Raising the Bar for Civil Engineering Education: Systems Thinking Approach

Abstract

The civil engineering profession has been undergoing an identity search. With the advent of information technology and the global market, competition from engineering offices elsewhere and from other local professions is unprecedented. Technical engineering knowledge is no longer a guarantee for career success; rather a combination of numerous professional skills is required. The growing unease of civil engineers about their undefined role in the knowledge economy has led many to question civil engineering education. Although there is a push to enhance the humanistic and business aspects of the curriculum, there is a shove in the opposite direction to strengthen the technical content and keep abreast of technical change. Discussion of this socioeconomic problem within the ASCE forum has often used linear deterministic thinking that is characteristic of technical problems. Social and economic systems are usually more complex and harder to understand than technological systems. If we start making new policies to address the problems of the profession based on fuzzy, incomplete, and imprecise mental models, we may end up with counterintuitive results. This paper proposes a systems thinking approach to the reform of civil engineering education based on System Dynamics modeling, a feedback-based object-oriented modeling paradigm. Such a tool can capture the dynamic nature of complex systems and the nonlinear feedback loops that are often responsible for counterintuitive results of policy making.