionsEmpirical National Case Study: Current and Future Engineering Skills Needs, and Engineering Education Systems Necessities in QatarIntroductionAnalysis of Engineering Skills and CompetenciesStakeholders Qualitative Feedback: Current Skills and Competencies NeedsSkills Importance CurrentlyIndustry Versus FacultyIndustry Versus StudentsFaculty Versus StudentsSkills SatisfactionIndustry Versus FacultyIndustry Versus StudentsFaculty Versus StudentsSkills Importance in the FutureIndustry Versus FacultyIndustry Versus StudentsFaculty Versus StudentsStakeholders Perceptual Gaps in SkillsSituational Gap: Importance Currently and Satisfaction LevelFaculty MembersSenior StudentsIndustryTemporal Gap: Importance Currently and Importance in the FutureFaculty MembersSenior StudentsIndustryChange in Skills in 2022 and 2030Stakeholders Quantitative PerspectivesStakeholders Qualitative PerspectivesComparative Students PerceptionsMales Versus FemalesNationals Versus Non-nationalsRanks of SkillsGap Analysis and Critical DiscussionCurrent Most Important Skills for the Engineering Workplace in QatarIndustryFacultyStudentsCommunalities Among GroupsDifferences Among GroupsCurrent Most Gaps in Skills of Fresh GraduatesFuture Trends of Skills Demands in QatarQualitative Feedback: Challenges and BarriersChallenges in Joining the Workplace for Fresh GraduatesBarriers from Preparing Students with, the Desired SkillsAcademic Perspectives on Enhancing Graduates’ Readiness for Industry EmploymentLearning and Teaching Styles for Practice Readiness: Students/Junior Engineers PerspectivesStudents Perceptions: Males, Females, Nationals, and Non-nationalsSenior Students Versus Junior EngineersInternshipSkills and Competencies Gained from Specific Courses and Practical Training: Qualitative FeedbackDiscussion on Curriculum for Better Workplace ReadinessAcademia-Industry CollaborationImportance of Academia-Industry LinkageMeans of CollaborationsBarriers of Industry-Academia CollaborationQualitative Perspectives on Industry-Academia LinkageTowards 2030: Systemic Framework Mapping of Project Findings and Proposed National RoadmapTemporal Gap Identification System: Current- FutureSituational Gaps Identification System: AcademiaEngineering Graduate s-IndustryGap# 1 Industry—Engineering Graduates GapGap # 2 Industry-Academia GapGap # 3 Engineering Graduates-Academia GapsGap Identifications: The ImplicationsTemporal Strategic Control System: Current-Tactical-and StrategicCurrent Interventions, Outcomes, and ImplementationsTactical Interventions, Outcomes, and ImplementationsStrategic Interventions, Outcomes, and ImplementationsClosed-Loop System: Input-Process-OutputConclusionsHighlights of Foundational Principles of Engineering & Technology Innovation and Talent Transformation for iKBEs DevelopmentThe Engineer of iKBE: Aspects of Aspirational Engineering Education SystemThe TIEE Concept: An Implementation Arm for iKBE Engineering Education SystemsNeeds of Investigations on the Competencies in Higher Levels of the PyramidBeyond the Sole of Academia on the Road to 2030: The Technology, Innovation, and Entrepreneurship TriangleConclusions
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