Introduction To Engineering

Introduction to Engineering
A Practical Introduction
Franklin Kamnang Ngansop
FRANKLIN KAMNANG NGANSOP
INTRODUCTION TO
ENGINEERING
A PRACTICAL INTRODUCTION
2
Introduction to Engineering: A practical introduction
1st edition
© 2022 Franklin Kamnang Ngansop & bookboon.com
ISBN 978-87-403-4218-5
3
INTRODUCTION TO ENGINEERING Contents
CONTENTS
Preface 5
1 Introduction to engineering 6
1.1 What is engineering? 6
1.2 Who is an engineer and what are the main tasks of an engineer? 9
1.3 The genesis of the engineering profession 15
1.4 The main challenges facing engineers 23
1.5 Why to become an engineer? 27
2 The main branches of engineering and job opportunities 31
3 Engineering practice and skills required of engineers 41

3.1 The qualities of good reasoning (as an engineer) 41
3.2 The Engineering design process 46
3.3 Quality of an engineer 49
3.4 Other Skills and abilities needed 51
4 Where to train? 54
4.1 Where to train? 54
4.2 Two major accreditation organisations in the world: ENAEE and CTI 56
5 Conclusions and recommendations 59
6 References 62
4
INTRODUCTION TO ENGINEERING Preface
PREFACE
With so many complex problems, and many difficulties in all sectors of activity, at all levels,
the need for suitable engineers is growing exponentially. Nowadays, many young people are
increasingly aspiring to become engineers because of the prestige and many benefits that
this profession provides. As a result, engineering courses are cascading.
But the public, most training institutions, and engineers (even practising ones) are sometimes
unaware of the realities and basic requirements of such a professional body. The aim of
this book is to better present the realities of the engineering function, with its fundamental
requirements, to act as an orientation aid for young students, and as a guide for those
currently in practice.
5
INTRODUCTION TO ENGINEERING Introduction to engineering
1 INTRODUCTION TO
ENGINEERING
1.1 WHAT IS ENGINEERING?
Figure 1: Highlighting engineering in the construction of an industrial structure
The word engineering is very popular these days: everyone talks about it! But, sometimes
blurred for the public: the understanding of this concept has not always been so obvious, as
many engineers although quite experienced or from engineering schools do not all manage
to explain so lucidly this famous theme or concept.
According to the CTI (Commission des Titres d’Ingénieurs): “The engineer’s job consists of
posing, studying and solving, in an efficient and innovative manner, often complex problems
of creation, design, realization, implementation and control, concerning products, systems or
services - and possibly their financing and marketing - within a competitive organization. It
considers concerns for the protection of man, life and the environment, and more generally
for collective well-being.”
ABET (Accreditation Board of Engineering and Technology) defines engineering as the

profession in which knowledge of the mathematical and natural sciences, gained through
study, experience and practice, is applied with judgment to develop ways of economically
using the materials and forces of nature for the benefit of mankind.
Thus, we also propose a rather simple and clearer definition of engineering as the creative,
objective, and practical application of science and mathematics to solve problems for the
benefit of humanity (University of New South Wales, 2018; Engineers Australia, 2018;
University of Maine, 2018).
6
Some key points of this definition:
• Application: the act of using something for a specific purpose or putting it into
practice.
• Creative: the ability to imagine, invent, create, or make something new or
original.
• Objectivity: conforming to reality, making judgments that describe the facts
accurately.
• Practical: which is perfectly adapted to the use one makes of it.
• Science: our knowledge and understanding of facts, objects, and phenomena
scientifically (according to verified laws or experimental methods).
• Mathematics: the use of calculation, logic, and precision.
Thus, engineering would be the fact of knowing and understanding objects & phenomena
mathematically and scientifically (i.e. according to laws or by verified experimental methods)
and the ability to put it into practice with accuracy and precision, conforming to reality
while creating, inventing, realising, or providing original, valuable, and new solutions to
the concerns of humanity, to better or improve life.
Some of the main engineering orientations could include:
• The development of roads, bridges, airplanes, cars, machines, computers,

software, appliances, telephones, etc.
• The design and production of chemical compounds or new materials.
• The efficient management of the operations of an industrial production unit.
• The construction and development of cities.
• Optimal exploitation of oil and mineral resources.
• The development of advanced solutions for IT security.
• Etc.
While scientists discover, demonstrate, and explain theories, the role of engineers is to master
them, and to apply them properly for useful purposes.
Thus, engineering affects several sectors (health, energy, comfort, transport, environment,
etc.) and by extension several fields of expertise.
7
Engineering is also characterised by that knowledge which engineers possess namely:
• Scientific and mathematical knowledge in addition to knowledge gained from

experience,
• Rational methods,
• Targeted use of knowledge, useful for the design of original solutions.
People who practice engineering are called engineers. Based on the definition, we could
model engineering by the following figure:
Needs, wants, & Scientific knowledge and

problems of society Mathematics
Engineering
Creativity, Innovation,
Analysis, Study, Insight Applications, Practical
Solutions
Figure 2: Engineering modelling
Engineers should therefore be equipped with:
• A good sense of curiosity, listening and observation that will enable them to
better understand the needs, wants, and problems of society.
• Good scientific and mathematical background and knowledge relevant
to their field.
• Good analytical skills.
• practical and creative skills.
Complementary videos to watch:
1. A short introduction to Engineering, Explorist

(https://www.youtube.com/watch?v=I11y_FLlEp8 )
2. Introduction to Engineering, Oklahoma State University
(https://www.youtube.com/watch?v=NUuWXqRJmns )
3. What is Engineering, Crash Course Engineering
(https://www.youtube.com/watch?v=btGYcizV0iI )
8
1.2 WHO IS AN ENGINEER AND WHAT ARE THE

