Social Capital in Engineering Education
Social Capital in Engineering Education
复制标题
工程教育中的社会资本
DOI：
10.1109/fie.2005.1612269
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
K. Williamson
中科院分区：
文献类型：
--
作者：
S. Brown;L. Flick;K. Williamson
大学为毕业生设定的目标是在工作场所表现出色，并成为负责任的公民。学生不仅要掌握一门特定的学科，还要掌握公民、社会和工作技能。实现这些目标受到时间和个人主义和竞争的学术氛围的限制。传统的旨在培养特定学科技能的课程方法已不再适合和足以满足这些标准。本文认为，高校必须发展学生社会资本。社会资本包括社会网络、亲社会规范以及这些网络和规范的价值。社会资本的价值已经在商业、经济学和社会学等多个背景下进行了研究，社会资本的存在与低犯罪率、高受教育程度、大学和K-12的保留率呈正相关，也许最有趣的是与工程教育、创新和知识型公司的生产率呈正相关。本工作总结了现有的文献，讨论了与工程教育相关的社会资本，从商业和学术设置，并利用这一文献基础，建议工程教育课程应在开发人力资本和社会资本方面进行设计。此外，本文还讨论了社会学习理论，认为学生的学习应该以积极的社会参与为中心，包括信任和互惠等亲社会规范。讨论了几种已被证明可以增加学生社会资本的教育方法，如合作学习和服务学习
Universities set goals for their graduates to perform in the workplace as well as to be responsible citizens. Students are required to not only develop a mastery of a particular subject, but civic, social and workplace skills as well. Achieving these goals is constrained by time and an academic atmosphere of individualism and competition. Traditional approaches to curriculum designed to develop only subject specific skills are no longer appropriate and adequate to satisfy these criteria. This paper argues that universities must develop student social capital. Social capital consists of social networks, pro-social norms, and the value of these networks and norms. The value of social capital has been investigated in multiple contexts such as business, economics, and sociology and the presence of social capital has been positively correlated with low crime levels, high educational attainment, retention in college and K-12, and perhaps most intriguing for engineering education, innovation and productivity in knowledge-based firms. This work presents a summary of existing literature discussing social capital that is relevant to engineering education, from business and academic settings, and utilizing this literature base suggests that engineering education curriculum be designed in terms of developing both human capital and social capital. Additionally, social learning theories are discussed that inform the view that student learning should be centered around active social involvement, including pro-social norms such as trust and reciprocity. Several educational methods are discussed that have been shown to increase student social capital, such as cooperative learning and service learning