Engineering Career Research Articles

The Role of Women in Shaping the Future of Technology: Challenges and Opportunities

The role of women in shaping the future of technology has become a critical area of focus in recent years, with efforts aimed at addressing gender disparities and promoting inclusivity in tech fields. The research examines educational barriers, workplace gender biases, mentorship programs, and the impact of female entrepreneurship on innovation within the technology sector. A quantitative research design was employed, utilizing a survey with 120 participants from four faculties—Medical, Computer Science, Social Science, and Education—across different age groups. The data were analyzed using descriptive statistics to uncover patterns and insights. The results indicate that educational barriers, such as the lack of encouragement for women in STEM fields, remain a significant challenge. Gender biases in the workplace were also found to negatively affect career advancement opportunities for women in technology, with participants reporting substantial concerns regarding systemic discrimination. However, mentorship programs were seen as highly effective in encouraging women to pursue careers in technology, and female entrepreneurship was perceived as having a notable impact on innovation within the sector. The findings suggest that while challenges persist, there are emerging opportunities to enhance women’s contributions to technology, particularly through education, mentorship, and support for female entrepreneurs. In conclusion, the study emphasizes the need for continued efforts to address gender inequality in technology fields, with a focus on fostering supportive environments that enable women to thrive in the industry.

A dynamic capabilities framework for agriculture education partnerships

ABSTRACT Purpose Our study aimed to identify the characteristics required to develop effective teacher-industry partnerships in Australia. These partnerships are increasingly important in agricultural for teachers to better understand the technological careers available for their students in agriculture. To determine the dynamic capabilities required for effective partnership in agriculture, we examined how teachers and industry representatives worked in partnerships to increase knowledge and understanding of agriculture technology in schools. Design/Methodology/Approach A qualitative case study methodology was used which focussed on industry representatives’ and teachers’ experiences in the context of a teacher professional development programme. Semi-structured interviews were used to explore five purposively selected teacher-industry partnerships that were formed during the programme. Findings This study has identified specific characteristics and behaviours required for effective teacher-industry partnerships in Australia and provide a practical guide for those seeking to work together to improve the visibility of agriculture careers and support a talent pipeline into the sector. Practical Implications Our research has found that for Australian teachers to be role models for future agriculture professionals and provide up-to-date information about the career opportunities available in agriculture, they require knowledge of authentic industry practices that can be developed through partnerships with industry. Theoretical Implications This study applies the Dynamic Capabilities (Dentoni et al. 2016) framework to an agriculture education context and extends it by identifying critical characteristics for agricultural education partnerships. Originality/Value Establishing stronger ties between agriculture teachers and industry is more important than ever given the critical talent pipeline issues facing the Australian agriculture sector. This paper contributes by providing a framework of dynamic capabilities required for effective teacher-industry partnerships in agriculture education.

Model for the Implementation of Graduate and Candidates for Graduates Tracking System at the American University, Nicaragua

The main objective of the present research was to establish a model for the implementation of the monitoring of graduates and degree completers of the American University, Nicaragua, for which it was proposed to identify the theoretical basis for the model, describe the model then, and assess the importance that this has. From the above, we worked with a database from 1992 to 2022 in business administration and industrial engineering careers, totaling 832 graduates and degree completers, with a standard deviation of 0.5, a confidence level of 95% with Z=1.96, and a 5% error. Using the previous statistics, a sample of 191 graduates with a degree in Business Administration and 208 graduates with a degree in Industrial Engineering was established. According to the results obtained, it was concluded that it is pertinent to reorient some questions to obtain the perception results; Indicators are established for the quality and efficiency of the institution, in terms of recommending the American University as a home of study and the interest in supplementary studies, finally the importance of the implementation of a follow-up comprehensive model for graduates, which it has to carry out actions to improve academic quality.

Examination of Relationship between Secondary School Students' Robotic Coding Attitudes and STEM Career Interests

The aim of this study is to examine the relationship between middle school students' attitudes towards robotic coding and their STEM career interests. For this purpose, data were collected from a total of 213 students studying in three different secondary schools in a province in the south of Turkey. The "STEM Career Interest" scale and the "Robotic Coding Attitude" scale were used as data collection tools. The analysis of the data indicated that there was a moderate, statistically significant relationship between the participants' attitudes towards robotic coding and their STEM career interests. When the data were analyzed in terms of sub-dimensions, a medium-level significant relationship was found between the participants' attitudes towards robotics and their science, mathematics, and engineering career interests, and a high-level significant relationship was found between their technology career interests. Additionally, sub-factors of robotic coding attitude (interest, motivation, desire to learn, self-efficacy, and anxiety) significantly predicted the participants’ STEM career interests. Accordingly, it can be posited that as participants' attitudes towards robotic coding evolve, their interest in STEM careers also expands. Consequently, it is postulated that all activities that enhance attitudes and boost interest in robotic coding, whether conducted within or outside the school environment, will facilitate students' pursuit of a STEM-related career in the future.

