Comparing engineering leadership curricula in Canada and the United States: The role of external and internal influences

Abstract

This research full paper analyzes the engineering leadership curriculum at universities in Canada and the United States. Through an adapted curriculum development framework, we analyze key documents for five engineering programs in each country. Using a pair-wise approach, curriculum are compared to investigate how programming might differ between the two countries. We also examine the external and internal factors that might shape the curriculum, such as accreditation, labour markets, and unit relationships. Findings indicate that despite a wide range of approaches used, there are no apparent systematic differences in content, sequence or instruction processes based on nationality. In fact, a number of common trends in curriculum delivery were observed, most notably, a strong focus on personal leadership and reflective practice. Relating to influences, some differences were observed related to funding approaches and accreditation. Similarities included strong links to engineering school missions. These results point to the conclusion that there is a strong overlap in the engineering curriculum between the Canada and the United States. This commonality provides excellent opportunities for engineering leadership educators to leverage through pedagogic exchange across the two national contexts. Future research should continue to seek explanations for these observations, through continued analysis and by expanding the size of the sample to gather more structured data on how instructors build their curriculum and respond to the internal and external influences on the programs.