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The purpose of this study is to evaluate the effectiveness of applying sustainability to the engineering curriculum at a university in China.

A new curriculum, “ethics, involvement and sustainability,” was designed and presented to engineering students from an undergraduate major in quality management engineering. This curriculum incorporated knowledge acquisition and skills training into sustainability via various teaching approaches in a mandatory curriculum at Tongling University, China. Pre- and post-questionnaire surveys, as well as a fuzzy comprehensive evaluation model, were adopted to evaluate the changes in knowledge, attitudes and behaviors of respondents before and after curriculum implementation.

Significant changes in knowledge and attitudes were observed following the implementation of the curriculum. In terms of the development of new behaviors, the changes tended to be moderate. Generally, respondents were satisfied with the effectiveness of the new interdisciplinary curriculum post-implementation.

Positive results were observed for the pilot and practice of the new engineering education (NEE) strategy at the cooperating university in China. Specifically, the integration of sustainability into curriculum design, implementation and evaluation inspired greater social responsibility in engineering students’ decision-making processes. Additionally, it shed light on how to integrate the concept of sustainability into curricula. One limitation of this study was the absence of a comparison group that did not experience the new curriculum.

Scant attention has been paid to local universities in the context of the newly-launched NEE strategy. This study provides new insight regarding the implementation of sustainability into engineering curricula and practice via formal, but diversified, teaching approaches.

This study attempts to develop an efficient concept to mitigate the risks of social engineering in the era of social networks. For instance friend requests on Facebook are often accepted blindly, thus granting unknown people access to profile details. These problems fuel requirements for an application, developed in this study, that raises awareness of security issues in Facebook.

The “Theory of Planned Behaviour” (TPB), a model from psychology to predict behaviour, is used as a theoretical foundation for the application. Attitudes, perceived behavioural control and social norms are the main variables of this model. Social norms can be massively affected by the Facebook friends and therefore an application is developed which uses this in order to raise awareness.

The application propagated itself virally. Out of 117 users of the application, 15 took action to change the public‐search option visibility from public to private. The use of the application took on average 10.5 minutes.

Applications that scan a Facebook profile for fishy content already exist. However, at the time of writing this paper, no application specifically written against social engineering was known to the author.

This study assesses the effects of junior enterprises (JEs) on the entrepreneurial attitudes and intentions of engineering higher education students, compared to a group of social sciences students.

This research analyses a sample of 132 students enrolled in engineering higher education courses in Portugal and Brazil, while 83 of the respondents being involved in a JE and 49 not. The authors compare this group to another group of 176 social sciences students from several higher education courses, while 93 being enrolled in JE and 83 not.

The results show that students enrolled in JEs show higher levels of entrepreneurial intention (EI), as well as their antecedents such as attitude towards the behaviour (ATB), perceived behavioural control (PBC) and social norms (SN) , and the impact of this extracurricular activity is higher on engineering students than on social sciences students. Also, country and gender differences were found in some variables.

Further studies are needed to confirm the results in a broader population and in other countries. Also, the study addressed attitudes and intentions but not actual behaviour due to the time lag problem. There is also the risk of self-reported bias on the answers due to social desirability bias, for example. Finally, because JEs have their own recruitment process, there is a possible “self-selection problem” of students who might have previously developed some of entrepreneurial attitudes and skills assessed by the questionnaire.

The results have important implications for engineering higher education institutions. Despite many of them provide entrepreneurship training courses, they should also encourage students to join extracurricular activities or even create their own at their institution to complement their skills' development. Also, teachers should be encouraged to integrate these activities into their subjects, avoiding a major barrier to the participation in extracurricular activities which is the students' time constraints. Finally, participation in extracurricular activities can be promoted by institutions in many ways, such as allowing students to obtain academic credits or through supporting financially or logistically the organisations that promote these activities.

This study contributes to the discussion on how to promote the development of entrepreneurial competences in young people that soon will enter the labour market.