Exploring career choice and retention among engineering undergraduate students and systems engineers: A gender perspective

The underrepresentation of women in engineering is a significant concern. This study applies the social cognitive theory and the social career cognitive theory (SCCT) to investigate gender differences in engineering career choices. We examined reasons given by 19 systems engineers and 330 undergraduate engineering students for choosing engineering and categorizing them according to SCCT themes. We compared the distribution of reasons across themes and categories by career stage and gender. For engineers, the category <i>self-efficacy</i> correlated significantly with <i>challenges and opportunities</i> and <i>current job suitability</i> categories, and women engineers cited challenges mainly with work-life balance and the gender glass ceiling. Undergraduate students cited personal reasons more frequently than environmental ones, with behavioral reasons being the least common. The extended SCCT model includes the categories <i>challenges and opportunities</i> and <i>current job suitability</i> within the behavioral theme, with the latter pertaining specifically to career retention. This research the set of provides insights into gender-dependent engineering career choice and retention by expanding the set of SCCT categories.

Exploring the Impact of Social, Cultural, and Science Factors on Students’ STEM Career Preferences

AbstractThe declining interest in STEM careers in the United Kingdom has raised concerns, prompting this study to explore the intricate relationship between social, cultural, and scientific identities and their impact on students’ inclination towards science and technology career pathways. Additionally, the study examines the associations between gender, gender-related job preferences, and career choices. Data were collected from 1,618 primary and secondary students in the UK. Descriptive and inferential statistics, including regression analysis and multivariate analysis, were employed for analysis. The key findings revealed a significant interaction effect between gender and gender-related job preferences. Social factors were identified as significant mediators, amplifying the influence of gender on career decisions and shaping gender-related job preferences. Cultural factors, particularly related to ethnicity, were found to shape job preferences, while religious affiliation did not exhibit a significant effect. Students’ perceptions of science, stereotypes associated with science professionals, and engagement in science extracurricular activities were positively correlated with a greater likelihood of expressing interest in STEM careers, demonstrating the influential impact of science factors on forming students’ STEM career choices. Interestingly, the type of education (primary or secondary) did not significantly impact job preferences, suggesting that preferences may become more refined or influenced by external factors as students progress in their education.

Enhancing mathematical function understanding in university students: a comparative study of design thinking vs. traditional teaching methods

Mathematical education requires innovative didactic strategies to enhance the understanding and application of mathematical concepts, as traditional teaching methods often lack relevance. This methodology aims to develop a problem-solving scientific approach called design thinking as a strategy for learning mathematics functions. The study was applied to a sample of 138 students of biochemical, biological, and industrial engineering careers attending the first academic cycle at the Faculty of Natural and Exact Sciences of the Particular Technical University of Loja-Ecuador. The methodology uses a quasi-experimental design with a convenience sampling method. All participants were divided into a control group (C, D, K) and an experimental group (P, Q, R). Knowledge, skills, perceptions, and engagement were measured through pretest, posttest, workshop, rubric, project, and survey instruments. The pretest results indicate that both groups had similar knowledge of mathematical functions (pretest mean experimental group: 1.42/2 and mean control group: 1.55/2). Moreover, after applying design thinking strategy to the experimental group, variables questionnaire, project, and workshop show statistical differences (p < 0.001) between groups related to the traditional learning strategy, increasing the experimental group’s score in the project (posttest mean experimental group: 1.62/2 points, and mean control group: 1.65/2). The survey opinion indicates that 53.5% of the experimental group highlighted the project’s development as positively impacting their academic training. In conclusion, problem-solving design thinking using scientific projects as a mathematical function learning strategy contributes to improving the comprehension of polynomial functions and developing mathematical competencies, abilities, and skills to generate tangible solutions for real problems.

