Engineering leadership: Grounding leadership theory in engineers’ professional identities
Bibliographic record
Abstract
In recent years the US-based National Academy of Engineering and Engineers Canada have urged engineering educators to supplement technical coursework with multiple domains of professional skills development. One such domain is that of engineering leadership. While leadership education is beginning to be infused into some undergraduate engineering programs, it has not yet gained traction as a legitimate field of study. The legitimacy of the field depends on engineers recognizing themselves as members of a leadership profession. Our paper facilitates this process of recognition by grounding leadership theory in the professional experiences of engineers employed by four Canadian engineering-intensive firms. Our constant comparative analysis of qualitative data collected through nine focus groups and seven interviews suggests that engineers are largely resistant to dominant leadership paradigms drawn from other disciplines, but that they do, in fact lead in ways that blend key aspects of their identities with professionally recognized forms of influence. Our compound model of engineering leadership has practical and theoretical implications for engineers, leadership theorists and engineering educators.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.009 | 0.037 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".