This study contributes to the discussions on the value of extracurricular activities, such as the enrolment in JEs, to the development of entrepreneurial attitudes and intention on the training of the next generation of engineers capable of facing future worlds' challenges.

Considering the requirements of sustainable development regarding professionals training and the challenges evidenced during Coronavirus disease (COVID-19) pandemic, this study aims to contribute to the debates regarding the need to insert sustainability into engineering education in the current context.

For this, the literature about sustainability in engineering education was considered, and the need for sustainability insertion in the context of the COVID-19 pandemic was debated. It is important to emphasize that this debate was based on the authors’ experience regarding sustainability research and teaching.

The current moment unveiled companies’ financial management problems, constantly evidenced by media. In this sense, the interest of engineering students in business management may lead them to believe that companies’ survival depends only on financial aspects, neglecting environmental and social aspects. This study is characterized as a reminder to academic staff in the field of engineering to continue valuing the principles of sustainable development with their students during the COVID-19 pandemic.

The need to make engineering students understand the importance of social projects in the current period is emphasized. The training of professionals to consider all the sustainability aspects even during crisis moments is evidenced now and should be used as a learning lesson for the future.

The purpose of the study was threefold: to understand security behaviours in practice by investigating factors that may cause an individual to comply with a request posed by a perpetrator; to investigate if adding information about the victim to an attack increases the probability of the attack being successful; and, finally, to investigate if there is a correlation between self-reported and observed behaviour.

Factors for investigation were identified based on a review of existing literature. Data were collected through a scenario-based survey, phishing experiments, journals and follow-up interviews in three organisations.

The results from the experiment revealed that the degree of target information in an attack increased the likelihood that an organisational employee falls victim to an actual attack. Further, an individual’s trust and risk behaviour significantly affected the actual behaviour during the phishing experiment. Computer experience at work, helpfulness and gender (females tend to be less susceptible to a generic attack than men), had a significant correlation with behaviour reported by respondents in the scenario-based survey. No correlation between the results from the scenario-based survey and the experiments was found.

One limitation is that the scenario-based survey may have been interpreted differently by the participants. Another is that controlling how the participants reacted when receiving the phishing mail, and what actually triggered each and every participant to click on the attached link, was not possible. Data were however collected to capture these aspects during and after the experiments. In conclusion, the results do not imply that one or the other method should be ruled out, as they have both advantages and disadvantages which should be considered in the context of collecting data in the critical domain of information security.

Two different methods to collect data to understand security behaviours have rarely been used in previous research. Studies that add target information to understand if such information could increase the probability of attack success is sparse. This paper includes both approaches.

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.

Purpose – Mainstream science, technology, and society (STS) scholars have shown little interest in engineering ethics, one going so far as to label engineering ethics activists as “shit shovelers.” Detachment from engineering ethics on the part of most STS scholars is related to a broader and long-standing split between the scholar-oriented and activist-oriented wings of STS. This chapter discusses the various STS “subcultures” and argues that the much-maligned activist STS subculture is far more likely than the mainstream scholar subculture to have a significant impact on engineering ethics education and practice.

Approach – The chapter builds on analyses of STS subcultures in research and education from the literature and identifies a similar set of subcultures for engineering ethics research and education.

Findings – Reconciliation of the STS subcultures will tap an activist tradition that already has strong ties (practical, historical, and theoretical) to engineering ethics research and education. Acknowledging that STS and engineering ethics each have legitimate, activist-oriented subcultures will position STS scholars and educators for providing needed insights to engineering activists and the engineering profession as a whole. STSers should recognize and appreciate that many engineering ethicists and engineering activists are concerned both with issues internal to the profession and broader social implications of technology.

Originality/value – The chapter presents an analysis of STS subcultures and their relationship to engineering ethics. As such, it will be of interest to STS scholars and engineering ethicists alike, as well as engineering ethics and STS educators.

The aim of this paper is to examine the effect of organizational environment on engineering project cost management.

