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

235 Pages·2017·8.367 MB·English

by  Mahmoud Abdulwahed, Mazen O. Hasna (auth.)

Mahmoud Abdulwahed
Mazen O. Hasna
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
Mahmoud Abdulwahed Mazen O. Hasna
(cid:129)
Engineering and Technology
Talent for Innovation
and Knowledge-Based
Economies
Competencies, Leadership, and a Roadmap
for Implementation
123
MahmoudAbdulwahed MazenO.Hasna
Qatar University Collegeof Engineering
Doha Qatar University
Qatar Doha
Qatar
ISBN978-3-319-46438-1 ISBN978-3-319-46439-8 (eBook)
DOI 10.1007/978-3-319-46439-8
LibraryofCongressControlNumber:2016952500
©SpringerInternationalPublishingAG2017
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Preface
This book aims to introduce systemic modelling of engineering and technology
talent management for innovation and knowledge-based economies (iKBE). This
includes models for engineering leadership and competencies skills, as well as
frameworks for industry, academia collaboration and engineering education orga-
nizational structures incorporating innovation and knowledge-based economies
development. The book also provides methodological framework as well as
ready-to-use toolkitsand instruments for investigationof needs of engineering and
technology skills in national contexts. In addition, the book provides an empirical
study,inwhichtheinnovationandiKBE(iKBEs)andleadershipcompetenciesfor
future engineers were investigated. A systemic framework and road map for
implementationareprovidedmethodicallyandareillustratedempirically.Thisbook
concludes with conceptual modelling and proposals of specific organizational
structures for implementation in science-based engineering schools in order to
enable developing necessaryskillsfor future iKBE engineering graduates.
Doha, Qatar Mahmoud Abdulwahed
Mazen O. Hasna
v
Acknowledgement
Sponsor
This study has been funded by Dolphin Energy Ltd. Their financial contributions
for making this work are highly acknowledged.
Researchers and Contributors
The project’s principal investigators would like to acknowledge the faculty and
researchers’ contributions throughout the process of project: Dr. Abdelmagid
Hamouda,Dr.ShaligramPokharel,BassntYasser,WaledBalid,JumanaAlMadad,
Kawthar Mahmoud Tawengi, and Reem Khair.
vii
Contents
1 Engineering and Technology for Innovation- and Knowledge-
Based Economies (iKBEs), Book Objectives, and Overview.... .... 1
1.1 Introduction and Book Scope... .... .... .... .... ..... .... 1
1.1.1 Empirical Investigation Objectives .... .... ..... .... 1
1.1.2 The Book’s Main Contributions .. .... .... ..... .... 2
1.2 Role of Engineering in Innovation- and Knowledge-Based
Economies .... .... ..... .... .... .... .... .... ..... .... 3
1.3 The Case of Finland. ..... .... .... .... .... .... ..... .... 4
1.4 The Case of Singapore.... .... .... .... .... .... ..... .... 4
1.5 The Case of Qatar .. ..... .... .... .... .... .... ..... .... 5
1.5.1 Qatar National Vision 2030.. .... .... .... ..... .... 5
1.5.2 iKBE Position of Qatar Internationally . .... ..... .... 6
1.5.3 Drivers of iKBE in Qatar ... .... .... .... ..... .... 6
1.6 The Importance of Leadership Skills for iKBE Development.... 7
1.7 Conclusions ... .... ..... .... .... .... .... .... ..... .... 7
References.. .... .... .... ..... .... .... .... .... .... ..... .... 7
2 Literature Review of iKBE Competencies and Systemic
Modelling.. .... .... .... ..... .... .... .... .... .... ..... .... 9
2.1 Introduction ... .... ..... .... .... .... .... .... ..... .... 9
2.2 Drivers of Focus on Skills Development in Engineering
Education. .... .... ..... .... .... .... .... .... ..... .... 10
2.2.1 Driver 1: Bridging the Gap with Industry Needs... .... 10
2.2.2 Driver 2: The Ever-Evolving Emergences,
Roles, and Responsibilities of the Engineering
Profession .. ..... .... .... .... .... .... ..... .... 11
2.2.3 Driver 3: Adapting to Highly Advanced
and Complex Working Environment... .... ..... .... 12
2.2.4 Driver 4: Compliance with the Generic Needs