MAIN TASKS OF AN ENGINEER?
Figure 3: An engineer designing a house
The term engineering is derived from the Latin ingenium, meaning “cleverness” and ingeniare,
meaning “to contrive, devise”.
The word engineer derives also from the Latin word Ingenium: In all its different uses,
ingenium expresses, represents, designates when it comes to man, the innate element in him
of productivity, creativity, innovation, capacity to surpass and transform the given, whether
it be intellectual speculation, poetic and artistic creation, persuasive discourse, technical
innovations, social and political practices.
An engineer is therefore a person who can perform engineering, i.e. someone who is trained
in and uses technological and scientific knowledge to solve practical problems, to better or
improve life.
The activity of an engineer can be summarized in the following figure. An engineer is

someone, who:
9
Understands and
models real world Turns ideas into reality Solves problems
problems & needs
Understands and is
Creates, innovates, able to apply scientific,
Creates designs proposes practical and mathematical,
adapted solutions technical and other
relevant knowledge
Applies knowledge to
real world: uses and
Betters or Improves
applies knowledge to
life
solve real-world
problems & needs
Figure 4: Key missions of an Engineer- The essential tasks of the engineer
A thorough understanding of the role of engineers allows for a better appreciation of their
work. Engineers have a major role to play in listening to society, informing it of what
engineering can achieve and focusing their efforts to ensure that engineering meets their
basic needs (Lawler, 2013). To succeed in his mission, the engineer should have general,
scientific, technical, technological, economic, social, and human knowledge.
Conditions of access to the title of engineer

The title of engineer is still very prestigious and reserved in some parts of the world. To
be recognized and called an “engineer” or to practice the “engineering profession”, one
would have to meet certain well-defined criteria specific to each locality.
10
For example:
Region Criteria
The title of engineer is regulated.

It would therefore be necessary to have an authorization from the Order
Canada of Engineers.
For more information: http://www.oiq.qc.ca/ ;
https://engineerscanada.ca
The title of engineer is not regulated: access to the profession and the
use of the title are free but the title of “graduate engineer” is reserved
France for graduates of accredited Grandes Ecoles & Universities.
For more information: http://www.enseignementsup-recherche.gouv.fr/
cid20194/les-formations-d-ingenieur.html
To work as an engineer, you must be registered with the Tunisian Order

Tunisia of Engineers.
For more information: http://www.oit.org.tn
Cameroon and some Unregulated profession, with free access after graduating from a
African countries university awarding an engineering degree.
Table 1: Some criteria for access to engineering education by region
The regulation of the engineering profession in some regions is there to ensure a minimum
of quality, to protect the public, and to protect the label & prestige of engineering. However,
the fact that the engineering profession remains open access elsewhere presents a major risk;
hence states must ensure the quality of the training provided in their engineering schools
and the conditions under which degrees are awarded.
As all sectors of activity are concerned by development and modernization, engineers are
active everywhere:
• In industry.
• In the food industry.
• In energy.
• In telecommunications.
• In security.
• In health.
• In agriculture.
• In IT.
• In the research.
• In finance.
11
• In transport.
• In construction.
• Etc.
In defining engineering, we had said that it consisted of the mastery and application of
technical and scientific knowledge, but in addition to all these, to be fit, engineers should
acquire other very useful skills such as project management, financial management, good
communication skills, rigour, method, etc., which we will present later in another paragraph.
What is the real role and place of engineers in societal progress and technological
development?
Engineers play a major role in the development and application of technology, as well as
being responsible for the evolution of society. Engineers also provide the information that
society needs to make better decisions (Alasken, 2015). They must provide information to
society in an unbiased and non-judgmental manner (Alasken, 2015).
This relationship is sometimes indirect, e.g. engineers are a great contribution to industries;
but society does not see this contribution of engineers as often, but mostly focuses on the
artefacts, visible and concrete facts, achievements of these industries as illustrated by the
figure below (Alasken, 2015):
Industry
Engineers Society, the

General
Public
Strong Weak
Relationship Relationship
12
To explain this representation, let us consider a concrete example. Volvo’s engineers , daily,
develop and produce new generation vehicles adapted for the mobility of goods and people,
but a good number of citizens do not directly recognize the value of the engineers there.
But we all agree that VOLVO is a major player in development and technological progress.
However, engineers occupy a very important place at VOLVO in Research & Development,
Purchasing & Supply Chain, Production, etc.
Engineers also rarely interact directly with society, the public, yet physicians do so more
often: therefore, the medical function sometimes looks more prestigious than engineering.
If someone wants to examine the role of engineers in society and their social responsibilities,
he must first look at the current roles of engineers in industry (Alasken, 2015). Industry has
its own ideology and standards, described by its vision, values, mission, growth, return on
investment, performance, efficiency, loyalty, etc., and are generally imposed on engineers,
at their choice.
Thus, the engineer’s role in an environment will be conditioned by the requirements and
directions that his industry or organization would give him: he generally has little power
over this aspect, and his contribution to society would therefore be conditioned by enough
uncontrollable factors.
Some roles of engineers today:

• Design: engineers develop new technologies, create most products and services.
• Analysis: engineers apply techniques, and knowledge to simulate and test thus
assisting in decision making and risk reduction.
• Innovation, leadership and implementation of projects.
• Advisory.
• Monitoring and supporting various projects (products, systems, services) from
their inception through their development to their operation: they are involved
at each stage of the design & production chain.
• Maintenance: Be able to justify the various technical malfunctions of a system
and work methodically to resolve them.
• Quality Insurance & Safety: Ensure product/service compliance and thorough
adherence to specifications.
• Understand and consider the main possible implications of projects
(economic, budgetary, strategic, commercial, human, societal, and
environmental).
13
Engineers work in industrial companies as well as for the state and NGOs.
The complexity and pressure of our era, the increasingly demanding and versatile customers,
the competitiveness of the markets, the continuous progress, the technological and scientific
evolutions, the increase of investments, the increase of risks, push companies & organizations
to equip themselves more and more with engineers, sometimes to the detriment of technicians
or other very experienced professionals. The engineer is an actor and designer in this global
ecosystem, but he must also accompany his work with questioning and ethical values.
Through the history of the engineering profession (next paragraph), there is no doubt that
its major role is obvious.
To find more about some great engineering

achievements, please visit:
http://www.greatachievements.org/
1. https://www.youtube.com/watch?v=RwfSf8rBX-I
2. Engineering in society, a case study
(https://www.youtube.com/watch?v=2WcJtvKeZVs )
14
1 •Antiquity
3. H
ightech Plane Makers | Exceptional Engineering | Free
Documentary
2 •Middle Ages
(https://www.youtube.com/watch?v=RU5WQ7MuBwg )
3 •The Renaissance
•The industrial era

