Professional engineering as social practice: the humanities and social sciences in engineering curricula

The relatively poor social standing of the engineering profession in Australia and its general inability to attract both a higher proportion of women, as well as a high calibre of more intellectually able young people, has been of concern to both the profession and engineering educators. In this paper, the author argues that this is due to the unclear perceptions of the engineering profession as being hard hat and highly technical in nature; a perception at odds with the realities of the world of engineering practice, which is one of social practice. These realities are not reflected by engineering curricula at Australian universities where there is an excessive emphasis on highly technical matters, which exclude skills and knowledge of human affairs necessary in engineering practice. The many recommendations for a greater emphasis on social sciences and humanities had little effect on engineering curricula in Australia. This is attributed to the overly scientific academic culture operating within engineering schools and faculties in Australia. The author makes a call for a cultural shift.