Despite significant efforts to boost female enrollment levels and retention rates in engineering programs, females continue to make up only a small portion of the Canadian undergraduate engineering student population. However, this traditionally-male field is undergoing a culture change as a result of the recent establishment of a female minority. New initiatives that are encouraging women to enter the field are also challenging assumed gender differences previously used to legitimize women's low participation. Through a series of multiple-choice, scenario-based questionnaires, this exploratory study seeks to establish whether or not gender differences observed in the broader population are applicable to the unique engineering undergraduate population at the University of Waterloo. In particular, respondents are quizzed on their preferences for specific job attributes and aspects of life outside of work. In addition, short-answer open-ended questions are used to gauge the level of integration experienced by female students in the faculty. Attention is paid to the general academic and social engineering environment as well as the specific dynamics of mixed-gender groups. Although some gender differences, such as higher preference for earnings on the part of males and work-life balance on the part of females, are in line with previous findings, other differences are found to be either absent or reversed. A surprising side effect of our culturally-diverse sample is the emergence of cultural background as a strong factor which, besides gender, affects work and life attribute preferences, especially preferences for task challenge and earnings. Another interesting outcome of the study is the resulting asymmetry between factors that respondents acknowledge as contributing to their happiness, and factors, which when absent, are found to contribute to the respondents' unhappiness. The study also reveals that female engineering students find themselves in a balancing act between perceived privileges due to their minority, and reduced participation and decision making power due to perceptions of engineering projects as stereotypically in the male domain.

Despite significant efforts to boost female enrollment levels and retention rates in engineering programs, females continue to make up only a small portion of the Canadian undergraduate engineering student population. However, this traditionally-male field is undergoing a culture change as a result of the recent establishment of a female minority. New initiatives that are encouraging women to enter the field are also challenging assumed gender differences previously used to legitimize women's low participation. Through a series of multiple-choice, scenario-based questionnaires, this exploratory study seeks to establish whether or not gender differences observed in the broader population are applicable to the unique engineering undergraduate population at the University of Waterloo. In particular, respondents are quizzed on their preferences for specific job attributes and aspects of life outside of work. In addition, short-answer open-ended questions are used to gauge the level of integration experienced by female students in the faculty. Attention is paid to the general academic and social engineering environment as well as the specific dynamics of mixed-gender groups. Although some gender differences, such as higher preference for earnings on the part of males and work-life balance on the part of females, are in line with previous findings, other differences are found to be either absent or reversed. A surprising side effect of our culturally-diverse sample is the emergence of cultural background as a strong factor which, besides gender, affects work and life attribute preferences, especially preferences for task challenge and earnings. Another interesting outcome of the study is the resulting asymmetry between factors that respondents acknowledge as contributing to their happiness, and factors, which when absent, are found to contribute to the respondents' unhappiness. The study also reveals that female engineering students find themselves in a balancing act between perceived privileges due to their minority, and reduced participation and decision making power due to perceptions of engineering projects as stereotypically in the male domain.

The problems existing at the School of Process and Mechanical Engineering may be linked to that fact that its organisational culture has not been diagnosed. Some of the issues facing the line managers at the School of Process and Mechanical Engineering are the low morale of staff; high staff turnover rates and tension within the School of Process and Mechanical Engineering. In addition, with the proposed merger between TWR, Rand Afrikaans University and Vista University, the current culture may need to change. Hence, the core focus of this study was to identify the existing organisational culture within the School of Process and Mechanical Engineering with a view to assist line managers in enhancing its effectiveness. The Competing Values Framework, together with the Organisational Culture Assessment Instrument (OCAI), was used to diagnose the culture within the School of Process and Mechanical Engineering. It was found that within the School of Process and Mechanical Engineering at present, the dominant culture is the hierarchy type culture and the preferred dominant culture should be the market type culture. The hierarchy type culture focuses on internal maintenance with a need for stability and control whilst the market type culture has an external focus with a need for stability and control. It was recommended that the School of Process and Mechanical Engineering change its current hierarchy culture towards the market type culture. The study was concluded by providing recommendations in order to facilitate a smooth transition from a hierarchy type culture to a market type culture. / Thesis (MBA)-University of Natal, 2003.