1.3 THE GENESIS OF4 THE ENGINEERING PROFESSION
Although the concept engineering is•Thequiteelectronics
recent, thisera
profession has such old and distant
5
origins: engineering has existed since antiquity and its history could be divided into several
overlapping periods. And it is usually difficult
• The to defineera
information clear boundaries between eras, as
6
engineering is developed sequentially and in parallel (new products are developed from old
ones); but the beginning of an era is usually symbolised by a revolutionary invention.
In this context, we will divide the ages into:
Antiquity
The
Middle
Information 1
Ages
Era
6 2
5 3
The
The
Electronics 4 Renaissance
Era
The
Industrial
Era
Figure 5: Major periods in history tracing the birth and development of engineering
15
1.3.1 ANTIQUITY (3000 BC-600 AD)
The engineering processes started from the birth of the humanity providing solutions
to different situations that confronted humans. The ancient engineers and craftsmen
worked mainly based on several trials and errors before achieving a positive result.
Science was not yet developed. Thought combined with imagination produced many
amazing devices & systems. Many ancient monuments can only be admired.
A short list of their work:

• The first known wheels invented in ancient Mesopotamia in Sumer around
3500-3000 BC, a fundamental object of transport (see figure below).
Figure 6: The first wheels that were used in Mesopotamia
• The construction of the wonderful pyramids at Giza in Egypt by Khufu.

• The Ancient Romans built aqueducts to bring a steady supply of clean and fresh
water to cities and towns in the empire
• The Antikythera mechanism, the earliest known model of a mechanical computer
in history, and the mechanical inventions of Archimedes are examples of early
mechanical engineering.
16
• Chinese and Roman armies employed complex military machines including the
Ballista and catapult.
• Ancient Greece developed machines in both in the civilian and military domains.
• The earliest civil engineer known by name is Imhotep: he probably designed and
supervised the construction great pyramids of Djoser at Saqqara in Egypt around
2630-2611 BC.
• Etc.
Highlight on the Seven Wonders of the Ancient World

It is important to highlight the Seven Wonders of the Ancient World. The Seven Wonders
of the World or the Seven Wonders of the Ancient World is a list of remarkable constructions
of Classical antiquity given by various authors in guidebooks or popular poems:
- The Great Pyramid of Giza (2584 BC)

- Hanging Gardens of Babylon (600 BC)
- The Temple of Artemis at Ephesus (550 BC)
- The Zeus Statue at Olympia (435 BC)
- The Mausoleum of Halicarnassus (351 BC)
- The Colossus of Rhodes (292 BC)
- Pharos Lighthouse of Alexandria (280 BC)
1.3.2 MEDIEVAL PERIOD- MIDDLE AGES (600-1600)
This period is marked by important contributions in mechanics and control.

Among the main achievements, we can mention:
• The invention of the crank system for water lifting devices.

• The construction of dams.
• The development of the silk reeling machine in China.
• Around 217 BC. Completion of the Great Wall of China.
• Medieval engineers employed gears in mills and water-raising machines. and used
dams as a source of waterpower to provide additional power to watermills and
water-raising machines
• The double-acting reciprocating piston pump was instrumental in the later
development of engineering in general
17
• etc.
Figure 7: Water lifting systems in ancient castles
1.3.3 RENAISSANCE (1600-1700)
Among the main achievements, we can mention:
• The use of technical drawings for communication is becoming a necessity (see

figure below)
• Formulation of Newton’s Principles and the Three Laws of Motion.
• In 1642, Blaise Pascal invented the calculating machine.
• In 1643, the barometer was invented by Evangelista Torricelli.
• In 1659, Robert Boyle invented a pneumatic machine.
• In 1698, Thomas Savery developed his steam engine: The development of this
device was relegated to the industrial revolution over the next few decades and
enabled mass production to be launched.
• Etc.
Many basic engineering and technical principles and laws have been formulated.
With the advent of engineering as a profession in the 18th century, the term engineer
became more narrowly applied to those fields in which mathematics and science were
applied to these ends.
18
Figure 8: The use of drawing as one of the preferred means between engineers
1.3.4 THE INDUSTRIAL ERA (1700-1945)
The industrial era is characterised by the creation of industries and the beginning of mass
production. From the eighteenth to the early nineteenth century, civil and mechanical
engineers evolved from technical artists to scientific professions.
The main achievements of this period include:
• The development of the mercury thermometer by Gabriel Fahrenheit in 1718;