of KBSs and iKBEs ... .... .... .... .... ..... .... 13
2.2.5 Literature Review Methodology .. .... .... ..... .... 13
ix
x Contents
2.3 Engineering Education Accreditation Systems
and Engineering Competencies.. .... .... .... .... ..... .... 15
2.4 Synthesis of Global Set of Skills .... .... .... .... ..... .... 15
2.4.1 Definitions: Skills, Attributes, Competencies,
and Others.. ..... .... .... .... .... .... ..... .... 15
2.4.2 Skills or Competencies . .... .... .... .... ..... .... 17
2.4.3 Skills Extraction .. .... .... .... .... .... ..... .... 17
2.5 Global Competency Framework and Model Development .. .... 18
2.5.1 The Pyramid of Global Competencies.. .... ..... .... 18
2.5.2 Counting and Quantifying... .... .... .... ..... .... 21
2.5.3 Discussion.. ..... .... .... .... .... .... ..... .... 21
2.6 Systemic Model of Competency Development.. .... ..... .... 23
2.6.1 Ontological Relations and Mechanics .. .... ..... .... 23
2.6.2 Hypothetical Implications of the Model. .... ..... .... 24
2.7 Stakeholders and Global Literature Recommendations
for Twenty-First-Century Engineering Education for iKBE . .... 26
2.7.1 Engineering Practice and Industry: Academia
Linkage.... ..... .... .... .... .... .... ..... .... 26
2.7.2 Innovation, Design, and Entrepreneurship... ..... .... 26
2.7.3 Pedagogies and Engineering Education Research .. .... 27
2.7.4 Curriculum, Training, and Programmes. .... ..... .... 27
2.7.5 Engineering Talent and Competency Development. .... 28
2.8 The Interrelation Between Twenty-First-Century Engineering
Competencies and Leadership Attributes .. .... .... ..... .... 28
2.9 Conclusions ... .... ..... .... .... .... .... .... ..... .... 28
References.. .... .... .... ..... .... .... .... .... .... ..... .... 29
3 Leadership: Models, Competencies, and the Emergence
of Engineering Leadership ..... .... .... .... .... .... ..... .... 35
3.1 Introduction to Leadership . .... .... .... .... .... ..... .... 35
3.2 Effective Leaders ... ..... .... .... .... .... .... ..... .... 35
3.3 Characteristics and Attributes of Leadership.... .... ..... .... 36
3.3.1 Personality and Interpersonal Traits.... .... ..... .... 36
3.3.2 Motives.... ..... .... .... .... .... .... ..... .... 36
3.3.3 Cognitive Factors . .... .... .... .... .... ..... .... 36
3.4 Leadership Models.. ..... .... .... .... .... .... ..... .... 37
3.4.1 Transformational Leadership. .... .... .... ..... .... 37
3.4.2 Servant Leadership .... .... .... .... .... ..... .... 38
3.4.3 Ethical Leadership. .... .... .... .... .... ..... .... 38
3.4.4 Other Models .... .... .... .... .... .... ..... .... 39
3.5 Emergence of Leadership in Engineering.. .... .... ..... .... 39
3.6 Engineering Leadership’ Education, Programs, and Training .... 40
3.6.1 Explicit Academic Programs. .... .... .... ..... .... 41
3.6.2 Non-explicit Academic Programs (Embedded) .... .... 41
3.6.3 Corporate Programs on Leadership .... .... ..... .... 41
Contents xi
3.7 Design Projects and Leadership . .... .... .... .... ..... .... 42
3.7.1 Design Projects as a Vehicle for Leadership
Training.... ..... .... .... .... .... .... ..... .... 42
3.7.2 Leadership Attributes for Design Projects Success . .... 42
3.8 Conclusions ... .... ..... .... .... .... .... .... ..... .... 43
References.. .... .... .... ..... .... .... .... .... .... ..... .... 43
4 On Industry—Academia Collaboration for iKBE... .... ..... .... 47
4.1 Introduction ... .... ..... .... .... .... .... .... ..... .... 47
4.2 The Triple-Helix Model of Stanford.. .... .... .... ..... .... 47
4.3 The Industry—University Cooperative Research Centre
(I/UCRC) . .... .... ..... .... .... .... .... .... ..... .... 48
4.4 Framework 3: The University—Business Cooperation (UBC) ... 49
4.4.1 Main Findings of the UBC .. .... .... .... ..... .... 50
4.4.2 The UBC Ecosystem... .... .... .... .... ..... .... 50
4.5 The TIKAT Framework, an Adoption of UBC for Engineering
Schools and Colleges ..... .... .... .... .... .... ..... .... 52
4.5.1 Pillar 1—Strategies: Top Strategies for the
