Restructuring the Engineering and Engineering Technology Relationship

Abstract

The pattern of engineering education, which typically requires four years for completion of a degree that allows entry to practice, is put in perspective by comparing it with educational requirements for other professions. Driving forces for change in the current pattern are examined, with accreditation proposed as the mechanism to effect appropriate change. The growth of engineering technology programs is seen as one major stimulus for change, and several possible scenarios for future development of these two interrelated fields are explored. One scenario, which recommends significant upgrading of engineering education, is proposed for adoption by the profession. The comprehensive engineering profession model proposed includes modifications to current norms in education, recognition, and practice.