Understanding the Joint Development of Engineering and Leadership Identities

Abstract

This work seeks to understand how undergraduate students view development of their engineering and leadership identities. The construct of engineering identity is important because its development improves student retention in college and into industry. Similarly, developing leadership identity influences leadership interest and self-efficacy. Through data collected in twenty focus groups and coded using consensus techniques this study finds similarities and differences between the development of each identity. Similarities include the positive impact of authentic experiences and importance of both internal and external recognition, while the linear development of engineering presents a stark contrast with student views of how leadership develops. © 2021 American Society for Engineering Management.

Keywords

Author Keywords

Leadership Leadership development Engineering Identity Engineering Leadership Engineering Management Profession Identity Development

Index Keywords

Professional aspects Students leadership Leadership development Engineering management Students' views Engineering identity Engineering leadership Engineering management profession Identity development Joint development

Author Affiliations

Montana State University, Bozeman, MT, United States

University of Colorado Boulder, Boulder, CO, United States

The University of Texas at Arlington, Arlington, TX, United States

Funding & Acknowledgements

National Science Foundation, NSF

Funding text 1: This material is based in part upon work supported by the National Science Foundation under Grant Number EEC- 1664231 through the Research in the Formation of Engineers program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.; Funding text 2: Additional support for this work provided by the Undergraduate Scholars Program at Montana State University.; Funding text 3: This work was supported by the National Science Foundation Directorate for Engineering [EEC-1664231]. This material is based in part upon work supported by the National Science Foundation under Grant Number EEC- 1664231 through the Research in the Formation of Engineers program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Additional support for this work provided by the Undergraduate Scholars Program at Montana State University.

Directorate for Engineering, ENG

Grant: EEC- 1664231

Funding text 1: This material is based in part upon work supported by the National Science Foundation under Grant Number EEC- 1664231 through the Research in the Formation of Engineers program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.; Funding text 2: Additional support for this work provided by the Undergraduate Scholars Program at Montana State University.; Funding text 3: This work was supported by the National Science Foundation Directorate for Engineering [EEC-1664231]. This material is based in part upon work supported by the National Science Foundation under Grant Number EEC- 1664231 through the Research in the Formation of Engineers program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Additional support for this work provided by the Undergraduate Scholars Program at Montana State University.

Montana State University, MSU

Funding text 1: This material is based in part upon work supported by the National Science Foundation under Grant Number EEC- 1664231 through the Research in the Formation of Engineers program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.; Funding text 2: Additional support for this work provided by the Undergraduate Scholars Program at Montana State University.; Funding text 3: This work was supported by the National Science Foundation Directorate for Engineering [EEC-1664231]. This material is based in part upon work supported by the National Science Foundation under Grant Number EEC- 1664231 through the Research in the Formation of Engineers program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Additional support for this work provided by the Undergraduate Scholars Program at Montana State University.

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Understanding the Joint Development of Engineering and Leadership Identities

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