Highlights of Foundational Principles of Engineering & Technology Innovation and Talent Transformation for iKBEs Development
The Engineer of iKBE: Aspects of Aspirational Engineering Education System
In this section, we provide a set of recommendations for implementations for engineering institutions in an iKBE-seeking country based on the overall findings and critical discussions in this study. These recommendations are generally applicable for MENA institutions and elsewhere where a knowledge-based economy is sought. The proposed set of recommendations spans over four dimensions: 1—context and industry, 2—innovation and venturing, 3—curriculum and structure, and 4—pedagogy and scholarship:
- • Context and Industry
- - Contextualize engineering education for the local needs while keeping global flavour,
- - Foster inherent linkage with industry through multiple channels.
- • Innovation and Venturing
- - Foster multidisciplinary design and innovation,
- - Focus on technology entrepreneurship in engineering education,
- - Focus on technology leadership in engineering education.
- • Curriculum and Structure
- - Deploy an integrated engineering education curriculum with focus on engineering practice, theoretical knowledge, and technical and soft competencies development,
- - Develop and deploy structured pathways for engineering faculty development in engineering innovation and education,
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M. Abdulwahed and M.O. Hasna, Engineering and Technology Talent for Innovation and Knowledge-Based Economies,
Fig. 8.1 Aspects of aspirational engineering education system in an iKBE-seeking country
- - Develop and deploy driving organizational structures in form of a centre or department for engineering innovation and education (e.g. the TIEE concept).
- • Pedagogy and Scholarship
- - Foster constructivist pedagogy and experiential approaches in engineering education,
- - Utilize recent innovations in technology enhanced and digital learning in engineering education.
The engineering and technology educational system in an iKBE-seeking country will have the future engineer as a core, with innovation and design curricular layer, innovative learning and teaching layer, and a curriculum that is highly responsive and integrated with the industry, society, and government needs. We recommend four distinguishing further emphasizes dimensions, which are:
- 1. Leadership and management,
- 2. Engineering practice,
- 3. Technology transfer and entrepreneurship,
- 4. Soft skills competencies development beyond the technical.
Figure 8.1 shows a conceptual model of an aspirational engineering education system in an iKBE-seeking country.