Over the past 2 years, the interest of engineering students in local, regional, and international extra-curricular activities related to tech. innovation and entrepreneurship has significantly increased. Some of existing engineering students already started up some companies.
Increasingly, an innovation, design, and entrepreneurship-oriented engineering education curriculum is becoming more and more adopted in iKBE-based engineering education institutions in various advanced countries in the world. The pressing needs in Qatar may dedicate the urgent needs for systematic integration of these aspects into the structural and curricular means of existing engineering education institutions in Qatar.
Design as a Vehicle for Twenty-First-Century Competencies Development
While the major purpose of integrating engineering design in engineering education is to develop solid technical understanding and skills, engineering design may have other significant contributions to twenty-first-century soft skills development (Abdulwahed et al. 2014). A large-scale study on complex engineering design competition across Europe, the Middle East, and Asia (A; Abdulwahed et al. 2016) has demonstrated statistically significant higher level of satisfaction of the vast majority of twenty-first-century engineering competencies via complex engineering design projects as compared with conventional engineering education curriculum in colleges of engineering. The findings were universal in Europe, Middle East, and Asia, and also consistent with genders (Appendix J; Table A.21 through Table A.24 illustrated as Figs. 5.3 and 5.4). Basic engineering design and thinking has been utilized as an innovative and twenty-first-century competencies development enabler in several non-engineering arenas. Most notably, in business education, there is increasingly more training included on design thinking. In the USA, formal engineering design education and practice in fore and more deployed in K-12 system. Regardless whether K-12 students will continue in engineering studies or careers later, engineering design in K-12 aimed also to develop twenty-first-century competencies of future generations.
Fig. 5.3 Twenty-first-century engineering competencies complex engineering design
(SEM) project as compared to conventional engineering education curriculum in colleges of engineering “Genders perceptions”
Fig. 5.4 Twenty-first-century engineering competencies complex engineering design
(SEM) project as compared to conventional engineering education curriculum in colleges of engineering “Origin perception”