<p>  </p> <p>The engineering education community in the United States has witnessed a tremendous increase in broadening participation initiatives as they wrestle with issues regarding inclusion. To date, these initiatives have targeted several goals, including access, belonging, and retention of students from underrepresented backgrounds. However, these initiatives have generally focused on the experiences of individual students, while systemic barriers, such as the cultural ideologies sustaining a "chilly climate" of engineering, have received less attention.</p> <p>Engineering instructors play a critical role in maintaining the professional culture of engineering through the socialization of undergraduate engineers embedded in the requirements of degree attainment. As engineering students transition through the plan of study, they are socialized to knowledge, skills, and values deemed necessary by instructors and administrators for entry into the engineering profession. The knowledge, skills, and values reinforced by instructors across the socialization process become taken-for-granted as cultural norms reproduced through engineering courses. As a result of these cultural reproductions, engineering instructors shape the boundaries of what it means to be an engineer. The study aimed to investigate how instructor's agency plays a role in establishing cultural norms in their undergraduate engineering courses. Furthermore, the study examined how these norms subsequently influence engineering students' perceptions of the professional culture of engineering. The goal was to understand the mechanisms that maintain and replicate cultural norms in engineering's "chilly climate" and engineering students' perceptions of inclusion (or lack thereof). </p> <p><br></p> <p>This dissertation employed an ethnographic case study approach to investigate the following research questions: (1) What culture did engineering instructors (re)produce in their undergraduate engineering courses?; (2) How were engineering instructors' cultural (re)productions communicated to undergraduate engineering students in their courses?; and (3) How did engineering instructors' agency (or lack thereof) influence their (re)production of ideologies in the professional engineering culture? The research questions examined how instructors' cultural (re)productions in engineering shape the professional culture of engineering. The study included an analysis of instructors' interviews, my classroom observations, course documents, and student focus groups for two sequential mechanical engineering courses in the plan of study.</p> <p><br></p> <p>The engineering instructors expressed agency as the three dimensions referred by Emirbayer and Mische (1998) of "chordal triad" (p. 970)—iterational, projective, and practical-evaluative. As the instructors negotiated their agency through their perspectives and actions, they exhibited the iterational through invocations of their experiences, the projective through their course intentions, and the practical-evaluative in their teaching practices and content. In these cases, I identified four cultural ideologies currently at the foundation of the engineering courses: technocratic, depoliticization, meritocratic, and care. Instructors' experiences, departmental priorities, and teaching practices all played a role in the prevalence of a technocratic culture. Omitting sociopolitical considerations perpetuated a depoliticized environment, while instructors showed a dual agentic orientation by navigating between meritocratic values and care for students. The COVID-19 pandemic emphasized the importance of critical policy and advocacy, instructor empathy, and individual actions in driving collective momentum for transformative social change in engineering settings. A conscientious understanding of the impact of our actions as instructors on the socialization of engineering students is essential. This understanding needs to take up both individual's agency and the context in which agency is enacted to create a space in the profession that authentically reflects and embraces differences among students as integral members of the profession. The research findings serve as an invitation for growth for the engineering education community to "walk the walk". An invitation to be courageous leaders, who try, test, and refine our practices through critical reflections, aligned intentions and agentic actions that engage and support all engineering students, especially students from historically marginalized communities.</p>

