LEADING BY EXPERIMENT: PHASED LEADERSHIP INTEGRATION FROM ROTATIONAL TRAINING TO SYSTEMATIC CURRICULUM DEVELOPMENT IN ENGINEERING EDUCATION

Abstract

Engineering education emphasizes technical skills while often overlooking leadership development, a critical factor for professional success. This study implements a three-phase approach to systematically integrate leadership training into Materials Engineering (MTRL) curriculum. In Phase I, a leadership model was developed through a literature review, identifying four key elements: core personal values and character (ethics), awareness, project management, and communication, aligned with CEAB graduate attributes. In Phase II, a rotational leadership activity (RLA) was introduced in a third-year lab course using a flipped classroom model. Results suggested that the RLA was well-received, with students reporting increased leadership awareness, confidence, and appreciation for leadership in engineering settings. Additionally, students found the leadership model highly relevant, particularly in communication, project management, and awareness, reinforcing the effectiveness of integrating structured leadership training into engineering education. In Phase III, a curriculum survey revealed that fewer than 30% of courses explicitly incorporated leadership sub-components. Leadership elements were most prominent in team-based and project-driven courses, while individual technical courses had minimal leadership integration. Some courses implicitly fostered leadership skills but lacked structured training. These findings highlight gaps in leadership education and reinforce the need for a progressive and systematic approach to leadership development in engineering curricula.