Date of Award

2026-05-01

Degree Name

Master of Science

Department

Engineering

Advisor(s)

Meagan R. Kendall

Second Advisor

Lori M. Houghtalen

Abstract

Background: Engineering leadership has been recognized as a key professional skill by the U.S National Academy of Engineering, leading to increased attention and integration in engineering education research and development. The perception and recognition of leadership within the engineering field remains limited by the widespread definitions of leadership and limited characterization of engineering leaders. The Contextual Engineering Leadership Development framework is grounded on a discipline specific definition of engineering leadership and approaches to leadership development derived from engineering undergraduate programs. The use of this framework provides the opportunity to describe what engineering leaders prioritize, enabling the identification and characterization of distinct engineering leadership orientations in ways that are meaningful and actionable for engineering education. Purpose: This research investigates the distinct viewpoints of practicing engineers regarding effective leadership in their field based on the prioritization of skills and characteristics related to engineering leadership. Method: Through Q Methodology, 27 practicing engineers engaged in a sorting activity to rank leadership skills and characteristics based on their relevance to engineering leadership roles. The Contextual Engineering Leadership Development framework was leveraged to generate a Q set of 60 skills and characteristics, ensuring alignment with existing leadership theories and institutional approaches. Exploratory factor analysis conducted through Q Method software identified key factors that describe the distinct viewpoints of effective engineering leadership. Results: This study identifies three distinct engineering leadership viewpoints that reflect shared perspectives on effective leadership in engineering, highlighting how leadership skills and characteristics are prioritized rather than imposing a single narrow definition. The identified viewpoints include leading through technical execution, leading through interpersonal effectiveness, and leading through deliberative impact. These findings can inform engineering leadership education by guiding the development of assessment instruments and instructional strategies. Additionally, contributing to the legitimization of engineering leadership education, helping practicing engineers see themselves as leadership professionals.

Language

en

Provenance

Received from ProQuest

File Size

75 p.

File Format

application/pdf

Rights Holder

Pamela Edith Campos Valles

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