Socio-technical Integration in Engineering Education: A Never-Ending Story

Abstract

The introduction of theory of science in Danish engineering education may be seen as an exemplary attempt to integrate socio-technical and contextual competencies into bachelor’s engineering degree programmes. In this chapter, we set out to investigate in what way boundary definition and demarcation between technical text and social context have influenced the process of ­introducing and implementing theory of science into professional engineering ­bachelor’s degree programmes. To set the stage, we first discuss how contextual issues and ­socio-technical competencies have been incorporated in accreditation criteria for first-cycle engineering degree programmes in the United States and Europe and some of the impediments for responding in engineering education. Second, we give a brief account of the rationale for implementing theory of ­science into Danish ­professional engineering bachelor’s degree programmes. Third, we d­iscuss our findings from an institutional example: a longitudinal case study carried out at Aarhus University, Institute of Business and Technology from spring 2007 to fall 2010.KeywordsDialectics of boundary definitionSocio-technical competenceContextual knowledgeTheory of scienceContested areaTranslation processDiscursive strategies