• The invention of the battery by Alessandro Volta in 1718;
• Invention of the first steam-powered train in 1804
• Development of the principle of the electric motor based on induction by Faraday
• From 1831 to 1834, the development of the reaper by Cyrus McCormick
• From 1851 to 1860, Wheatstone worked on the typewriter
• In 1857, Joseph Gayetty invented toilet paper
• Michaux developed the pedal velocipede in 1861, which gave birth to our
modern bicycles
• 1887-1889 is marked by the construction of the famous Eiffel Tower
• From 1887 to 1890, Peugeot created its first cars
• In 1888, George Eastman developed the “Kodak” camera
• In 1911, the neon tube was developed by Georges Claude
• In 1923, the very first fully electronic television device was created
• In 1938, the manufacturing process for ballpoint pens was developed.
• The work of James Maxwell and Heinrich Hertz in the late 19th century gave
rise to the field of Electronics
19
Mechanical engineering was given a boost by the work of Thomas Savery and James Watt.
The development of electrical and electronic engineering was also boosted by the work of
Alessandro Volta, Michel Faraday, James Maxwell and Heinrich Hertz.
Other engineering specialities such as civil engineering and chemical engineering have also
gained great momentum.
Figure 9: Mass production and assembly of vehicles
1.3.5 THE ELECTRONIC AGE (1945-1990)
The year 1945 marks the end of the Second World War. Research and development flourished
after the Second World War.
There were many technological achievements in this period, such as:
• Transistor invented in 1947 with the rise of electronics

• First nuclear reactor (Fermi)
• Colour television is brought to the bridge
• Aeronautical engineers turn the old dream of flight into a travel convenience for
ordinary citizens
• Control engineers accelerate the pace of automation
20
Figure 10: The use of the transistor and the role of electronics in the development of
technology
Figure 11:The aircraft developed through technological advances
1.3.6 THE INFORMATION AGE: SINCE 1990
As engineering sciences matured after World War II, microelectronics, computers, and
telecommunications jointly developed information technologies.
The information age is marked by:
• The rise of IT
• the development of the Laptop Computer
• the Internet
• mobile phones
• biotechnology
21
• use of nuclear and atomic energy

• the development and use of advanced materials
• Microtechnology
• Artificial Intelligence
• electric and hybrid cars
• increasing the capacity of microprocessors by using miniature transistors
• Etc.
Figure 12: The key role of computers and computing in the development of engineering
1.3.7 ENGINEERING TODAY
To lead the progress of sophisticated technologies, engineers are changing by reforming and
revolutionizing educational programs and intensifying research efforts. Intensive technical
research is generating new technologies and a powerful body of systematic knowledge.
Engineering is also developing its own theories and is becoming a science of creating,
analysing, and using man-made systems.
The physical sciences and biology also contribute to the development of the technology; we
now have biotechnologies involving biology, biochemistry, physics, and various engineering
expertise.
22
Figure 13: Engineering-induced ultramodern development: the case of Berlin, Germany
1. History of Engineering Documentary

(https://www.youtube.com/watch?v=Y9Lg3aKbkDo )
2. What is Engineering- History of Engineering, JAES Company
(https://www.youtube.com/watch?v=17z8QWzfV6Y )
1.4 THE MAIN CHALLENGES FACING ENGINEERS

Engineers must rationally use the planet’s limited resources to improve the lives of more
than seven billion people around the world (Davidson, 2010).
We now rely on several engineering technologies: electricity for many daily activities, vehicles
for the mobility of goods and people around the world .... These technical achievements
are certainly as great challenges and opportunities that remain to be realised.
Today there are many challenges to which engineers must make practical contributions,
both in their regions and globally: There are enough problems to solve and many challenges.
An international group of leading technological thinkers identified and announced in 2008,

14 ambitious goals for improving the planet: they fall into the areas of sustainability, health,
safety, and enjoyment of life (National Academy of Engineering, 2018; Sussan, 2008). These
challenges have been published by the American National Academy of Engineering NAE
(https://www.nae.edu ):
23
• Make solar energy economical: the conversion rate of sunlight by photovoltaics

remains low. So, we should think about how to increase this rate, and think
about storage procedures and means.
• Use nuclear fusion: which allows energy to be obtained by bringing atoms
together in more complex forms.
• Develop methods of “carbon dioxide sequestration”: i.e., to limit the release of
carbon dioxide pollution into the atmosphere and to capture it and store it safely.
• Manage the nitrogen cycle: human industry has derailed the nitrogen cycle,
producing enough waste products such as nitrous oxide contributing to the
greenhouse effect and the destruction of the atmosphere, or water pollution by
nitrates. So, we need to know how to manage the cycle better to counteract
these pernicious effects.
• Provide access to clean water for all: Today at least 1/6 of the world’s
population does not have access to vital drinking water. Engineers should
implement innovative solutions to solve this problem.
Figure 14: Access to drinking water: a major challenge in some localities
• Restore and improve urban infrastructure: Most of the infrastructure in cities

is quite fallible and ageing. New technologies need to be discovered to speed up
construction and maintain infrastructure. Also, new building materials need to
be discovered. And more economical solutions need to be employed.
• Improve medical informatics: Computerising medical data remains a big
challenge. Doctors also need software to help them make decisions, diagnose
patients, and provide technical assistance. And there is also a strong need for
software that will help control/limit the spread of diseases.
• Create better medicines: the aim is to find effective medicines, adapted to the
biological characteristics of each patient.
24
• Reverse-engineer the brain: For artificial intelligence to progress, engineers

should be able to better simulate the functioning of the brain, as researchers
today are limited to psychological/logical models. This reverse-engineering would
also allow a big progress in medicine.
• Avoid a nuclear disaster: From the time of the Cold War to the present
day, the risk of a nuclear disaster persists. Engineers must work, make new
developments (more resistant materials, remote detection of threats, facilitation
of emergency measures in case of an explosion, etc.).
Figure 15: Illustration of the destructive effect of a nuclear disaster
• Secure the network: communication protocols need to become more secure

as firewalls are limited in what they can do. Also, engineers need to create
programming languages with a high level of security.
• Improve virtual reality: Research is needed to improve visual interfaces, perfect
the illusion; and merge the real world with the virtual world.
Figure 16: A lady using virtual reality
25
• Develop personalised learning: as brains are different, learning approaches

