Implications of global engineering profession
Abstract
It is certain that engineering profession exists in full capacity to meet societal interests. This means that engineering possesses an inherent impact on the community. An engineer would conduct themselves towards other engineers, employers, clients and the society as a whole as part of their profession. The codes of professional conduct are basic in laying the road map for professional relationships. As professionals, engineers internalize professional codes to realize and realize their stake in the application to the society. Engineers view their professional codes as just static statements developed by their predecessors with little or no contribution from individual engineers. Professionalism queries complicate the whole matter; they are viewed as topics irrelevant to the actual realm of design and analysis. Professional responsibility has a real implication to the society and is an integral of the entire engineering process.
In this paper, the impact that engineering profession has to the community is discussed. The relationship between the society and the engineering profession is explained. The execution of the responsibilities by these professionals is examined.
Introduction
There is the need to reconstruct the current status of both engineering design and the engineering design education. There is a great confusion especially to those people who are not scientist or engineers because they are unable to differentiate between science and engineering. Science has a primary role in developing knowledge and a great understanding of the universe. The direction of scientific research is explained by curiosity based study that is not necessary directed by societal values. The societal values do not define the bounds nor the directions of scientific curiosity (Hogan and Robert, 342)
Use of scientific knowledge has established the knowledge relevant to meet the needs of the society. Congruence of societal needs with the scientific knowledge is complex and is represented purposely for discussion. It is said that there is an overlap of scientific knowledge with the needs of the society. This is much particular to the application of scientific knowledge to societal needs, an engineering domain. For instance, the society is interested in increasing the store of their scientific knowledge, engineers and scientists ply their trade in frontiers of research, and they are both serving the society. The central focus of engineering profession is the use of scientific knowledge to imply to the societal needs.
In the first method, the intersection of analytical skills and talents with the domain of engineering is represented. It is applied to describe the concept of engineering science, the ability to present complex systems and suppose their response to different inputs under some conditions. In this method, the segment of manufacturing remains a subject of intense development in the last century.
Method two involves the intersection of creative capacity with engineering domain that is viewed as representing sudden intuitive heaps responsible for revolutionary technological advances, also referred to as the significant novelty.
The third method/step models engineering design and the real world problem solving. This method involves activities ranging from the developing processes and goods to creation of innovative bridge designs, to the development of control process in petrochemical production.
Analytical/experimental approach
The twenty-first-century engineer needs to embrace a wider vision of professionalism as a response to inexorable developments. Global issues after reaching critical points are all crying out for engineering to help. These issues require more innovative engineering responses. Engineers are facing more problems as the world is becoming more complex and interrelated. Engineering profession and personal engineers must adapt to these trends. Otherwise, they will risk getting lost in these global changes (Walesh and Stuart 54). Graduate engineers from accredited engineering programs must be tailored to these changes and innovate new healing procedures of them.
Engineering has drastic implication to the society. Particularly in communication and transportation – they link parts of our fast shrinking world. Engineering in these sectors is creating extensive interdependence as engineers are expected to exercise leadership to confront the world’s dynamic and complex challenges. The engineers are positioned to provide solutions since they have creative problem-solving abilities (Hyldgaard and Christensen 123).
Analysis
The collaboration of engineering faculties and professional bodies has implicated into improved living standards in the society. Some implication of the engineering profession are real: superb skills of communication and understanding across diverse cultures and languages; facility for interdisciplinary teamwork, and ethics social responsibility sense with considerable professional activities. Organizations and engineering firms are emphasizing on increased soft skill empowerment. With the hunger of international business and internationalization of projects, the society needs engineers that can not only communicate effectively but can also communicate effectively across various languages and cultures (Sethy and Satya 164). To date, engineers are working in international context with local workers, societies, and the government. The success of such international projects and prove that they are implemented in social and global manner rely on their ability to communicate effectively across this cultural divide.
The twenty-first-century engineering is becoming more interdisciplinary more than multidisciplinary. An interdisciplinary perspective refers to engineers from various discipline work cooperatively while focusing on their competencies. On the other hand, a multidisciplinary aspect means that engineers have overlapping skills. The twenty-first-century engineering personnel requires a wider knowledge and proper understanding of other disciplines such as public policy, social norms and values, environmental issues, business and marketing among other disciplines. For instance, in the discipline of sustainable energy, some excellent engineering concepts exist, and solutions to some problems are constructed such as solar power and wind power. Unfortunately, the impact of these has not yet been realized to full capacity with upfront costs as infrastructure is a significant barrier. These are economic obstacles that engineers are in place to solve.
The twenty-first-century engineer is trying to find solutions to sustain the environmental problems that potentially work towards the elimination of economic barrier by reduction of costs and improvement of efficiency.
Collection, presentation, and analysis of data
Global engineering profession provides customized solutions/implications to the modern society in some ways: easy, affordable, and safe means of transport; fast and reliable means of communication; improved living standards among others. In the society, the number of communication devices has improved tremendously. Buildings in the society are constructed using the modern technology with the assurance of safety, scenery, and cost-effective methods. Global engineering has moved the society to the higher level.
Developing more global engineers is a difficult task as engineers will endeavor challenges in their fields of work. The recent reforms in the engineering curriculum are barred with controversy. Some faculty administrators think the current curriculum is overcrowded thus need a precise transformation to meet the traditional education outcomes. Other executives feel that the current system is adequate and are not interested in entering into conversations due to the complexity of the curriculum. But due to the accreditation requirements substantive and substantial review of the same need to be done.
Figure 1. Visualization of complexity of problems in the engineering field as a function of geography, results (outcomes) and time
While developing global engineers, four obvious opportunities are guaranteed. One, exploration of possibilities for an integrative enhancement by combining traditional approach of teaching with modern elements that define features of a global engineer. Two, the creation of multidisciplinary programs and options (Khosrow-Pour and Mehdi 189). This could be done by integrating engineering with business and management to respond to the rapidly growing need for technology management. Three, creation of innovative studies to help the presentation of these concepts in a more focused manner. This option represents the easiest step of global engineering education. Finally, additional research into a design pedagogy including global engineering concepts. They must produce potential course enhancements and precise practice of executions.
Conclusion
The right knowledge and understanding improve the perceptions of the global engineering profession. This attracts more and more students to pursue engineering-related courses. Currently, a technology-centered perception results in attracting technology-savvy people. Because people choosing to pursue engineering courses are not related, the Immense loading of technical programs feed students with the belief that engineering is a purely technically centered profession.
Acknowledgement
First of all, I would like to give my sincere thanks to the Almighty. It’s through his power, guidance and mercy that I can present this research proposal to my examiner(s). Secondly, I wish to dedicate this report to my supervisor who started this journey with me and supported me in all my endeavors. I also thank my mom, dad, and brother for always supporting me in everything that I did. I want to thank my supervisor for the valuable insight into this paper. I thank him for enabling me to formulate my ideas and constructive criticism.
Work cited
Hogan, Robert. Transnational Distance Learning and Building New Markets for Universities. Hershey PA: Information Science Reference, 2012. Print.
Hyldgaard, Christensen S. International Perspectives on Engineering Education: Engineering Education and Practice in Context. , 2015. Internet resource.
Khosrow-Pour, Mehdi. Managing Information Technology in a Global Environment. Hershey, PA: Idea Group Publishing, 2001. Internet resource.
Sethy, Satya S. Contemporary Ethical Issues in Engineering. , 2015. Internet resource.
Walesh, Stuart G. Engineering Your Future: The Professional Practice of Engineering. Hoboken, N.J: J. Wiley & Sons, 2012. Print.
