Conference Session

Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles

Collection

2019 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University; Emma Annand, Montana State University; Romy M. Beigel, Montana State University; Monika B Kwapisz, Montana State University

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Diversity

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Engineering Leadership Development

appropriate since individual student cases are grouped by schools, and predictorvariables include both student-level and institution-level variables. The leadership construct,referred to as leadership self-efficacy in this work, includes self-rated growth in leadership ability,self-rating of leadership ability relative to one’s peers, participation in a leadership role and/orleadership training, and perceived effectiveness leading an organization.The primary independent variable of interest was a factor measuring engineering identitycomprised of items available on both the TFS and CSS instruments. Including this measure ofengineering identity from two different time periods in the model provides the relationshipbetween engineering identity in the

Conference Session

Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles

Collection

2019 ASEE Annual Conference & Exposition

Authors

Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Cindy Rottmann, University of Toronto; Mike Klassen, University of Toronto; Jamie Ricci, Indspire; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto

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Diversity

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Engineering Leadership Development

, 2002, p. 110). In the context of this study, the expectancy-value theorypredicts that students’ motivation to develop and practice leadership will be influenced by theirperceived level of importance of, and their subjective competency in, this skill. Understandingstudents’ perceived importance of leadership ability and their confidence in it can therefore shedlight on their motivation to develop and practice this skill (Chan et al., 2017).In the expectancy-value theory, expectancies can also be understood in terms of self-efficacy, inthat “an individual’s beliefs about their abilities influence their motivation to engage in relatedlearning activities” (Chan et al., 2017, p. 303). In other words, students’ perception of theircompetency in

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marnie V. Jamieson, University of Alberta; John M. Shaw

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

teamwork throughout the course. Wefocus on the concept that leadership starts with self-knowledge (Sosik, 1999; Atwater, 1992;Colcleugh, 2013). A reflective self-evaluative process with respect to social intelligence iscorrelated to the development of leadership skills (Condon, 2011). The team and leadershiplearning activities begin with learning about self and are extended to how to inspire and leadothers. Reflection based on observing the impact of team and leadership decisions isincluded. Self-efficacy and accountability are foundational for leadership, professional, andlife long learning development. Assessment of individual skills, conflict managementstyles, and personality feed self-knowledge and reflection on how one's own actions