Abstract
Strong leadership has been required during the COVID-19 pandemic to protect public health and ease the adaptation to living “remotely.” This study explores whether and how COVID-19 has impacted engineers’ leadership identities through the lens of Relational Leadership Theory. From qualitative survey responses, leadership identity was found to be both strengthened and weakened, as well as both changed and not changed by Relational, Structural, and Personal Agency factors. The quantitative data showed that women, racialized people, and internationally trained engineers were more likely to be affected by the pandemic in some way than male, white, or Canadian trained engineers. Implications for engineering educators include the importance of teaching students about structural barriers to leadership and ways to support the leadership development of students who are returning to in-person learning with transformed leadership identities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Proceedings of the Canadian Engineering Education Association (CEEA)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
