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.
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Notes
- 1.
The questionnaire was distributed to 35 potential respondents comprising the entire full-time teaching staff of our institute’s three professional bachelor’s engineering degree programs in electronics, business development and global management and manufacturing (part-time teachers not included). 26 respondents filled in the questionnaire – one respondent however only partly. 16 respondents are engineers, 4 hold degrees in business studies, 5 in science and 1 in psychology.
- 2.
As formulations of objectives and main areas of content in the two course descriptions differ in length but not in substance, we have chosen to quote only from the course description for electronic engineering and business development engineering as this course description is more elaborate than the one for GMM.
- 3.
Examples of typical references are the following: Arbnor, Ingemar and Bjerke, Björn (1997). Methodology for creating business knowledge. Sage Publications. Bryman, Alan and Bell, Emma (2007). Business research methods. Oxford University Press, Oxford. Bryman, Alan (2004). Social research methods. Oxford University Press, Oxford, Guba, Egon and Lincoln, Yvonna S. (1994). Competing paradigms in Qualitative research. In: Denzin, Norman K. and Lincoln, Yvonna S. (Eds.). Handbook of qualitative research. Sage Publications, Neuman, Lawrence (2003). Social research methods. Allyn and Beacon Publishers.
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Acknowledgements
The writing of this chapter was made possible by a grant from the Danish Council for Strategic Research (DSF) to the Program of Research on Opportunities and Challenges in Engineering Education in Denmark (PROCEED). This chapter also draws on previous research carried out by the authors in 2008 and 2009.
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Christensen, S.H., Ernø-Kjølhede, E. (2012). Socio-technical Integration in Engineering Education: A Never-Ending Story. In: Christensen, S., Mitcham, C., Li, B., An, Y. (eds) Engineering, Development and Philosophy. Philosophy of Engineering and Technology, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5282-5_12
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