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E-grāmata: Engineering and Technology Talent for Innovation and Knowledge-Based Economies: Competencies, Leadership, and a Roadmap for Implementation

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  • Formāts: EPUB+DRM
  • Izdošanas datums: 19-Dec-2016
  • Izdevniecība: Springer International Publishing AG
  • Valoda: eng
  • ISBN-13: 9783319464398
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Engineering and Technology Talent for Innovation and Knowledge-Based Economies: Competencies, Leadership, and a Roadmap for ImplementationPalielināt
  • Formāts: EPUB+DRM
  • Izdošanas datums: 19-Dec-2016
  • Izdevniecība: Springer International Publishing AG
  • Valoda: eng
  • ISBN-13: 9783319464398
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This book introduces and analyzes the models for engineering leadership and competency skills, as well as frameworks for industry-academia collaboration and is appropriate for students, researchers, and professionals interested in continuous professional development. The authors look at the organizational structures of engineering education in knowledge-based economies and examine the role of innovation and how it is encouraged in schools. It also provides a methodological framework and toolkit for investigating the needs of engineering and technology skills in national contexts. A detailed empirical case study is included that examines the leadership competencies that are needed in knowledge-based economies and how one university encourages these in their program. The book concludes with conceptual modeling and proposals of specific organizational structures for implementation in engineering schools, in order to enable the development of necessary skills for future engineering gr

aduates.

Engineering and Technology for Innovation and Knowledge Based Economies (iKBEs), Book Objectives and Overview.- Literature Review of iKBE Competencies & Systemic Modelling.- Leadership: Models, Competencies, and the Emergence of Engineering Leadership.- On Industry - Academia Collaboration for iKBE.- On the Response for iKBE Development: Excellence in Technology" Innovation & Entrepreneurship, and a Proposed Structure.- Methodology, Tools, and Systemic Framework for iKBE Competencies Investigation.- Empirical National Case Study: Current and Future Engineering Skills Needs, and Engineering Education System Necessities in Qatar.- Main Highlights AND Future Developments for iKBEs.
1 Engineering and Technology for Innovation- and Knowledge-Based Economies (iKBEs), Book Objectives, and Overview
1(8)
1.1 Introduction and Book Scope
1(2)
1.1.1 Empirical Investigation Objectives
1(1)
1.1.2 The Book's Main Contributions
2(1)
1.2 Role of Engineering in Innovation- and Knowledge-Based Economies
3(1)
1.3 The Case of Finland
4(1)
1.4 The Case of Singapore
4(1)
1.5 The Case of Qatar
5(2)
1.5.1 Qatar National Vision 2030
5(1)
1.5.2 iKBE Position of Qatar Internationally
6(1)
1.5.3 Drivers of iKBE in Qatar
6(1)
1.6 The Importance of Leadership Skills for iKBE Development
7(1)
1.7 Conclusions
7(2)
References
7(2)
2 Literature Review of iKBE Competencies and Systemic Modelling
9(26)
2.1 Introduction
9(1)
2.2 Drivers of Focus on Skills Development in Engineering Education
10(5)
2.2.1 Driver 1: Bridging the Gap with Industry Needs
10(1)
2.2.2 Driver 2: The Ever-Evolving Emergences, Roles, and Responsibilities of the Engineering Profession
11(1)
2.2.3 Driver 3: Adapting to Highly Advanced and Complex Working Environment
12(1)
2.2.4 Driver 4: Compliance with the Generic Needs of KBSs and iKBEs
13(1)
2.2.5 Literature Review Methodology
13(2)
2.3 Engineering Education Accreditation Systems and Engineering Competencies
15(1)
2.4 Synthesis of Global Set of Skills
15(3)
2.4.1 Definitions: Skills, Attributes, Competencies, and Others
15(2)
2.4.2 Skills or Competencies
17(1)
2.4.3 Skills Extraction
17(1)
2.5 Global Competency Framework and Model Development
18(5)
2.5.1 The Pyramid of Global Competencies
