Titlebook: Engineering, Social Sciences, and the Humanities; Have Their Conversat Steen Hyldgaard Christensen,Anders Buch,Mike Murph Book 2022 The Edi

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Engineering Ethics, Social Theory and How We Might Do Better!divergence in ethics education and debates in sociology/social theory about the nature of the discipline. Drawing on work focused on meta theorizing in sociology and using a number of dualisms used in this debate, the chapter will examine the assumptions underlying different approaches to engineerin

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A Critique: Report of the NASEM Committee on Integrating Higher Education in the Arts, Humanities, Sneed for renovation in engineering education, stressing the multi-dimensional character of engineering practice, is reflected in a recent study of the National Academies of Science, Engineering, and Medicine – a report documenting innovative educational programs of an integrative nature. The study i

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A Social Science Research Agenda for Engineering Practicee engineering practice weaknesses. The chapter presents evidence showing how South Asian culture influences engineering practice and offers suggestions for social science and humanities scholars seeking rewarding research opportunities.

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Using a Sociocultural Perspective to Gain a Better Understanding of Barriers to Change in Engineerind professional practice in the curriculum. The findings show varying approaches across the engineering programs and, consequently, varying reasons for resisting change in terms of including additional curricular connections to research or professional practice. In one engineering program, the respon

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Social Reproduction and Rankings in French High Level Engineering Schoolstor of inequality that adds to already known social determinants of success at entrance exams. Moreover, students are confronted with quantified rankings such as media rankings or other indicators such as the “l(fā)ast admitted rank”. Again, depending on their social background they do not respond to th

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https://doi.org/10.1007/978-3-030-85507-9enges can be addressed, and how agreement with society can be approached. The responses by non-engineers broaden the context and question some of the underlying assumptions. Taken as a whole, the chapter provides a balanced perspective to complex and challenging issues that engineers and non-enginee

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https://doi.org/10.1007/978-1-4612-1668-1rating social aspects into engineering degree schemes and/or with the accreditation process. They ranged from module coordinators to those involved in creating the latest version of learning outcomes on behalf of the Engineering Council in the UK. Data underwent thematic and semantic analysis and dr

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https://doi.org/10.1007/978-0-387-31334-4enance and repair. If innovation is a specialty of sociology, maintenance and repair are not in itself. We conclude with further study and research perspectives aiming to consider engineers as crucial participants in maintaining infrastructures, communities, and society.