Taking China Railway Engineering Corporation 2nd Bureau (CREC 2nd Bureau for short) as an example, the authors conduct lots of semi‐structured interviews in its group corporation, company limited, two subsidiaries and two project departments, and finally collect textual data which include 30 paragraphs and more than 120,000 words. The authors then encode those interview data step by step for further analysis under the research paradigm of grounded theory.

Based on these encoded data, the paper builds concept, basic categories, main categories, which could be the factors affecting the engineering project cost management, the evidence chain and the complete story clue among these categories. Then finally constructs a theoretical framework called “3S” for short, which is comprised of the organizational structure supporting system, the control procedure supporting system and the social relation supporting system.

Because of the insufficient importance placed on engineering project cost management by academics and few theoretical papers, this paper provides a new method for exploring the engineering project cost management and a theoretical reference for further research.

In this paper, the authors discuss the action mechanism of organizational environment in the engineering project cost management and provide for Chinese construction enterprises more explicit guidance on their cost management practice.

There is little research on determinants of engineering project cost by Chinese scholars, which is mainly shown as normative research. There is no perfect theoretical framework on the determinants of engineering project cost management, which is not beneficial to the knowledge of engineering project cost management and is not comprehensive and in depth enough for academics and practitioners. This paper conducts a field study in CREC 2nd Bureau based on grounded theory. At last, “3S” theoretical framework is established. This paper is embodied in using reality as the accordance, scientifically carding and spreading the theory and translating the practical experience into theory, so that it is beneficial for the engineering project cost management.

Penetration tests have become a valuable tool in the cyber security defence strategy in terms of detecting vulnerabilities. Although penetration testing has traditionally focussed on technical aspects, the field has started to realise the importance of the human in the organisation, and the need to ensure that humans are resistant to cyberattacks. To achieve this, some organisations “pentest” their employees, testing their resilience and ability to detect and repel human-targeted attacks. In a previous paper, the authors reported on PoinTER (Prepare TEst Remediate), a human pentesting framework, tailored to the needs of SMEs. This paper aims to propose improvements to refine the framework. The improvements are based on a derived set of ethical principles that have been subjected to ethical scrutiny

The authors conducted a systematic literature review of academic research, a review of actual hacker techniques, industry recommendations and official body advice related to social engineering techniques. To meet the requirements to have an ethical human pentesting framework, the authors compiled a list of ethical principles from the research literature which they used to filter out techniques deemed unethical.

Drawing on social engineering techniques from academic research, reported by the hacker community, industry recommendations and official body advice and subjecting each technique to ethical inspection, using a comprehensive list of ethical principles, the authors propose the refined GDPR-compliant and privacy respecting PoinTER framework. The list of ethical principles, as suggested, could also inform ethical technical pentests.

Previous work has considered penetration testing humans, but few have produced a comprehensive framework such as PoinTER. PoinTER has been rigorously derived from multiple sources and ethically scrutinised through inspection, using a comprehensive list of ethical principles derived from the research literature.

The paper raises the question of a persisting masculine dominance in engineering disciplines and the reasons behind it. Rather than addressing gender‐specific socialisation as a cause of the under‐representation of women in engineering education, it aims to focus on the social and cultural practices of engineering itself, asking to what extent these practices are gendered and/or gendering.

The paper draws on ethnographic fieldwork carried out in two departments at a technical university in Switzerland: mechanical engineering and materials science. An exemplary piece of field data is analysed in order to generate relevant concepts for characterising and contrasting cultures in engineering disciplines. Results are discussed in the framework of Bourdieu's theory of the scientific field.

Group culture in materials science values individuality and plurality, hence leaving more scope for gender diversity; group culture in mechanical engineering values the subordination of individual needs to group norms and tends to reproduce features of homosocial male worlds. The results support the hypothesis that disciplinary cultures in engineering are gendered and have a gendering effect of their own.

Case studies in other disciplines and national contexts are needed to broaden the empirical basis of the argument.

Policies to achieve gender balance in higher education should not only aim at supporting women, but also at changing disciplinary cultures.

The paper presents a shift of focus from women's socialisation to gendering practices in engineering disciplines.