18(3)
2.5.2 Counting and Quantifying
21(1)
2.5.3 Discussion
21(2)
2.6 Systemic Model of Competency Development
23(3)
2.6.1 Ontological Relations and Mechanics
23(1)
2.6.2 Hypothetical Implications of the Model
24(2)
2.7 Stakeholders and Global Literature Recommendations for Twenty-First-Century Engineering Education for iKBE
26(2)
2.7.1 Engineering Practice and Industry: Academia Linkage
26(1)
2.7.2 Innovation, Design, and Entrepreneurship
26(1)
2.7.3 Pedagogies and Engineering Education Research
27(1)
2.7.4 Curriculum, Training, and Programmes
27(1)
2.7.5 Engineering Talent and Competency Development
28(1)
2.8 The Interrelation Between Twenty-First-Century Engineering Competencies and Leadership Attributes
28(1)
2.9 Conclusions
28(7)
References
29(6)
3 Leadership: Models, Competencies, and the Emergence of Engineering Leadership
35(12)
3.1 Introduction to Leadership
35(1)
3.2 Effective Leaders
35(1)
3.3 Characteristics and Attributes of Leadership
36(1)
3.3.1 Personality and Interpersonal Traits
36(1)
3.3.2 Motives
36(1)
3.3.3 Cognitive Factors
36(1)
3.4 Leadership Models
37(2)
3.4.1 Transformational Leadership
37(1)
3.4.2 Servant Leadership
38(1)
3.4.3 Ethical Leadership
38(1)
3.4.4 Other Models
39(1)
3.5 Emergence of Leadership in Engineering
39(1)
3.6 Engineering Leadership' Education, Programs, and Training
40(2)
3.6.1 Explicit Academic Programs
41(1)
3.6.2 Non-explicit Academic Programs (Embedded)
41(1)
3.6.3 Corporate Programs on Leadership
41(1)
3.7 Design Projects and Leadership
42(1)
3.7.1 Design Projects as a Vehicle for Leadership Training
42(1)
3.7.2 Leadership Attributes for Design Projects Success
42(1)
3.8 Conclusions
43(4)
References
43(4)
4 On Industry---Academia Collaboration for iKBE
47(14)
4.1 Introduction
47(1)
4.2 The Triple-Helix Model of Stanford
47(1)
4.3 The Industry---University Cooperative Research Centre (I/UCRC)
48(1)
4.4 Framework 3: The University---Business Cooperation (UBC)
49(3)
4.4.1 Main Findings of the UBC
50(1)
4.4.2 The UBC Ecosystem
50(2)
4.5 The TIKAT Framework, an Adoption of UBC for Engineering Schools and Colleges
52(3)
4.5.1 Pillar 1---Strategies: Top Strategies for the Implementation UBC/TIKAT Ecosystem in Engineering Schools
53(1)
4.5.2 Pillar 2---Structure and Approaches: Top Structures and Approaches for the Implementation of UBC/TIKAT Ecosystem in Engineering Schools
54(1)
4.5.3 Pillar 3---Operational Activities: Top Operational Activities for the Implementation of the UBC Ecosystem
54(1)
4.5.4 Pillar 4---Framework: Top Framework Elements for the Implementation of the UBC Ecosystem
55(1)
4.6 Industry Advisory Boards (IAB) for Engineering Schools: An Advanced Industry Advisory and Strategic Partnership (IASP) Model
55(3)
4.6.1 IASP Board Vision
55(1)
4.6.2 IASP Board Mission
56(1)
4.6.3 IASP Board Strategic Objectives
56(1)
4.6.4 IASP Board Strategic Partnership Areas of Focus
56(1)
4.6.5 IASP Board Structure and Process of Development
57(1)
4.6.6 IASP Funds
57(1)
4.6.7 IASP Steering Board Membership
57(1)
4.6.8 IASP Implementation Board
58(1)
4.7 Conclusions
58(3)
References
59(2)
5 On the Response for iKBE Development: Excellence in Technology' Innovation, Entrepreneurship, & Engineering/Education (TIEE), and a Proposed Structure
61(12)
5.1 Innovation, Design, and Technology Entrepreneurship for iKBE
61(3)
5.1.1 Global Trends
61(1)
5.1.2 Local Perspectives
62(1)
5.1.3 Design as a Vehicle for Twenty-First-Century Competencies Development
63(1)
5.2 The Technology, Innovation, and Entrepreneurship Driving Force Triangle
64(2)
5.2.1 Government
64(1)
5.2.2 Industry
65(1)
5.2.3 Academia
66(1)
5.3 Incepting Disruptive Transformations in a College of Engineering for a iKBE: The TIEE Concept
66(5)
5.3.1 International Benchmarking
66(2)
5.3.2 Brief Description TIEE Structure
68(3)
5.4 Conclusions
71(2)
References
71(2)
6 Methodology, Tools, and Systemic Framework for iKBE Competencies Investigation
73(14)
6.1 Overview of Methodologies, Target Stakeholders, and Phases of the Study
73(1)
6.2 Methodologies: Qualitative Approach