The COVID-19 pandemic sparked rapid shifts to engineering education, causing changes to course formats and student experiences. The culture of undergraduate engineering programs undoubtably affected this transition online and affected how students interpreted their experiences. To date, research on engineering culture has explored the values, beliefs, and underlying ideologies of the culture. However, what we know about engineering culture was captured predominantly during periods of stability. Because COVID-19 provides an opportunity to either challenge or uphold aspects of engineering culture, it was imperative to capture the experiences of students undergoing an engineering education during this time. In order to understand what facets of engineering culture were salient in students' interpretations of their classroom experiences during the COVID-19 pandemic, I conducted a multiple case study exploring mechanical engineering students' constructions of their experiences taking second and third year courses during the pandemic. I compared two mechanical engineering programs – one in the United States and one in South Africa – by conducting semi-structured interviews with 10 to 11 mechanical engineering undergraduate students at each site as well as 1 to 2 key informants. My analysis identified the following cultural features that emerged as salient from students' perspectives during the pandemic at both sites: intrinsic hardness, differential access to resources, and application and design. Additionally, my analysis identified the following cultural features that emerged as salient at only one site: seeking help, job market, and scientific way of thinking. The key difference between sites appeared with respect to differential access to resources. This study captures and reports critical data about students' constructions of their experiences during the COVID-19 pandemic. By investigating engineering culture during a time of stress, this research identifies the most salient features of engineering culture that remained constant through the pandemic as well as the features that changed due to the pandemic. Further, the global comparative aspect of this work highlights which features of engineering culture are universal and which are influenced by national context. Overall, this research aims to inform future educational responses to disasters as well as future change efforts in engineering. / Doctor of Philosophy / The COVID-19 pandemic sparked rapid shifts to engineering education, sending students home and shifting classes online. The beliefs and values that engineering instructors and students have about how engineering should be taught and learned impacted this shift online in ways that could either help or hinder student learning. The pandemic provides an opportunity to understand which beliefs and values in engineering were stickiest and the most important to how students described their experiences. In order to understand how students described their experiences taking classes online during the pandemic, I interviewed 10 to 11 mechanical engineering students at two universities – one university in the United States and one in South Africa. I asked students to share stories about taking classes during the pandemic. I then analyzed their responses and looked for commonalities across their stories. I found that students talked about six common features of their experiences. First, students felt like their classes were hard, and they felt their classes should have been hard because that was part of what it means to study engineering. Second, students noticed that having a laptop and Wi-Fi became very important when all teaching and learning was happening online, and not having that access made learning more challenging. Third, students missed their in-person laboratory classes, which they also saw as central to engineering. Fourth, students at the university in South Africa talked about challenges with getting help with their classes because virtual learning made accessing instructor and peer help more difficult. Fifth, students at the university in the United States had concerns about finding jobs because the pandemic was impacting the economy and their ability to obtain internships. Sixth, students at the university in the United States were frustrated that the response to the pandemic wasn't more rooted in science. This study captures and reports students' stories about their experiences during the pandemic. By looking at how students talked about their experiences during the pandemic, this research identifies the stickiest features of engineering culture that remained constant through the pandemic as well as the features that changed due to the pandemic. Further, by comparing two countries, this work highlights which beliefs and values in engineering are widespread and which are not. Overall, this research aims to inform future educational responses to disasters as well as future change efforts in engineering.

The purpose of this study is to understand how engineering students perceive the patterns of culture at the disciplinary level using Hofstede's constructs (power distance, individualism, uncertainty avoidance, and masculinity). The methodology design for this study is mixed methods. More specifically, the design of this study is an explanatory sequential design that begins with the collection and analysis of quantitative data from a version of Hofstede's survey developed by Sharma (2010), followed by subsequent collection and analysis of qualitative data, with the qualitative analysis being informed by preliminary results from the initial quantitative phase. Results from the quantitative study led to a review of the literature regarding Hofstede's main critiques and how other authors have successfully implemented his model in different contexts, and qualitative data collection with semi-structured interviews with undergraduate students. There are three aims of this study, which are addressed and presented in three separate manuscripts. The first aim (Manuscript 1) was identifying if Hofstede's theory of dimensions of national culture can map to academic disciplines. Results from surveying 3388 undergraduate students provided scores on Hofstede's dimensions for each major. Responses matched the national culture of the students rather than the disciplinary culture; therefore, Hofstede's theory didn't map to explain cultural differences in academic majors. The second aim (Manuscript 2) of this study was to review the extensive available literature regarding the critiques of Hofstede's model and its implementation in different settings. Results provided with conceptual, and methodological critiques and misuse of his theory that allowed us to understand the value of his model to understand cultural differences at the national level, as well as the value of the dimensions to inform our qualitative research design. The third aim (Manuscript 3) of this study was to explore students' perceptions of disciplinary engineering culture and how it compared to other disciplines using a qualitative interview protocol that provided rich findings that complement the quantitative results. Results from interviewing 24 students in industrial and systems engineering, electrical and computer engineering, marketing, and industrial design provided with valuable information on how students perceive their disciplinary culture in terms of what it is valued, how they learn, how it is taught, why they learn, how it is going to be used in the workplace, and the reason for select the major. Implications for research and practice in the engineering education field are provided to inform how to make decisions on engineering curriculum, and engineering classrooms and try to find ways to improve some of the issues that engineering education has been facing for the last decades. / Ph. D.

