Defining the knowledge and skills that enable engineers to participate in Public Policy

Abstract

The role of engineers in public policy can be seen as a twofold endeavor: (1) to help create public policy related to the utilization of technology to solve public problems as well as monitor and assure compliance with such policies; and (2) to use engineering knowledge to assist in the construction of policy directives to help solve social problems. The policy, engineering, and engineering education communities, through speeches, statements, and reports, have agreed that it is important that engineers participate fully in the policymaking process. Therefore, it is crucial that students increase their understanding of different public policy issues, and understand the policy creation and evaluation process. A few courses and even fewer programs of study exist that address this need. However, there is little empirical understanding of the knowledge and skills engineering students must obtain in order to be able to participate effectively in the creation and evaluation of Public Policy issues. This study attempts to define the skills and knowledge necessary through a literature review and interviews with experts. The first part of the paper reports the results of a literature review regarding the skills and knowledge necessary for engineers to participate effectively in public policy creation, implementation and analysis. The second part of the paper reports the views of five experts with different backgrounds in the field of engineering and public policy. The results from the literature review, providing a theoretical perspective, and interviews with experts, providing a more practical perspective, were combined to propose a profile of the skills and knowledge students of engineering might need to learn to be able to participate effectively in public policy. Knowledge of the workings of government, an understanding of the policy making process, the ability to communicate beyond disciplinary boundaries, and an understanding of the diverse interactions of technology and society emerged as the most important skills and knowledge these experts felt students should have. These results are expected to add to the academic discussion in this area and be useful to the growing field of Engineering and Public Policy to guide colleges and universities as they build, expand, and improve their programs of study. © 2012 American Society for Engineering Education.