Challenges and opportunities: Implementing diversity and inclusion in software engineering university level education in Finland

Considerable efforts have been made at the high school level to encourage girls to pursue software engineering careers and raise awareness about diversity within the field. Similarly, software companies have become more active in diversity and inclusion (D&I) topics, aiming to create more inclusive work environments. However, the way diversity and inclusion are approached inside software engineering university education remains less clear. This study investigates the current state of D&I in software engineering education and faculties in Finland. An online survey (N = 30) was conducted among Finnish software engineering university teachers to investigate which approaches and case examples of D&I are most commonly used by software engineering teachers in Finland. In addition, it was researched how software engineering teachers perceive the importance of D&I in their courses. As a result of the quantitative and thematic analysis, a framework to identify attitudes, approaches, challenges and pedagogical strategies when implementing D&I themes in software engineering education is presented. This framework also offers a process for integrating D&I themes for the curriculum or at the faculty level. The findings of this study emphasize that there is a continuing need for diverse-aware education and training. The results underline the responsibility of universities to ensure that future professionals are equipped with the necessary skills and knowledge to promote D&I in the field of software engineering.

Enhancing Accessibility and Engagement in Computer Science Education for Diverse Learners

This study investigates strategies to transform perceptions of computer science, with the primary objective of identifying educational interventions that can effectively reduce barriers faced by underrepresented groups in computer science education. Historically, this field has been perceived as dominated by complex mathematics and programming, which, reinforced by societal stereotypes, deters many from pursuing careers in technology. Using a mixed-methods approach that includes surveys, interviews, and case studies, the research identifies key barriers, such as gender disparities and misconceptions, while evaluating the effectiveness of various pedagogical approaches and outreach initiatives. Findings reveal that students often struggle with foundational courses, particularly in mathematics and programming concepts. Specific challenges include difficulties in grasping abstract concepts and a lack of confidence in technical skills. However, interventions like interactive teaching methods, mentorship programs, and the incorporation of real-world applications significantly enhance student engagement and academic performance. Active learning strategies and gender-sensitive curricula not only foster more inclusive environments but also enable all students to thrive. The research emphasizes practical recommendations for educators and policymakers, highlighting the need for systemic changes to promote inclusivity in computer science education. Ultimately, these findings contribute to fostering a more diverse and inclusive tech industry, underscoring the broader significance of creating equitable opportunities for all learners in the field.

Teknik Sipil Menyenangkan: Membangun Generasi Penerus Cerdas dengan Pengenalan Teknik Sipil

This community service program aims to introduce civil engineering to students of SMK Negeri 2 Karang Baru, Aceh Tamiang, in order to build a smart and competent future generation in the field of construction. Through enjoyable and practical learning methods, students are introduced to the basics of structural design, building techniques, and the use of modern technology in construction. The program results show a significant increase in students' knowledge and skills, as well as increased interest in careers in civil engineering. This program has also succeeded in boosting students' confidence in applying civil engineering concepts. This success provides a strong foundation for further development and replication of the program in other schools. Keywords: Civil Engineering, Enjoyable Learning, Structural Design, Building Techniques, Construction Technology

A preliminary study of educational experiences that promote perceptions of college readiness in individuals from lower socioeconomic backgrounds interested in pursuing a career in science, technology, engineering, math, or medicine (STEMM)

IntroductionCollege readiness encompasses many different domains, including content knowledge, metacognitive skills, communication skills, learning strategies, and transitional knowledge. College readiness impacts academic achievement; moreover, student perceptions regarding college readiness impact their behavior and decision to attend college. High-achieving students from lower socioeconomic status (SES) areas possess grit and intelligence, but systemic barriers and inequities can interfere with the achievement of academic success in part due to reduced college readiness.MethodsIn this study, we explore if educational opportunities, such as outreach and pathway programs (OPP), Advanced Placement and International Baccalaureate, and college dual enrollment, impact perceptions of college readiness in a nationwide sample of 339 matriculating college students who wish to enter into Science, Technology, Engineering, Mathematics, and Medicine (STEMM) related fields.ResultsOPPs (p = 0.005) and dual enrollment (p = 0.002) are predictive of higher perceptions of college readiness. When individuals are partitioned into low and high SES by a median-split, OPPs (p = 0.015) and dual enrollment (p < 0.001) are predictive for students from low SES areas only.ConclusionThis work indicates the importance of educational opportunities in improving perceptions of college readiness for students from low SES areas and potentially how resources may be better allocated in the future.