This project examines the construction of the Taiwan high-speed rail (THSR; 台灣高鐵) technology as a vehicle of Taiwanese identity formation. The THSR project is a product of a hybridization of design from Japan and Europe. The Japanese and Europeans transferred their HSR technology to Taiwan, but Taiwanese policy actors and engineers localized and assimilated it to their politics, society and history. They reconstructed the meanings of HSR technology in an indigenized (Ben-Tu-Hua; 本土化) and democratic way. In addition to focusing on the THSR's technological content and engineering practice, this dissertation explores how Taiwan identity formation has shaped technology and vice versa. The identity formation and technological construction in Taiwan tell one techno-political story. Since the 1960s and 1970s, Taiwanese engineers were forced by international politics to cannibalize technological projects, but later they began to localize and hybridize different foreign engineering skills and knowledge. This growing engineering culture of hybridity generated impacts on the development of Taiwan's identity politics. Some critical political leaders exploited their engineers' capability to hybridize to introduce international power into Taiwan. This power then was used to either strengthen the Taiwanese population's Chinese identity or to build their Taiwanese identity. Both politics and technology offered each other restrains and opportunities. This project offers an approach from science and technology studies to understand postcolonial technopolitics. The engineering practice of hybridity in Taiwan has become a locally transformed knowledge to reframe and negotiate with the more advanced technologies from the West and Japan, even though it was a contingent outcome of earlier international politics. In addition to technological non-dependence, this engineering culture of hybridity has given the Taiwanese an independent political vision not only against China but the West and Japan. However, Taiwan paid significant prices to acquire technological non-dependence and international independence. In addition to extra wasted money and time, some over design was often seen in their public projects. Large technological projects also often draw political patronage. Moreover, techno-political survival alone might not be enough to represent postcolonial resistance. / Ph. D.

The broad theme of this thesis is engineering decision-making. The various factors that shape technological development are investigated using the development of Sydney's sewerage system as a case study. The thesis focuses on various key decisions, past and present, including the choice of water-carriage technology for sewage collection, the selection of sewage treatment technologies, and on-going preference of engineers and bureaucrats for ocean disposal. Also covered are the legislative and regulatory mechanisms, the policies of the Sydney Water Board with regard to industrial waste disposal and the relationship between the Board and the public. A study was made of historical documents, engineering reports and papers, parliamentary debates, annual reports, minutes, newspaper reports and secondary sources and personal interviews were conducted. Various bodies of literature were referred to and used, including the books and articles on the history and sociology of engineers, the politics of expertise and public participation and the emerging discipline of science and technology studies. It is concluded that the development of Sydney's sewerage system has been shaped by social, political and economic factors and that engineers have played a pivotal role in the decisions made through their deliberate shaping of knowledge and the performance of predictions they have made for various options. The decisions made in this way have been defended against public opinion and public participation in the decision-making process has been kept to a minimum. This thesis supports the argument that technology is socially constructed, that the technical cannot be separated from the social, and that an interactive model of technological development is more appropriate than a linear, causal one. It shows that the role of power in the shaping of technology is crucial, and in particular the alliance of state and professional power that occurs in the shaping of public sector technology.

<p>Black women make up 1.3% of undergraduate engineering students, 1% of bachelor’s engineering degrees awarded, and 0.6% of employed engineers. The magnitude of underrepresentation of Black women is strongly evident given the juxtaposition between these statistics and the percentage of Black women within the U.S. population. This underrepresentation of Black women in engineering exemplifies serious equity concerns involving the quality of women’s experiences in education and employment systems. The issues related to representation and retention in engineering among Black women signify that professional engineering environments that can be characterized by raced and gendered practices; practices that should be changed if engineering desires to be a more inclusive space for Black women. This reality brings up the question of whether undergraduate engineering education programs prepare Black women for the workplace and the extent to which their preparation process accounts for the raced and gendered challenges. This study examines the undergraduate preparation experiences of ten Black women engineers, exploring the challenges they have experienced that are associated with the raced and gendered culture of the engineering workplace. The goal of this study is to consider how undergraduate engineering education can better meet the needs of Black women so that they can successfully navigate the raced and gendered culture of engineering. Grounded in critical race feminism, this study leveraged narrative inquiry and counter-storytelling to address the following research question: How do Black women engineers describe their preparation to navigate the challenges in the engineering workplace associated with the raced and gendered culture of engineering? Findings from this study indicate that the formal curriculum of undergraduate engineering programs did not prepare Black women engineers for the raced and gendered culture of engineering. However, co-curricular activities, situated learning experiences, faith and spirituality, knowledge gained from graduate coursework, and the subsequent community cultural wealth gained from those experiences were instrumental in the preparation of Black women engineers for the raced and gendered culture of engineering. Two major implications of this work prompt the need for an ecosystems approach to change the culture of engineering and a formal preparation process for the raced and gendered culture of engineering.</p>