Implementation UBC/TIKAT Ecosystem in
Engineering Schools ... .... .... .... .... ..... .... 53
4.5.2 Pillar 2—Structure and Approaches: Top Structures
and Approaches for the Implementation
of UBC/TIKAT Ecosystem in Engineering Schools .... 54
4.5.3 Pillar 3—Operational Activities: Top Operational
Activities for the Implementation of the UBC
Ecosystem.. ..... .... .... .... .... .... ..... .... 54
4.5.4 Pillar 4—Framework: Top Framework Elements
for the Implementation of the UBC Ecosystem.... .... 55
4.6 Industry Advisory Boards (IAB) for Engineering Schools:
An Advanced Industry Advisory and Strategic Partnership
(IASP) Model.. .... ..... .... .... .... .... .... ..... .... 55
4.6.1 IASP Board Vision.... .... .... .... .... ..... .... 55
4.6.2 IASP Board Mission... .... .... .... .... ..... .... 56
4.6.3 IASP Board Strategic Objectives.. .... .... ..... .... 56
4.6.4 IASP Board Strategic Partnership Areas of Focus.. .... 56
4.6.5 IASP Board Structure and Process of Development .... 57
4.6.6 IASP Funds. ..... .... .... .... .... .... ..... .... 57
4.6.7 IASP Steering Board Membership. .... .... ..... .... 57
4.6.8 IASP Implementation Board . .... .... .... ..... .... 58
4.7 Conclusions ... .... ..... .... .... .... .... .... ..... .... 58
References.. .... .... .... ..... .... .... .... .... .... ..... .... 59
xii Contents
5 On the Response for iKBE Development: Excellence
in Technology’ Innovation, Entrepreneurship, &
Engineering/Education (TIEE), and a Proposed Structure..... .... 61
5.1 Innovation, Design, and Technology Entrepreneurship
for iKBE.. .... .... ..... .... .... .... .... .... ..... .... 61
5.1.1 Global Trends .... .... .... .... .... .... ..... .... 61
5.1.2 Local Perspectives. .... .... .... .... .... ..... .... 62
5.1.3 Design as a Vehicle for Twenty-First-Century
Competencies Development.. .... .... .... ..... .... 63
5.2 The Technology, Innovation, and Entrepreneurship Driving
Force Triangle . .... ..... .... .... .... .... .... ..... .... 64
5.2.1 Government. ..... .... .... .... .... .... ..... .... 64
5.2.2 Industry.... ..... .... .... .... .... .... ..... .... 65
5.2.3 Academia .. ..... .... .... .... .... .... ..... .... 66
5.3 Incepting Disruptive Transformations in a College
of Engineering for a iKBE: The TIEE Concept . .... ..... .... 66
5.3.1 International Benchmarking.. .... .... .... ..... .... 66
5.3.2 Brief Description TIEE Structure.. .... .... ..... .... 68
5.4 Conclusions ... .... ..... .... .... .... .... .... ..... .... 71
References.. .... .... .... ..... .... .... .... .... .... ..... .... 71
6 Methodology, Tools, and Systemic Framework for iKBE
Competencies Investigation..... .... .... .... .... .... ..... .... 73
6.1 Overview of Methodologies, Target Stakeholders,
and Phases of the Study... .... .... .... .... .... ..... .... 73
6.2 Methodologies: Qualitative Approach. .... .... .... ..... .... 74
6.2.1 Aims of Interviews .... .... .... .... .... ..... .... 74
6.2.2 Invitations and Appointments .... .... .... ..... .... 75
6.2.3 Interview Procedures... .... .... .... .... ..... .... 75
6.2.4 Demographics of Qualitative Data. .... .... ..... .... 75
6.2.5 Interview Questions/Protocols.... .... .... ..... .... 76
6.2.6 Methodology of Analysis ... .... .... .... ..... .... 76
6.3 Methodologies: Quantitative Approach.... .... .... ..... .... 77
6.3.1 Piloting of Surveys .... .... .... .... .... ..... .... 78
6.3.2 Invitations and Surveys for Data Collection
Procedure .. ..... .... .... .... .... .... ..... .... 78
6.3.3 Instrument Description . .... .... .... .... ..... .... 78
6.3.4 Reliability and Validity of the Survey.. .... ..... .... 78
6.3.5 Methodology of Analysis ... .... .... .... ..... .... 79
6.3.6 Demographics of Quantitative Data.... .... ..... .... 79
6.4 Systemic Framework for Engineering Competencies
Investigation and Implementation.... .... .... .... ..... .... 81
6.4.1 Temporal Gap Identification System ... .... ..... .... 81
6.4.2 Situational Gap Identification System .. .... ..... .... 82