Engineering Education for Competitive International Economy

Abstract

The sources of research funding for U.S. academic institutions are examined through the past two decades. Of particular interest has been the flow of funding to engineering schools. Since the end of World War II most of the funding to our engineering schools has come from federal government sources. It is argued that the research projects carried out with federal funding support are much more science oriented than the research (and development) projects that are supported by industry funds. This science orientation in engineering research has greatly influenced the way engineering faculties view undergraduate education. Because of this science influence, entry‐level engineers in the U.S. enter the work force with little background in professional and related business subjects. It is postulated that this lack of professional training for our entry‐level engineers has significantly contributed to the nation's long‐term decline in the global competitiveness of U.S. technology‐based industries.