must be personalised. Downloading information into the brain is even being
considered.
• Create tools for scientific discovery: Basic research needs more and more
sophisticated instruments to develop, and engineers should work on them.
Given the global nature of the challenges, it is extremely important that engineering education
around the world is comparable and oriented towards the challenges of the future and the
challenges of local communities (Fuchs and Bochar, n.d. ).
The three key requirements for promoting reform of engineering education systems worldwide
(Fuchs and Bochar, n.d.):
1. Firstly, although universities remain rooted in their respective national education

systems, they are nevertheless taking the challenges of globalisation seriously.
Indeed, many of these institutions are becoming international organisations
capable of anticipating future challenges. The future engineers who will study in
these institutions need to participate in challenging programmes to address the
key issues identified. This will increase the number of instruments that can be
used to address future challenges.
26
2. Secondly, to ensure that future engineers can meet challenges effectively and on
a global scale, engineering programmes around the world should be compared
to assess their potential strengths and weaknesses.
3. Thirdly, programmes must reflect and consider the international context of an
increasingly interconnected global economy in a multicultural world.
For more information, please visit:

http://www.engineeringchallenges.org/
1. Summary of Grand Challenges

(https://www.youtube.com/watch?v=eusBjFrWAIg )
2. Grand Challenges for Engineering
(https://www.youtube.com/watch?v=wmHD8yzA63I )
3. Bill Gates talks about the Global Grand Challenges for Engineers
(https://www.youtube.com/watch?v=NVflRQ66Dq8 )
1.5 WHY TO BECOME AN ENGINEER?

Many young people, like this girl in the figure below, aspire to become an engineer.
Figure 17: A young girl aspiring to be an engineer
In the face of current challenges (economic, human, technological, social, and environmental),
engineers play an important role. Becoming an engineer also provides many advantages
(Kazi and Nawaz, 2017; Alasken, 2015):
27
• With the skills of an engineer, one has the possibility of working in different
sectors or industries: access to outlets in different sectors of activity and
organisations. The employer profiles are quite varied, and engineering offers
privileged access to all professional fields. Choosing engineering gives access to
all areas and sectors of activity in organisations. Engineering graduates have no
difficulty in finding employment as their profiles are in high demand on the
market. Engineering education and development opportunities offer a variety of
options. Increasingly, engineers are sometimes able to move quickly from one
speciality to another.
• The salaries of engineers are quite competitive and attractive: attractive and
above average remuneration
• Becoming an engineer facilitates international careers.
• Engineering is a challenging and responsible profession.
• Engineers enjoy their work.
• The impact of engineering on society.
• Engineering nurtures and sustains a passion for science and technology
• Shorter training period compared to medicine, which is at least 7 years
• Engineering education is broad and forms the basis for further study to become
doctors, writers, and businessmen.
• Variety of career opportunities: an engineering degree offers a wide range of
career opportunities, and in engineering practice there is a very wide variety of
jobs; engineers often move into management positions and earn more over the
course of their careers
• Job satisfaction: careers in engineering offer engineers’ pleasure and satisfaction
• Challenging work: real-time engineering problems are often difficult, and all
problems are usually open-ended. Engineers are asked to design solutions and
convince others.
• Intellectual development: an engineering education will exercise your brain,
develop your ability to think logically and solve problems. These skills are
valuable for people’s careers and lives.
• Society benefits: just about everything that engineers do benefits society. For
example, engineers design buildings, transport systems, etc. and, depending on
our value system, we may consider everything that engineers do to be for the
benefit of all.
• Financial security: if you decide to become an engineer, you will be well
paid. And engineers most often enjoy very high job security with the lowest
unemployment rates.
• Prestige: engineering is a respected profession, as engineers play a major role in
improving the lives of others. As a result, engineers receive a lot of prestige. The
engineering profession is prestigious, with a good social status that accompanies
engineers’ careers
28
• Technological and scientific discovery: an engineering education helps to

understand how things and systems work in the world. And an understanding of
technology can help to better understand key issues facing society.
• Creative thinking: if you like to question, explore, invent, discover, and
create; then engineering could be an ideal job, as engineers think creatively
to solve problems.
Competitive
Faster career Various career International
salaries and
development opportunities careers
wages
Passion for
Exciting and Impact on
Prestigious job science and
stimulating job society
technology
Intellectual
Academic
Creativity stimulation and
opportunities
development
Figure 18: Main reasons for choosing the engineering profession
According to Becker’s (2010) findings, some young people do not want to be engineers:
• Because of laziness or ignorance: they just don’t see engineering as attractive

enough compared to the other options
• Engineering work can be so stressful and challenging
• Very rigorous and abstract mathematics is required for engineering courses
• Entering an engineering school is not always correlated with practising an
engineering profession.
But despite this, the benefits of this profession are greater, hence the preferred choices.
29
1. Why most CEOs are Engineers?

(https://www.youtube.com/watch?v=BEbVddOm2X8 )
2. How to decide on a career, Dan Lok
(https://www.youtube.com/watch?v=sUbR1uZ9G3A)
3. Pros and Cons of becoming Engineer
( https://www.youtube.com/watch?v=AnU7moUsaXk)
4. Advice from an experienced engineer
(https://www.youtube.com/watch?v=DxY2zSRQxFk )
5. The truth about Engineering
( https://www.youtube.com/watch?v=e4jnig-eVjw)
6. Some Engineering Jobs and Careers
( https://www.youtube.com/watch?v=FICWGZNLIro)
30
THE MAIN BRANCHES OF ENGINEERING
INTRODUCTION TO ENGINEERING AND JOB OPPORTUNITIES
2 THE MAIN BRANCHES