74(3)
6.2.1 Aims of Interviews
74(1)
6.2.2 Invitations and Appointments
75(1)
6.2.3 Interview Procedures
75(1)
6.2.4 Demographics of Qualitative Data
75(1)
6.2.5 Interview Questions/Protocols
76(1)
6.2.6 Methodology of Analysis
76(1)
6.3 Methodologies: Quantitative Approach
77(4)
6.3.1 Piloting of Surveys
78(1)
6.3.2 Invitations and Surveys for Data Collection Procedure
78(1)
6.3.3 Instrument Description
78(1)
6.3.4 Reliability and Validity of the Survey
78(1)
6.3.5 Methodology of Analysis
79(1)
6.3.6 Demographics of Quantitative Data
79(2)
6.4 Systemic Framework for Engineering Competencies Investigation and Implementation
81(5)
6.4.1 Temporal Gap Identification System
81(1)
6.4.2 Situational Gap Identification System
82(1)
6.4.3 Temporal Control System
83(1)
6.4.4 Closed-Loop Processing System
84(2)
6.5 Conclusions
86(1)
7 Empirical National Case Study: Current and Future Engineering Skills Needs, and Engineering Education Systems Necessities in Qatar
87(42)
7.1 Introduction
87(1)
7.2 Analysis of Engineering Skills and Competencies
88(1)
7.3 Stakeholders Qualitative Feedback: Current Skills and Competencies Needs
88(1)
7.4 Skills Importance Currently
89(3)
7.4.1 Industry Versus Faculty
89(2)
7.4.2 Industry Versus Students
91(1)
7.4.3 Faculty Versus Students
92(1)
7.5 Skills Satisfaction
92(3)
7.5.1 Industry Versus Faculty
92(1)
7.5.2 Industry Versus Students
92(3)
7.5.3 Faculty Versus Students
95(1)
7.6 Skills Importance in the Future
95(4)
7.6.1 Industry Versus Faculty
95(1)
7.6.2 Industry Versus Students
96(3)
7.6.3 Faculty Versus Students
99(1)
7.7 Stakeholders Perceptual Gaps in Skills
99(3)
7.7.1 Situational Gap: Importance Currently and Satisfaction Level
99(2)
7.7.2 Temporal Gap: Importance Currently and Importance in the Future
101(1)
7.8 Change in Skills in 2022 and 2030
102(1)
7.8.1 Stakeholders Quantitative Perspectives
102(1)
7.8.2 Stakeholders Qualitative Perspectives
102(1)
7.9 Comparative Students Perceptions
103(3)
7.9.1 Males Versus Females
103(1)
7.9.2 Nationals Versus Non-nationals
104(1)
7.9.3 Ranks of Skills
105(1)
7.10 Gap Analysis and Critical Discussion
106(6)
7.10.1 Current Most Important Skills for the Engineering Workplace in Qatar
106(2)
7.10.2 Communalities Among Groups
108(1)
7.10.3 Differences Among Groups
109(1)
7.10.4 Current Most Gaps in Skills of Fresh Graduates
109(1)
7.10.5 Future Trends of Skills Demands in Qatar
110(2)
7.11 Qualitative Feedback: Challenges and Barriers
112(2)
7.11.1 Challenges in Joining the Workplace for Fresh Graduates
112(1)
7.11.2 Barriers from Preparing Students with the Desired Skills
113(1)
7.12 Academic Perspectives on Enhancing Graduates' Readiness for Industry Employment
114(1)
7.13 Learning and Teaching Styles for Practice Readiness: Students/Junior Engineers Perspectives
114(3)
7.13.1 Students Perceptions: Males, Females, Nationals, and Non-nationals
115(1)
7.13.2 Senior Students Versus Junior Engineers
115(1)
7.13.3 Internship
115(1)
7.13.4 Skills and Competencies Gained from Specific Courses and Practical Training: Qualitative Feedback
116(1)
7.13.5 Discussion on Curriculum for Better Workplace Readiness
117(1)
7.14 Academia--Industry Collaboration
117(3)
7.14.1 Importance of Academia--Industry Linkage
117(1)
7.14.2 Means of Collaborations
118(1)
7.14.3 Barriers of Industry--Academia Collaboration
119(1)
7.15 Qualitative Perspectives on Industry--Academia Linkage
120(1)
7.16 Towards 2030: Systemic Framework Mapping of Project Findings and Proposed National Roadmap
121(7)
7.16.1 Temporal Gap Identification System: Current--Future
121(1)
7.16.2 Situational Gaps Identification System: Academia--Engineering Graduates--Industry
121(5)
7.16.3 Temporal Strategic Control System: Current-Tactical-and Strategic
126(1)
7.16.4 Closed-Loop System: Input--Process--Output
127(1)
7.17 Conclusions
128(1)
8 Highlights of Foundational Principles of Engineering & Technology Innovation and Talent Transformation for iKBEs Development
129(6)
8.1 The Engineer of iKBE: Aspects of Aspirational Engineering Education System