The Scientific Production of Women and their Presence in Management Position in Science and technology careers in the Ecuadorian Higher Education System

Aim. This paper analyzes the scientific production and the management positions in the universities of the Ecuadorian higher education system from a gender parity perspective, considering STEM careers as the central point of the analysis. Three perspectives was consider,: the underrepresentation of women in STEM careers, the underrepresentation of women in scientific production and in classic managerial positions, and the Norwegian paradox of equality. Methods. This article used two databases: the first one was built from Ecuadorian scientific production, within the period 2010-2018, by the indexing platform SCOPUS. The second one, evaluates the presence of women in management positions and was built from the databases that universities and polytechnic schools report to the educational Ecuadorian autority. Theoretical perspectives are discussed to explore the singularities of the Ecuadorian case, through an analytical and quantitative perspective. Results. In the case of Ecuadorian scientific production men showed a greater presence in all fields, except for pedagogy and psychology. This results replicate for the case of higher education management positions (30% women, 60% men, on average). Conclusions. The underrepresentation of women is generally confirmed, both in scientific production measured by publications, as well as in access to management positions, especially in science and technology. Also, in scientific publications, women are more likely to collaborate only with men, precisely because of the structures created around science, which not only have to do with the greater number of men involved, but probably with gender discrimination practices that are not visible in the mechanisms adopted for the analysis.

Use of simulations to dynamize the implementation of adaptive Flipped classrooms in physics courses

With the development of technology, with young people being the biggest consumers of it, the learning activity takes on different methods and approaches. Among these approaches, we can talk about virtual learning using learning management systems and the concept of flipped classroom. The Moodle platform represents one of these systems. In this paper, we analyze the teaching-learning process based on an adaptive flipped classroom applicable to both hybrid and virtual learning, which can be combined with the Moodle platform to provide students with content adapted to their level of knowledge and skills. Relates the experience with the use of Physics simulation software in the university environment, particularly applications of electromagnetism, optics and modern Physics. They are used as explanatory teaching material or for students to interact with the software at home. In addition, the implementation of the flipped classroom was carried out in the second year of the Industrial Engineering career of the regular daytime course following the methodological process that was presented.

Perspectives on 40‐year careers—University of Calgary Chemical & Petroleum Engineering graduating class of 1983

AbstractOnly a few of the students who graduated from Chemical & Petroleum Engineering at the University of Calgary found jobs in 1983 because of a severe recession and the National Energy Program artifically deflating the oil price. Despite the slow start to their careers, the graduates have made substantial contributions to industry, government agencies, and academia. They worked on over 60 projects in more than 40 countries, many of which were valued in the billions of dollars (excluding projects in Canada). Because of the volatility in the petroleum industry, the graduates often moved from one company to another: 6 individuals worked for 10 or more companies, while only 2 spent their entire career at a single company. In 1981, we were told that the half‐life of an engineering career was 5 years, but while many did take up senior management positions and business roles, most remained very close to the engineering profession throughout their careers. Here, we summarize the career paths in broad terms, like how frequently graduates changed jobs, how much time they averaged in each company, and mention the role of education in their work. Of the 60 students who graduated in 1983, this perspective article excludes seven engineers who passed away prematurely, and another seven who could not be reached.

Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire

ABSTRACT Background and Context Cultural and social influences from peers, family, and media shape young people’s views on technology careers. This study examines Danish students’ perceptions and discourses of IT professionals and technology occupations. Objective Unlike earlier studies focusing on science or STEM as a monolith, this study specifically addresses technology through descriptive drawings and Latent Profile Analysis (LPA). Method We analyse Danish students’ (aged 14–15) perceptions and discourses of IT professionals through descriptive drawings (N = 1,155) and LPA applied to close-ended items from a large questionnaire (N = 1,456). Findings Thematic analysis identified six groups of IT professionals: 1) Sedentary, 2) Antisocial and Nerdy, 3) Sad, 4) Ordinary, 5) Smart, and 6) Kind. The LPA identified four profiles, revealing complex subtleties in students’ perceptions. Implications Implications for practice and future research are suggested, highlighting the potential benefits of combining these methods to explore young people’s constructions of IT professionals.