OF ENGINEERING AND
JOB OPPORTUNITIES
There are more than 30 engineering courses in the world, as engineering is so important
in almost all sectors of activity.
Thus, as an engineering branch we have:
• Aerospace engineering.
• Agricultural engineering.
• Agri-food engineering.
• Architectural engineering.
• Automotive engineering.
• Biomedical engineering.
• Chemical engineering.
• Wood engineering.
• Civil engineering.
• Computer engineering.
• Electrical/electronic engineering.
• Electromechanical engineering.
• Mechanical engineering.
• Environmental engineering.
• Fire Engineering and Fire Safety.
• Forest engineering.
• General engineering.
• Geological engineering.
• Industrial engineering.
• Metallurgical engineering.
• Mining engineering.
• Naval engineering.
• Nuclear engineering.
• Petroleum engineering.
• Software engineering.
• Telecommunications engineering.
• Systems engineering.
• Petrochemical engineering.
• Hydraulic engineering.
• Mechatronic engineering.
• Etc.
31
Some fields such as mechanical, civil, or electrical engineering are quite old and very popular;
while others such as forestry engineering are very little known and are in full expansion.
We will try to explain some of the engineering streams (see table below):
Main related Examples of

Discipline Orientation
sciences/theories products/services
Aerospace Focus on aircraft and Aeronautics, Aircraft, robotics,

engineering spacecraft development astrodynamics, spacecraft,
astronautics, trajectories
avionics, control
engineering, fluid
mechanics, kinematics,
materials science,
thermodynamics
Architectural Focus on designing and Architecture, Buildings and bridges

and building construction architectural technology
engineering
Biomedical Focuses on bridging Biology, physics, Prostheses, medical

engineering the gap between chemistry, medicine devices, regenerative
engineering and tissue growth,
medicine to advance various safety
various health mechanisms, genetic
treatments. engineering
Chemical Focuses on the Chemistry, Chemicals, oil,

Engineering manufacture of thermodynamics, drugs, raw materials,
chemicals and chemical process engineering, food and beverages,
production processes nanotechnology, genetic engineering
biology, medicine
Civil Focuses on building Statics, fluid mechanics, Roads, bridges,

engineering large systems, soil mechanics, dams, buildings,
structures and structural engineering, structural systems,
environmental systems geotechnical foundations,
engineering, earthworks, waste
environmental management, water
engineering treatment
Computer Focuses on the design Computer science, Microprocessors,

Engineering and development of mathematics, electrical microcontrollers,
computer systems and engineering operating systems,
software embedded systems
32

Electrical Focuses on the Mathematics, Power generation

engineering application of probability and and equipment,
electricity, electronics statistics, engineering remote sensing,
and electromagnetism ethics, engineering robotics, control
economics, systems, computers,
instrumentation, home appliances,
materials Internet of
science, physics, Things, consumer
network analysis, electronics,
electromagnetism, linear avionics, hybrid
systems, electronics, vehicles, space
electrical power, logic, vehicles, unmanned
computer science, aerial vehicles,
data transmission, optoelectronics,
systems engineering, embedded systems
technical control, signal
processing
Industrial Focuses on the Operations research, quality control

engineer design, optimisation engineering statistics, systems,
and operation of applied probability and manufacturing
production, logistics stochastic processes, systems, storage
and service systems methods engineering, systems, supply
and processes production engineering, chains, logistics
manufacturing networks,
engineering, systems queuing systems,
engineering, business process
logistics engineering, management
ergonomics
Mechatronic Focuses on technology Process control, Robotics, controllers,

engineering and control of all types automation CNC
of industrial systems
Mechanical Focuses on the Dynamics, kinematics, Cars, aircraft,

engineering development and statics, fluid machinery, power
operation of energy mechanics, materials generation, space
systems, transportation science, metallurgy, vehicles, buildings,
systems, manufacturing strength of materials, consumer goods,
systems, machinery and thermodynamics, heat manufacturing,
control systems transfer, mechanics, HVAC
mechatronics,
manufacturing
technology, control
technology
33

Metallurgical Focuses on extracting Materials science, Iron, steel, polymers,

engineering metals from its ores thermodynamics, ceramics, metals
/ materials and developing new metal mining, physical
materials metallurgy, mechanical
engineering
metallurgy, nuclear
materials, steel
technology
Mining Focuses on the use Rock mechanics, Gold, silver, coal,

engineering of applied science geostatistics, soil iron ore, potash,
and technology to mechanics, control limestone, diamond,
extract various minerals technology, geophysics, rare earth element,
from the earth, not fluid mechanics, drilling bauxite, copper
to be confused and blasting
with metallurgical
engineering, which deals
with the processing of
minerals from various
ores after extraction.
Software Focuses on the design Computer science, applications,

engineering and development of information theory, websites, operating
software systems systems engineering, systems, embedded
formal language systems
Table 2: Details of some engineering fields
As the engineering profession cuts across all major sectors of society, the number of engineering
streams will only increase, so it is not surprising to see this multitude of engineering streams.
And nowadays we have other new fields like:
- Biotechnology engineering: Biotechnology engineering is comparable to

chemical engineering. Engineers in both sectors design industrial processes
based on syntheses created in laboratories. However, there is a major difference
between chemical and biotechnology engineering. In biotechnology, living
organisms, such as bacteria, are used rather than chemical substances. This type
of engineering is derived from several disciplines such as biochemistry, molecular
biology, genetics, and microbiology. Biotechnology engineers usually work in
agriculture, industry, or health.
34
Figure 19: A biotechnology engineer conducting laboratory tests
- Financial engineering which aims to achieve the optimal financing, valuation,

investment and portfolio management objectives for the company, the
shareholder or more generally the investor.
Figure 20: A financial engineer analysing commodity prices
There are many branches of engineering, and everyone specialises in specific technologies
and products. Engineers will have in-depth knowledge in one area and basic knowledge
in related areas; but engineers often work in interdisciplinary teams; or can easily transfer
their skills to other branches of engineering.
35
There are enough opportunities for engineers after their studies:
- Continue in companies, in public or private organisations: engineers can

