THE POWERLESS ENGINEER: QUESTIONING APPROACHES TO TEACHING SOCIAL RESPONSIBILITY (RESEARCH)

Abstract

In recent years there has been growing emphasis on the requirement for engineers to contribute toward the complex socio-technological challenges confronted by society. The need for a more holistic understanding of the societal impact of engineering has been highlighted by government, professional institutions and industry, and has strengthened calls for a widening of engineering curricula. Despite this, there is evidence to suggest that the higher education (HE) sector is not producing socially responsible engineering graduates. This study explores potential barriers to the development of socially responsible, culturally aware engineers. In so doing, it draws upon student feedback and reflections from a UK based engineering design course which makes use of the Engineers Without Borders UK Design for People Challenge, and which focuses on human centered, sustainable design. The findings are discussed in the context of theories of reasoned action and planned behaviour. It is argued that engineering culture and curriculum act to discourage alternative modes of thought which leave students powerless in their ability to enact meaningful change. Alternative modes of teaching and learning are discussed.