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The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to foster engineers who can contribute specifically to such ends. This study aims to report an effort to significantly update an existing engineering programme in IT with this ambition and to analyse the effects and challenges associated with the transformation.

This study is based on a combination of action-oriented research based on implementing key changes to the curriculum; empirical investigations including surveys and interviews with students and teachers, and analysis of these; and a science and technology studies-inspired analysis.

Respondents were generally positive towards adding topics relating to sustainability. However, in the unmaking of traditional engineering subjects, changes created a conflict between core versus soft subjects in which the core subjects tended to gain the upper hand. This conflict can be turned into productive discussions by focusing on what kinds of engineers the authors’ educate and how students can be introduced to societal problems as an integrated part of their education.

This study can be helpful for educators in the engineering domain to support them in their efforts to transition from a (narrow) focus on traditional disciplines to one where the bettering of society is at the core.

This study provides a novel approach to the transformation of engineering education through a theoretical analysis seldom used in studies of higher education on a novel case study.

There appears to be no empirical-based method in the literature for estimating if an engineering change proposal (ECP) will occur or the dollar amount incurred. This paper aims to present an empirically based approach to address this shortfall.

Using the cost assessment data enterprise database, 533 contracts were randomly selected via a stratified sampling plan to build two regression models: one to predict the likelihood of a contract experiencing an ECP and the other to determine the expected median per cent increase in baseline contract cost if an ECP was likely. Both models adopted a stepwise approach. A validation set was placed aside prior to any model building.

Not every contract incurs an ECP; approximately 80 per cent of the contracts in the database did not have an ECP. The likelihood of an ECP and the additional amount incurred appears to be statistically independent of acquisition phase, branch of service, commodity, contract type or any other factor except for the basic contract amount and the number of contract line item numbers; both of these later variables equally affected the contract percentage increase because of an ECP. The combined model overall bested current anecdotal approaches to ECP withhold.

This paper both serves as a published reference point for ECP withholds in the archival forum and presents an empirically based method for determining per cent ECP withhold to use.

Diminishing local government budgets and the need to reduce highway works activities necessitate cost effective and efficient processes. The purpose of this paper is to investigate streamlining road works administrative processes to enhance coordinated working at Derby City Council.

Case study research of a local authority was undertaken using business process mapping. Specifically, Swimlane analysis enabled re-engineering of business processes from design stage, to works permit issuance. Process improvement recommendations were validated by nine industry experts through a focus group and semi-structured interviews. A logic map was developed for transferability to other councils, identifying key attributes for a successful administrative road works management process.

Research revealed inherent silo working and processes built around fragmented IT systems creating process inefficiency. Validation found numerous practices and management styles were culturally embedded and common across councils. Peer reviewed recommendations are made to improve working practices, including improving IT systems, removing process bottlenecks, and training staff.

Whilst road works management policy is generally under-researched, its strategic and negative impacts are widely acknowledged. This study highlights the day-to-day operational problems which are interconnected to the strategic impact, bridging an important gap in knowledge, as well as adding to business process re-engineering literature.

The research adds to a limited body of road works management policy research, and also presents a high-level logic map for councils to adopt as appropriate.

Each year, the US defense industry outsources nearly $400 bn of domestic goods and services through competitive bids. These procurement activities are quite often complex and specialized in nature because of a highly regulated federal acquisition contracting environment. Ongoing calls to improve supplier management and drive innovation in the defense industry offers an opportunity to adopt Early Supplier Integration (ESI) initiatives that have proven successful in the private sector. This paper identifies critical ESI activities and acquisition practices that the defense industry should adopt to ensure enhanced effectiveness in new product development.

Leveraging a conceptual ESI model derived from the research, an in-depth case study of 12 product development projects from a major defense contractor was performed. In the context of project performance, critical ESI activities and moderating effects were assessed.

Three key ESI activities have the greatest impact on aggregate project performance: system design involvement, design adjustment opportunities and design for manufacturability/assembly/testability involvement. Use of formal supplier agreements also significantly impacts project performance during the development phase. In addition, project complexity and product team maturity were identified as environment moderators; higher complexity projects tended to negatively moderate the impact of ESI upon performance, and higher team maturity levels tended to positively moderate the impact of ESI upon performance.

The results provide a sound framework for empirical validation through future quantitative studies and defense industry analyses. In addition, insights and recommendations for interpretation and adaptation of federal acquisition regulations to allow increased utilization of ESI within the defense industry are substantiated.