Stimulating interest in civil engineering through the introduction of ETABS software at SMA Negeri 3 Jakarta

The rapid advancement of construction technology, particularly the use of ETABS software, demands a competent and adaptive workforce. This community service aimed to introduce students of SMA Negeri 3 Jakarta to ETABS technology, providing them with a solid foundation for entering the construction industry. The activity was conducted through direct demonstrations of ETABS software and a questionnaire to measure participants' understanding and interest. The results showed a significant increase in students' understanding of civil engineering concepts, particularly structural analysis. Furthermore, students' interest in the field of civil engineering also increased. This is evidenced by the survey results from 25 participants, where 60% of students expressed interest in learning more about ETABS software and pursuing a career in civil engineering.

Use of interrupted time series methods in the evaluation of the Jordanian National Strategy for Women Empowerment (JNSWE) from 2013 to 2017 and its gender action plan for STEM field

AbstractEven though we have varied backgrounds, experiences, roles, and privileges in the community research field, we are all committed to studying equity theory and associated literature in educational contexts. The purpose of this evaluation is to assess the Jordanian national strategy for women's empowerment from 2013 to 2017 and its gender equality program in its efforts to increase Jordanian women's representation in scientific studies, achieve gender equality, and empower all women and girls, in addition to the goals related to other objectives. This analysis considers interrupted time series methods (randomized controlled trials) to measure the impacts of Jordanian National Strategy for Women Empowerment (JNSWE). Pre‐ and post‐policy periods were compared. Trend, regression analysis, r and r2, and the Mann–Whitney U test were utilized. The impact of this strategy delivers impressive results. This evaluation indicates that between 2013 and 2017, the JNSWE was effective in increasing Jordanian women's presence in STEM studies due to addressing gender inequality, the gender pay gap, and training deficiencies in the field. The first hypothesis was accepted (Z = −2.812, P > .005, df = 11), and the JNSWE's implementation from 2013 to 2017 increased the number of Jordanian women in science. The execution of the JNSWE (2013–2017) supported the representation of Jordanian women in telecommunications more than before, and Hypothesis H2 was accepted (Z = −2.892, P > .004, df = 11). Ultimately, Hypothesis H3 was approved (Z = −2.254, P > .024, df = 11), and the JNSWE's implementation from 2013 to 2017 increased the number of Jordanian women pursuing careers in engineering and mathematics. In this sense, this evaluation is innovative and responsive to the rising calls and concerns of feminists to empirically address the low presence of Jordanian women in scientific studies science, technology, engineering, and mathematics, known by the acronym STEM, and seeks to eliminate all forms of gender bias against women in the public spheres, including pay inequality. Included are the study's recommendations for further research.

Understanding Virtual Laboratories in Engineering Education: A Systematic Literature Review

<div class="WordSection1"><p>Engineering education has gained significant importance in the 21st century due to its integration of essential technological literacy needed in our rapidly changing world. Laboratories, including virtual laboratories, allow students to apply theoretical knowledge practically. Virtual laboratories have emerged as innovative tools that offer increased accessibility and flexibility. This study reviewed 29 peer-reviewed journal articles indexed in Scopus and published between 2018 and 2023 on the use of virtual laboratories in engineering education. The research employed a systematic literature review framework, utilizing PRISMA for article selection. The findings indicate that virtual laboratories provide numerous benefits, including cost-effectiveness, flexibility, safety, and accessibility. They boost student motivation, engagement, and the ability to apply knowledge while effectively enhancing conceptual understanding and practical skills. Virtual laboratories support the development of pedagogical skills and promote careers in engineering by offering a comprehensive and inclusive learning environment. Despite these advantages, challenges like limited interactivity, restricted content, and technical issues persist. Virtual laboratories are valuable supplements to traditional laboratories, providing an economical means to explore phenomena and offering a safe space for experimentation. Educators should consider the benefits and limitations of integrating virtual laboratories into their curriculum. This study aims to deepen the understanding of virtual laboratories in engineering education, advocating for their broader adoption as an innovative tool with a positive impact.</p></div>

Scientist and Astrology: An Academic Exploration of Astral Influences on Aptitude for Careers in Science, Technology, Engineering, And Mathematics (STEM)

Scientist and Astrology: An Academic Exploration of Astral Influences on Aptitude for Careers in Science, Technology, Engineering, And Mathematics (STEM)

Reaching Out to Advance Diversity in Science (ROADS) by Constructing Underserved Pathways to Careers in Food, Agriculture, Consumerism Technology, and Sciences (FACTS)

Reaching Out to Advance Diversity in Science (ROADS) by Constructing Underserved Pathways to Careers in Food, Agriculture, Consumerism Technology, and Sciences (FACTS)