A Theoretical Model of the Engineering Education Culture: A Tool for Change
A Theoretical Model of the Engineering Education Culture: A Tool for Change
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工程教育文化的理论模型：变革的工具
DOI：
10.18260/1-2--11770
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
E. Godfrey
中科院分区：
文献类型：
--
作者：
E. Godfrey
在《澳大利亚工程教育评论：改变文化》1中，《工程教育中的文化变革，最终延伸到整个行业》的呼吁不仅强调了变革的必要性，也强调了文化变革的必要性。澳大利亚的这份报告提出了一种“更加外向的文化”、更好的沟通技巧以及政治和社会意识，这与英国、美国和加拿大同时进行的讨论如出一辙。在过去的七年里，“文化”一词越来越多地进入了工程教育的话语中，似乎隐含地理解了工程教育有一种独特的文化，所有从业者都能识别。这种文化的单一性和同质性本身是值得商榷的，但工程教育者无疑承认实践和行为，这些做法和行为超越了工程专业和制度的差异，甚至超越了国界。大多数课程都有共同的特点，例如课程内容不变，在选择科目方面几乎没有选择，采用机械而不是整体的方法，以及高度强调在特定标准内定义问题和解决问题，通常涉及适当地应用数学方程2。
The call for “a culture change in engineering education, ultimately to extend throughout the profession” in the Australian Review of Engineering Education: Changing the Culture1 threw a spotlight not only on the need for change but the need for change in the culture. In recommending a “more outward looking culture attuned to the real concerns of communities”, better communication skills, and political and social awareness, the Australian review echoed discussions occurring simultaneously in the UK, USA and Canada. Increasingly in the last seven years, the term “culture” has entered the engineering education discourse and it seems implicitly understood that engineering education has a distinctive culture, recognizable to all its practitioners. The unitary and homogeneous nature of this culture is itself open to question, but engineering educators undoubtedly recognize practices and behaviors, that transcend differences in engineering specialization and institutions and even national boundaries. Most courses have in common features such as the immutable nature of curriculum content, little choice in selection of subjects, a mechanistic rather than holistic approach, and a high emphasis on problem definition and solution within specific criteria usually involving the appropriate application of mathematical equations2 .