129(2)
8.2 The TIEE Concept: An Implementation Arm for iKBE Engineering Education Systems
131(1)
8.3 Needs of Investigations on the Competencies in Higher Levels of the Pyramid
132(1)
8.4 Beyond the Sole of Academia on the Road to 2030: The Technology, Innovation, and Entrepreneurship Triangle
133(1)
8.5 Conclusions
134(1)
Appendix A Engineering Education Accreditation Criteria 135(6)
Appendix B Generic Definitions for Set of Mutual 22 Skills 141(6)
Appendix C Research Methodologies in the Literature 147(2)
Appendix D Targeted Groups Survey Design 149(2)
Appendix E Engineering Skills and Competency Analysis Between Junior Engineers and Senior Students 151(8)
Appendix F Engineering Skills and Competencies Between Faculty Members and Industry 159(6)
Appendix G Engineering Skills and Competencies Analysis Between Senior Students and Industry 165(8)
Appendix H Engineering Skills and Competencies Analysis Between Males and Females 173(6)
Appendix I Engineering Skills and Competencies Analysis Between Nationals and Non-nationals 179(6)
Appendix J Twenty-First-Century Skills Situational Gaps for SEM Design Project 185(4)
Appendix K Instruments 189(30)
References 219
Dr. Mahmoud Abdulwahed: Dr Mahmoud holds BSc, MSc, and PhD in electrical, control and systems engineering; he completed his postgraduate studies in Germany, Sweden, and the UK. His main expertise is in Innovation, Transfer, and Education; he is ranked among the top 25 globally in the field of Engineering Education research in last three years in terms of indexed publications in Scopus (2013-2016 period). Mahmoud joined Qatar University in fall 2011 as a faculty member; from spring 2013 till spring 2016 he worked as Adviser and then Manager of Strategic Initiatives & Innovations; his role focused on inception, coordination, and/or management of several strategic initiatives and innovation-based practices across campus and in selected colleges. He also worked with the College of Engineering on the inception of the Technology Innovation & Engineering Education (TIEE) Department where he moved in Spring 2016 to work on its implementation. Mahmoud received several fellowships Australia, Malaysia, and USA. He published 60+ peer-reviewed conference and journal articles, 3 books/chapters, and attained a number of industry research funds, academic recognitions, awards, and best papers distinctions.





Dr. Mazen O. Hasna: Dr. Hasna received the B.S. degree from Qatar University, Doha, Qatar in 1994, the M.S. degree from the University of Southern California (USC), Los Angeles in 1998, and the Ph.D. degree from the University of Minnesota, Twin Cities in 2003, all in electrical engineering.







In 2003, Dr. Hasna joined the department of electrical engineering at Qatar University as an assistant professor. He served as the head of the electrical engineering department, the associate dean for academic affairs, and the dean of engineering between 2005-2012. Currently, he serves as the vice president and chief academic officer of Qatar University. Dr. Hasna is a founding member of the IEEE section in Qatar and the society of Qatari engineers. He is a member of the joint management committee of the Qatar Mobility Innovation Center (QMIC), and a board member of Qatar National Library (QNL).





Dr. Hasnas research interests span the general area of digital communication theory and its application to performance evaluation of wireless communication systems over fading channels. Current specific research interests include cooperative communications, ad hoc networks, cognitive radio, optical communications and network coding. He was selected recently to the 2015 Thomson Reuters highly cited list for his research contributions in the area of wireless communications. Dr. Hasna is active also in the area of engineering education, and has published several papers in the field, and recently edited a book about advances in engineering education in the MENA region.
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