A noted discrepancy between the skills demanded by industry and the skills engineering graduates are proficient in has engendered a push for reform in undergraduate engineering curriculum. As a result, many institutions are now implementing supplemental leadership development programs to better prepare students for the collaborative work and leadership roles they will encounter on the job. The present study aimed to evaluate the efficiency of one such program, and then to measure self-perceived success of program alumni when compared to a non-leadership-program control group. Archival survey data and focus groups were utilized to confirm proposed hypotheses. Obtained results suggested significant improvements in engineering undergraduate students following leadership development exposure. Following graduation, these improvements persisted as increased self-perceived competency and a heightened awareness of the importance of leadership, teamwork, and communication in the workforce. This research suggests formalized leadership development training as a complimentary curriculum for engineering undergraduates facilitates the successful transition into the workplace following graduation.
|Advisor:||Warren, Christopher R.|
|Commitee:||Galvez, Gino, Shelley, J. S.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 58/02M(E), Masters Abstracts International|
|Subjects:||Social psychology, Psychology, Higher education|
|Keywords:||Engineering education, Leadership development, Program evaluation|
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