thus work at all levels (research and development, design, production,
logistics, marketing, safety, management, quality management, etc.) and in all
sectors of activity (banks, agro-industries, pharmaceutical industries, chemical
industries, manufacturing industries, construction and civil engineering, design
offices, research laboratories, etc.) - the employment opportunities are very
vast and diversified.
- Or continue their studies in research or specialisation to broaden or improve
their skills and horizons.
In order of decreasing emphasis on science, the major functions of all engineering branches
are the following:
Research Development Design
Operation Production Construction
Management
and other
functions
Figure 21: Major functions of all engineering disciplines
36
• Research. Using mathematical and scientific concepts, experimental techniques,

and inductive reasoning, the research engineer seeks new principles and
processes.
• Development. Development engineers apply the results of research to useful

purposes. Creative application of new knowledge may result in a working model
of a new electrical circuit, a chemical process, or an industrial machine.
37
• Design. In designing a structure or a product, the engineer selects methods,

specifies materials, and determines shapes to satisfy technical requirements and to
meet performance specifications.
• Construction. The construction engineer is responsible for preparing the site,

determining procedures that will economically and safely yield the desired quality,
directing the placement of materials, and organizing the personnel and equipment.
• Production. Plant layout and equipment selection are the responsibility of the
production engineer, who chooses processes and tools, integrates the flow of
materials and components, and provides for testing and inspection.
38
• Operation. The operating engineer controls machines, plants, and organizations

providing power, transportation, and communication; determines procedures;
and supervises personnel to obtain reliable and economic operation of complex
equipment.
• Management and other functions. In some countries and industries, engineers

analyze customers’ requirements, recommend units to satisfy needs economically,
and resolve related problems.
39
For more information, please visit: What types

of Engineering are there? | Top Universities
1. Types of Engineering, the JAES Company

(https://www.youtube.com/watch?v=dwGNaixSKvI )
2. Different types of Engineering
(https://www.youtube.com/watch?v=YZX58k1vmSw&list=
RDCMUCwBx2Q2XG-suL4-eg66gT0g&index=14 )
3. 100 types of Engineers
( https://www.youtube.com/watch?v=aKrUAEWWGtc)
40
ENGINEERING PRACTICE AND SKILLS
INTRODUCTION TO ENGINEERING REQUIRED OF ENGINEERS
3 ENGINEERING PRACTICE AND

SKILLS REQUIRED OF ENGINEERS
3.1 THE QUALITIES OF GOOD REASONING (AS AN ENGINEER)

The engineer’s approach to reasoning is almost identical to other sectors/professions. The
engineer must use the vocabulary, theories, and knowledge specific to his field. We are going
to present an architecture that will help in the analysis and evaluation thinking, which would
certainly improve the quality of his reasoning as an engineer while developing a mature and
quality engineering thinking. This part will be structured around the following:
Intellectual qualities used in the daily practice of engineers
Elements of analysis and logic
Intellectual standards
3.1.1 CORE INTELLECTUAL TRAITS
Engineers must cultivate good intellectual dispositions to give insight and integrity to their
thinking:
41
This is an admission of ignorance and an awareness of one’s level of

Intellectual humility knowledge/competence. It would be important for engineers to restrict
their judgement to their area of knowledge/competence.
Engineers need to have the courage to express their views even when
Intellectual courage they are unpopular with others and even to question their certainties/
beliefs/biases in certain circumstances.
Engineers should also consider opinions, views different from their own;
Intellectual empathy try to understand them and analyse them through the details of views,
sources, assumptions, examples, evidence, etc.
Engineers must meet the same intellectual requirements/expectations

Intellectual integrity
as other professionals
Intellectual Engineers must have the ability to endure/persist in their perplexing

perseverance (intellectual) work, in spite of the frustrations in order to get to the end.
The work of the engineer should be oriented/guided by rational

Rationality [Trust
standards as fundamental criterion for making choices that will best
in reason/logic].
serve the interests of humanity.
Engineers need to make their own rational and justified judgements,

Intellectual autonomy using their critical thinking skills, rather than freely accepting the views/
opinions of others.
Engineers must act impartially i.e. they should not be influenced by

Impartiality their own interests/feelings, nor those of their families, nor those of
anyone else.
Table 3: Intellectual traits useful in engineering practice (e.g. Paul et al., 2013; Niewoehner, 2006)
3.1.2 KEY COMPONENTS OF GOOD ENGINEERING THINKING
The principle of engineering is based on science and its applications. For this, the engineer
should each time analyse and transcribe real world problems into abstract mathematical,
scientific, physical, technical, mechanistic, etc. models, based on suitable and well justified
assumptions. Then solve them after having collected useful, relevant, viable and reliable data;
select and apply the theories adapted to his abstract model. He/she should then develop
original (and practical) solutions adapted to the problem/context, interpret the results
obtained; analyse the possible implications and make well justified recommendations. This
process can be cyclical as shown in the figure below:
42
Objectives
Implications
Analysis of the
analysis and
context and the
recommendations
problem
Elaboration and Identification

interpretation of of simplifying
results assumptions
Application of the
Modeling the
theories to the
problem
model
Selection of Data collection

suitable theories and processing
Figure 22: Engineering problem-solving approach/cycle
Modelling makes it possible to simplify reality, which is sometimes quite complex, blurred
and chaotic, and to find and make an ideal object (model) for the application of scientific
and mathematical theories.
In the following table, we highlight eight essential components of good engineering reasoning
that follow:
43
All reasoning/work of an engineer should have a purpose, an