This chapter aims to present the context, the approach and the pedagogical tools deployed at École Centrale Marseille (ECM) to promote gender equality in engineering education. The ECM has put several mechanisms in place such as challenging traditional gender stereotypes, social representation of the engineering profession and facing the realities of a professional world that is overwhelmingly masculine, including awareness of the glass ceiling effect on access to positions of responsibility and prevention of sexual harassment. The ECM model combines multidisciplinary studies with a professional grounding with the aim of educating students to be able to transform society. In 1997, the ECM founded the Mediterranean Network of Engineering Schools with the main goal of fostering sustainable development in the Mediterranean basin. The ECM has been part of the community of practice on gender equality initiated by Mediterranean Network of Engineering Schools through its participation in the H2020 TARGET project on gender equality in research and higher education.

The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering projects led by university students in Sweden: the design and construction of a solar-powered car taking part in the Bridgestone World Solar Challenge and the creation of a business model for the ownership phase of an electric car together with Polestar.

An extensive literature review was conducted. Students were interviewed and surveyed on their impressions of their learning experience in the two projects and student logbooks reviewed. Problem-based learning (PBL), the Conceiving, Designing, Implementing and Operating approach and the ABCD procedure are used. Results are compared to theories from the literature.

PBL in real-world settings can increase engineering students’ technical knowledge and improve their technical skills as they solve complex problems or propose solutions to such problems. Such projects also strengthen students’ commitment, self-confidence and self-esteem as well as promote co-operation and creativity. These are soft skills largely absent from traditional engineering education.

Innovative, student-led learning in the applied engineering curriculum can foster students’ soft skills in ways that teacher-led, lecture-style learning does not.

This research offers a timely perspective on an issue of current interest in engineering education: student-led learning versus teacher-led learning. The paper also provides two illustrative student-led projects that focus on sustainability and mobility.

The underrepresentation of women in engineering has important consequences for meeting the need for a larger, talented scientific and technological labor force. Increasing the proportion of women faculty in engineering will help increase the persistence probabilities of women undergraduate and graduate students in engineering, as well as contribute to the range and diversity of ideas toward innovations and solutions to the greatest engineering challenges. This study aims to examine the association among gender, family formation and post-PhD employment patterns of a cohort of engineering doctorates.

Using the National Science Foundation’s Survey of Doctorate Recipients data, 2001–2010, descriptive and multinomial logit regression analyses are conducted to illustrate the career trajectories of engineering PhDs over a ten-year period.

The career trajectories of engineering PhDs are nonlinear, and transitions between employment sectors commonly occur over the ten-year time period studied. Although women engineering PhDs with young dependents are less likely to be employed initially after PhD completion, they tend to enter the workforce in the academic sector as time progresses. Early post-PhD employment as a postdoctoral researcher or in the academic sector contributes to the pursuit of the professoriate downstream.

While previous studies tend to focus on the early career outcomes of science and engineering students, this study contributes to the literature by focusing on the long-term career outcomes of engineering doctorates. Research findings provide engineering PhD students and PhDs with more information regarding potential post-PhD career trajectories, highlighting the multitude of career options and transitions that occur over time. Research findings also provide higher education administrators and doctoral program stakeholders with foundational information toward designing and revitalizing professional development programs to help PhD students prepare for the workforce. The findings have the potential to be applied toward helping increase diversity by shaping policies and programs to encourage multiple alternative career pathways to the professoriate.

Business process re-engineering (BPR) initiatives are complex endeavours which require many factors to ensure success. However, most studies focus on the organisational processes and improvement within the organisation itself and less on the project team and management dynamics. The study aimed to identify factors that enabled the completion of a BPR, in a technical firm, based on reflections on the project management style.

The study entailed a descriptive and interpretive case study with reflections from project team members. Data were analysed using descriptive statistics and content analysis.

Findings revealed that critical success factors for BPR in a technical firm include project leadership and sponsorship, organisational culture and attributes, team dynamics and the nature (activities), and duration of the process.

The findings will benefit project managers in improving their competence and project success through reflective practice. The identified factors could be used in future projects of a similar nature and size to improve how organisations execute BPR projects.

The study used reflections to identify success factors for BPR in a technical firm.

The purpose of this article is to promote an innovative approach to education development projects by the application of business modelling tools and methods.

The proposed method is based on tools and methods from the business modelling area, such as stakeholder mapping, SWOT analysis, business modelling canvas and scenario analysis. The applicability of the approach is illustrated by a case study conducted on an engineering programme, where qualitative and quantitative data were gathered through interviews, surveys and workshops.

Utilising business modelling tools for development projects in higher education gives several benefits: (1) knowledge-informed decision making; the methods require good understanding of the current situation as well as possible strategies to be applied, that is data gathering is necessary before decision making; (2) structured decision making by applying a step-by-step approach for the development project; (3) including different stakeholder's perspectives in order to gain a holistic understanding and avoid sub optimisation.

The approach promotes innovation and action driven development rather than a bureaucratic and metric based improvement process. Tools and models from the business area have previously been applied for educational development. However, a holistic business modelling approach for educational development has not yet been applied.