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Photogrammetry enables scientists and engineers to make accurate and precise measurements from optical images and other patterns of reflected electromagnetic energy. Photogrammetry is taught in surveying, geomatics and similar academic programs. For a long time, it has been observed that there is a lack of diversity and underrepresentation of different groups in the surveying and geomatics workforces for various reasons. Diversity fosters more innovative environments, helps employees be more engaged and boosts productivity rates. Although efforts are being made to solve this problem, most attempts did not significantly improve the diversity issues in this field. To address this problem, we designed a new curriculum for a photogrammetry course, which integrates entrepreneurial mindset (EM), bio-inspired design and Science, Technology, Engineering, Arts and Mathematics (STEAM) into the photogrammetry course for this study.

In this study, the participatory action research method, Photovoice, was used to gather data. Students were asked to respond to photovoice and metacognitive reflection prompts to understand student perceptions about the importance of Unmanned Aerial Vehicles (UAVs) in photogrammetric mapping. Students were required to respond to each prompt with three pictures and a narrative. These reflections were analyzed using thematic analysis.

The analysis of the photovoice and metacognitive reflections resulted in six themes: promoting digital literacy, promoting job readiness and awareness, improving perceived learning outcomes, increasing interest in pursuing careers in surveying/geomatics, encouraging learner engagement and increasing awareness of the role of art in map making.

This is the first study conducted at our Hispanic Serving Institution, which specifically designed a curriculum integrating EM, bio-inspired design and STEAM concepts to address diversity issues in surveying and geomatics engineering disciplines.

Social practices of work humor among engineering workers are a lesser studied phenomenon. We examine the social practices of an engineering work team through acts of a peculiar form of humorous expression we identify as installation humor. In these cases of installation humor, an anonymous member of the team created a temporary, inappropriate, yet neutral installation of a physical object to amuse the other members of the team. We provide three mini-cases of installation humor; these installations appeared as the team subtly resisted a managerial initiative. We contribute knowledge to the practices of engineers at work and to the practices of resistive humorous expression.

Qualitative, full-participant ethnographic research with multiple data collection methods and utilizing abductive analysis. During the data collection, one of the researchers was a full member of the engineering team.

We identified anonymous, artefact-based enactments of resistive humorous expression, which we named installation humor. We identify and describe installation humor, which occurred at the intersectionality of work and self-expression and served as momentary artefacts symbolic of engineering worker resistance in a high-tech environment.

Managerial awareness of the unfolding forms of worker-led, fleeting signals of resistance, such as acts of installation humor, would provide another dimension of perception for identifying salient signals surrounding the phenomenon of resistance to managerial-led change initiatives. Further research is needed on engineering humor in the R&D workplace to better understand the complexity and dynamics of phenomena such as worker resistance through humorous acts. We suggest future studies on forms of humor in the engineering workplace, including incidences of installation humor as they exist in other professional work environments and organizations, to understand common and shared practices across professional boundaries.

We advance and extend the understanding of humor as a social practice in the context of professional engineers in their R&D workplace and we identify humorous acts serving as a response to negative emotions (Huber, 2022) toward the organization related to a newly instated form of managerial control. This paper contributes to the studies of social practices of humor and emotions (Fine and De Soucey, 2005) in the engineering workplace (Buch and Andersen, 2013; Buch, 2016; Mazzurco et al., 2021) as unsupervised activity at work (Gabriel, 1995), with the social practice of humor adopting a non-verbal form that we identified as installation humor. We named this specific form of humor that we observed as installation humor and defined its specificity and differences from more traditional methods of humor (t. ex. Fine and De Soucey, 2005; Martin and Ford, 2018), shop floor humor (t. ex. Roy 1959), workplace humor (t. ex. Rosenberg et al., 2021) and engineering student humor (Holmila et al., 2007; Bender, 2011; Berge, 2017).The results of this study also suggest that ethnography for studying humor as a social practice is useful in identifying micro-level occurrences of unfolding engineering humor, including humor as a form of resistance.

The study of humor in high-tech engineering settings enhances the literature of engineering work (t. ex. Mazzurco et al., 2021) and emerging humorous phenomena (Jarzabkowski and Lê, 2017). This case study highlights and extends the understanding of the non-technical competencies of engineers and the role of peer-to-peer humor in the engineering workplace as a form of resistance during managerial initiatives within an organization.

The study extends and contributes new knowledge to research on emotions and humor by engineers at work, including the identification of a peculiar form of humor used by the engineers. This study also contributes to nascent research on the social practices of engineers at work. The research material was gathered as a full-member ethnography, increasing methodological knowledge of researching a site from within.

