Using an academic plan model to analyze Canadian engineering leadership curriculum

Abstract

This paper analyzes engineering leadership curriculum in Canadian universities. Using an adapted framework for curriculum development, we analyze key documents for six engineering leadership programs in six different universities. Findings show a wide range of purposes, content and sequencing, with a common core of instructional processes and resources. We explore how accreditation, labour markets, internal resources and relationships with business schools shape curriculum decisions. Future work will explore deeper connections between influences and the curriculum, and comparisons between Canada and other jurisdictions.