The aim of this chapter is to bridge the gap between literature about leadership studies and engineering education to develop future engineering leaders. The chapter focuses upon the hindrances that are faced in integrating leadership programs in the engineering circular. To this end, the chapter employed qualitative methodology under which it reviewed literature on multiple lines such as identifying significance of leadership for engineering students, identification of leadership practices and skills taught to engineering students, and the way this can be improved. Key findings of chapter emphasized on leadership as an important skill for future engineers thus demanding need for equipping engineers with skills needed to become an effective leader. It is found that having engineers to develop leadership skills will enable them to perform their role effectively, effectively allocate and utilize available resources. Thus, the chapter recommends integration of leadership knowledge and skills in engineering curricula through usage of variety of tools such as experiential learning and self-awareness.
TopSignificance Of The Chapter
Globally, leadership in organizations is well known and considered a key factor that leads to either the success or failure of organizations and institutions (Trottier, Wart, & Wang, 2008; Storey, 2016). This chapter focuses on several objectives. Firstly, it aims to identify the importance of leadership studies for engineering students. Next, it focuses on providing a better and wider understanding of the adopted leadership and management studies within engineering education in different forms.
It also aims on expanding the knowledge in adopting more progressive methods in higher educational institutions to improve education standards of engineering students as well as address the leadership challenges in the engineering context (Alamri, 2011; Mawson, 2001).
Moreover, an in-depth discussion on designing and implementing effective learning experiences, along with the integration of adult learning concepts (experiential learning, self-awareness, personal reflection, and articulation of vision) can serve as a beacon and a guide for institutions when designing leadership development programs for their own universities.