This study is devoted to examining the peer effects of engineering enterprises’ internationalization from the viewpoint of industry subdivision and how information and competition alter peer effects. Furthermore, the heterogeneity of peer effects is analyzed based on manager characteristics.

In this study, multiple regression analysis was conducted on a sample of 38 Chinese engineering enterprises listed in the Engineering News-Record’s top 250 international contractors over the period of 2013–2021. This study collected the paired data from the enterprise annual reports and the China Stock Market & Accounting Research database.

The results reveal that (1) there exist peer effects within the subdivided industry of the engineering field; the quality of information disclosure of peer enterprises and degree of market competition moderate the peer effects; (2) the peer effects of internationalization are more pronounced in engineering enterprises with managers who have lower ability, hold greater power or are older.

The findings of this study contribute to understanding the peer effect in the process of internationalization of engineering enterprises, and help enterprises to effectively supervise the irrational behavior of top managers, so as to develop better internationalization strategies.

The results extend peer effects to the subdivision industry of the engineering field. Furthermore, this study also enriches the relevant research on peer effects among enterprises by empirically supporting the moderating role of information and competition as well as analyzing the heterogeneity of the peer effects from the perspective of manager characteristics.

The purpose of this paper is to present an optimisation of four-point star-shaped structures produced through additive manufacturing (AM) polylactic acid (PLA). The study also aims to investigate the compression failure mechanism of the structure.

A Taguchi L₉ orthogonal array design of the experiment is adopted in which the input parameters are resolution (0.06, 0.15 and 0.30 mm), print speed (60, 70 and 80 mm/s) and bed temperature (55°C, 60°C, 65°C). The response parameters considered were printing time, material usage, compression yield strength, compression modulus and dimensional stability. Empirical observations during compression tests were used to evaluate the load–response mechanism of the structures.

The printing resolution is the most significant input parameter. Material length is not influenced by the printing speed and bed temperature. The compression stress–strain curve exhibits elastic, plateau and densification regions. All the samples exhibit negative Poisson’s ratio values within the elastic and plateau regions. At the beginning of densification, the Poisson’s ratios change to positive values. The metamaterial printed at a resolution of 0.3 mm, 80 mm/s and 60°C exhibits the best mechanical properties (yield strength and modulus of 2.02 and 58.87 MPa, respectively). The failure of the structure occurs through bending and torsion of the unit cells.

The optimisation study is significant for decision-making during the 3D printing and the empirical failure model shall complement the existing techniques for the mechanical analysis of the metamaterials.

To the best of the authors’ knowledge, for the first time, a new empirical model, based on the uniaxial load response and “static truss concept”, for failure mechanisms of the unit cell is presented.

This study explores how titanium oxide (TiO₂) filler influences the specific wear rate (SWR) in flax fiber-reinforced epoxy composites (FFRCs) through a Taguchi approach. It aims to boost abrasive wear resistance by incorporating TiO₂ filler, promoting sustainable and eco-friendly materials.

This study fabricates epoxy/flax composites with TiO₂ particles (0–8 wt%) using hand layup. Composites were tested for wear following American Society for Testing and Materials (ASTM) G99-05. Statistical analysis used Taguchi design of experiments (DOE), with ANOVA identifying key factors affecting SWR in abrasive sliding conditions.

The study illuminates how integrating TiO2 filler particles into epoxy/flax composites enhances abrasive wear properties. Statistical analysis of SWR highlights abrasive grit size (grit) as the most influential factor, followed by normal load, wt% of TiO₂ and sliding distance. Grit size has the highest effect at 43.78%, and wt% TiO₂ filler contributes 15.61% to SWR according to ANOVA. Notably, the Taguchi predictive model closely aligns with experimental results, validating its reliability.

This paper integrates TiO₂ filler and flax fibers to form a novel hybrid composite with enhanced tribological properties in epoxy composites. The use of Taguchi DOE and ANOVA offers valuable insights for optimizing control variables, particularly in natural fiber-reinforced composites (NFRCs).

Social engineering is crucial in today’s digital landscape. As technology advances, malicious individuals exploit human judgment and trust. This study explores how age, education and occupation affect individuals’ awareness, skills and perceptions of social engineering.

A quantitative research approach was used to survey a diverse demographic of Egyptian society. The survey was conducted in February 2023, and the participants were sourced from various Egyptian social media pages covering different topics. The collected data was analyzed using descriptive and inferential statistics, including independent samples t-test and ANOVA, to compare awareness and skills across different groups.

The study revealed that younger individuals and those with higher education tend to research social engineering more frequently. Males display a higher level of awareness but score lower in terms of social and psychological consequences as well as types of attacks when compared to females. The type of attack cannot be predicted based on age. Higher education is linked to greater awareness and ability to defend against attacks. Different occupations have varying levels of awareness, skills, and psychosocial consequences. The study emphasizes the importance of increasing awareness, education and implementing cybersecurity measures.

