|Engineering -- an endless frontier|
|science design management|
|Entrepreneurship and management|
Engineers are often stereotyped as nerds and geeks, narrow minded,
socially awkward, proficient with things but deficient in people skill.
The stereotype, promulgated in popular journalism and academic
technology studies alike, generates misperceptions. This is
revealed in the responses to a
online quiz posted in the week of November 7, 2005. The
multiple-choice quiz question was:
"What is the most common undergraduate degree among chief executive officers at the Standard & Poor 500 companies: -- accounting, business administration, economics, engineering, or liberal arts?"
The popular votes favored liberal arts to engineering majors almost two to one. The reverse is true. The 2004 CEO survey by an executive search firm found engineering winning by a comfortable margin. About 21% of S&P 500 CEOs majored in engineering, compared to 15% in business and 10% in liberal arts.
Chiefs executives of large corporations must have strategic visions, and those without social skill can hardly climb the corporate ladder to the top. The success of engineers rebukes their nerd stereotype.
Technology involves both people and things. Besides creating physical technology, engineers also engage in organization, where they function as mangers and entrepreneurs. James Watt commercialized his steam engine in 1776. Engineers have a long tradition in entrepreneurship. They also pioneered modern business administration that facilitated the emergence of giant corporations in the nineteenth century. Already by the 1950s, engineers occupied twenty percent of top executive offices in large American corporation, and for every one who reached the top, many made senior and middle management. The trend continues and is not limited to the United States.
|The likelihood of being in senior management of master’s level engineering graduates in the private sector, by degree combination. (Burton, L. and Parker, P. 1998. Degrees and occupations in engineering: how much do they diverge? NSF99-318. www.nsf.gov).|
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