This study’s originality lies in its focus on diverse Egyptian demographics, innovative recruitment via social media, comprehensive exploration of variables, statistical rigor, practical insights for cybersecurity education and diversity in educational and occupational backgrounds.

In today’s highly competitive global business environment, there is a growing demand for professionals who possess well-developed soft skills. Such abilities include flexibility, effective communication and other skills. Soft skills are personal attributes and qualities that are more closely related to the emotional side of human beings. Individuals must cultivate and hone soft skills during their undergraduate studies. These skills, also known as interpersonal or non-technical skills, are essential to complement hard skills and pave the way for a thriving career trajectory. Soft skills are developed over the course of one’s career and are indispensable in establishing a strong, professional presence in the corporate or academic realm. The field of engineering is no exception in this regard, and the business approach during the engineering course is of significant relevance. By acquiring soft skills, engineering graduates will become competitive and adaptable professionals capable of handling the current and future challenges of the job market. The purpose of this study is to investigate the soft skills that students perceive as being better developed during their business classrooms in the engineering course and identify areas for improvement in the business education process.

The research method consisted in four different phases from variables identification to statistical analyses. Then, as part of this approach a structured questionnaire was administered at the end of the engineering course, where students rated their perception of the degree of development of each of the soft skills covered in the course on a scale of zero to ten. The collected data were analysed using multivariate analysis techniques, including factorial analysis.

The results of the study demonstrate that the set of skills acquired by individuals in business classrooms pursuing a degree in industrial engineering is in high demand by potential employers. Such skills are deemed essential for the successful operation of businesses in modern-day industries. The findings of this research validate the significant role that industrial engineering students play in fulfilling the requirements of the job market and pave the way to meaningful insights on how to approach this topic during the business education process in engineering courses.

The findings bring about significant insights for national educational councils and ministries, universities and educational stakeholders in the process of updating, rethinking and implementing new curricula criteria in higher education, particularly in the Latin American context.

This paper enriches the literature by assessing the development of soft skills of engineering students in the Latin American context. The research reinforces the importance of developing soft skills aligned with those required for the context of current and future labour markets.

The engineering profession has been bitterly attacked by many technical college teachers (myself included) for the crude restrictive practices it maintains in engineering education. Most of the criticisms of CEI's new policy on admission to corporate membership policy have not sufficiently recognized that the profession has a real problem: its educational standards are much too low for British engineers to be competitive in the international industrial scene. The Ministry of Technology has for several years given strong backing to the move to close the door to HNC entry to full professional status because it believes strongly that engineers trained in this way would cut a poor figure in the European Community which generally admits to the status of engineer only graduates of university courses considerably longer than the standard 3‐year course of British universities. And after meeting a continental engineer who not only has a mature understanding of modern mathematics and physics, but also a reasonable knowledge of economics and fluency in two or three languages, one is compelled to admit that they have a point. I taught HNC engineers for many years and have no illusions about the academic standards or professional adequacy of these courses but I am not convinced that many university courses are substantially better. Students spend far too much time practising routines and writing those endless dull laboratory reports that can bear little relationship to work in industry. The sheer tedium of engineering courses make; students into dull engineers and worst than that it keeps many bright people out of engineering. At a recent students' meeting I heard arts and social science student: protesting that engineering students did not participate in activities outside the classroom, that they tolerated any treat ment meted out to them and that then was little interest among engineers in cross‐disciplinary discussions. I was appalled that so many of the engineers seemed inclined to accept this evaluation of themselves and several times engineering students have explained to me that it is a fact of life that intelligent people avoid the study of engineering. The CEI is trying to improve the image of the engineer but, judging from the contemptuous references to ‘spanner men’ I have heard in several universities this year, they are not likely to achieve this merely by labelling as an outcast anyone who failed to get 2 A‐levels before he left school.

An investigation was conducted in the design department of a medium‐sized automotive company to establish engineers’ preferred learning styles. This was achieved by using two proven questionnaires followed by statistical analysis methods. The evidence showed that the engineers investigated have a significant visual learning style preference. This means that their learning is more effective by using diagrams, sketches, photographs, schematics, flow charts, pictures, videos, computer graphics, and demonstrations in training programmes and in their everyday working environment. The present computer‐aided design (CAD) training in the company does incorporate some of these visual techniques and so does satisfy the engineers’ visual learning style preference. Evidence also suggested that there is not a need to have different training and learning methods for design engineers and for managerial engineers such as project engineers and team leaders.