Objectivity
objective, otherwise it is useless and of no added value.
All engineering reasoning should be about understanding

something, answering a question, solving a problem. So, the
Problem/context
engineer should take the time to better pose/identify the real
problem and clarify it with as much details as necessary.
All engineering reasoning is basically based on simplifying

assumptions. Thus, when faced with a problem, the engineer
Assumptions
should identify and justify the relevant assumptions and assess
their impact.
In his reasoning, the engineer should have a point of view,

which must be well justified and relevant; be impartial, consider
Perspectives/views
and criticise contradictory points of view with good and
justified arguments.
All engineering reasoning should be based on data,

measurable/non-measurable information, and verified facts.
Data All such data, of whatever type, should be viable, reliable,
relevant, accurate, clear, sufficient for the context and the
situation.
All engineering reasoning should be based on and take

Concepts/theories real shape from key concepts and relevant theories clearly
explained and used/applied with care and precision.
Coherent and well justified inferences and interpretations

Inferences and Interpretations allow conclusions to be drawn and give real meaning to the
engineer’s work.
All engineering reasoning and decisions will have direct/

indirect implications, positive or negative, on a variety of
Implications and consequences
technical, economic, social, environmental, financial, and even
political aspects that should be considered.
Table 4: Key components of good reasoning (Adapted from Paul et al., 2013; Niewoehner, 2006)
44
3.1.3 KEY INTELLECTUAL STANDARDS RELEVANT TO ENGINEERING
Engineering reasoning is also based on universal intellectual standards, the most useful of
which are presented here:
If a statement lacks clarity, its accuracy and relevance cannot be

Clarity
determined
Accuracy Quality reasoning must be free of errors, mistakes, distortions
It is important in some cases to demonstrate as much accuracy as

Detailed
necessary and to provide several necessary details
The reasoning should be relevant to the object/subject concerned

Relevance and the important elements should be presented without
unnecessary detail
The engineer must go into depth in his reasoning by analysing

Depth
the complexity, several interactions, make an in-depth analysis
Must include several points of view, even if contradictory, but

Completeness
related to the facts
Reflection is logical when the conclusions are consistent with the

Logic
original data, proposals, and hypotheses
Impartiality Decisions/conclusions must be justifiable and unbiased
The work of the engineer has far-reaching implications across the

Ethics and professionalism
globe, and this requires a high level of ethics and professionalism.
Table 5: Key intellectual standards useful in engineering (Adapted from Paul et al., 2013; Niewoehner, 2006)
45
3.2 THE ENGINEERING DESIGN PROCESS
3.2.1 THE ENGINEERING DESIGN PROCESS
It is a series of steps that engineers follow to come up with a solution to a problem. The
engineering design process emphasizes open-ended problem solving and encourages engineers
to learn from failure.
The following figure summarizes the process:
46
Define the Problem
Do Background
Research
Specify Requirements
Brainstorm, Evaluate,
and Choose Solution
Based on results
and data, make
Develop and design changes,
Prototype Solution prototype, test
again and
review new data
Test Solution
Solution Meets
Solutions Meets
Requirements Partially
Requirements
or Not at All
Communicate Results
Figure 23: The Engineering design process
3.2.2 SPECIAL FEATURES OF ENGINEERING
There is an overlap between science and engineering practice: in engineering, science is

applied. Both practices are based on accurate observation of things and phenomena. Both use
mathematical and classification criteria to analyse and communicate observations. Scientists
try to understand nature, while engineers try to make thoughts that do not exist in nature.
One of the fundamental differences between an engineering approach and other scientific
or artistic approaches is the imperative for engineers to physically implement the solution
in a physical process or achievement. Engineers look at the world and see that everything
47
has an underlying mathematical and physical basis. They can understand and model our
world using many tools including quantitative analysis. Engineers are solution oriented.
They are like children: they think, act, and create like visionary, curious, innovative, simple,
precise, and logical children. Engineers must think about practicality, usefulness, accessibility,
and many other things about their product, identifying themselves as users. Engineers
work under constraints related to the need to produce a product or service that is fast,
competitive, reliable, consistent with the philosophy and financial constraints. Engineers
are result oriented and the detail of the engineering solution for a required product, process
or service is always determined by balancing the competing effects to achieve an optimum
response within the constraints imposed.
Scientific Method Engineering Method
Ask a Question Define the Problem
Do Background Do Background
Research Research
Construct a
Specify Requirements
Hypothesis
Test with an Brainstorm, Evaluate,

Experiment and Choose Solution
Based on results
Experimental and data, make
data becomes Develop and design changes,
Procedure Working? background
Troubleshoot Prototype Solution prototype, test
procedure. research for again and
Carefully check new/future review new data
all steps and project. Ask
No Yes Test Solution
set-up new question,
form new
hypothesis,
Analyse Data and experiment
Draw Conclusions Solution Meets
again! Solutions Meets
Requirements Partially
Requirements
or Not at All
Results Align Partially

Results Align with
or Not at All with
Hypothesis
Hypothesis Communicate Results
Communicate Results
Figure 24: Engineering method vs Scientific method
48
3.3 QUALITY OF AN ENGINEER
If you dream of being an engineer, you must first become one in your mind!
Start acting like one!
The core qualities of an engineer:
49
Focus and attention to details are essential to get the job done accurately,
Focus
safely, and on time.
Engineers are excellent problem solvers and are able to see the potential
Problem-solving solution to seemingly impossible tasks, and then work hard to figure out
how to get there.
STEM (Science, Technology, Engineering, and Mathematics) skills are what

STEM skills
fuel the complex mind of engineers.
Curiosity is the key ingredient to coming up with innovative ideas and

Curiosity developing extraordinary products and infrastructures. Engineers constantly
want to know how things work, and how they can make them better.
Communication Engineers need strong communication skills to work with clients, team
Skills members, and supervisors effectively and efficiently.
Cooperation is the key to a well-planned project. Engineers frequently work

Team spirit and
in diverse teams to collaborate, share ideas, and work together to make the
Collaboration
project the best it can be.
When issues arise, an engineer must be able to think quickly and use what
Practical and
they have to solve the problem. Engineers are able to think out of the box
resourceful
and apply their knowledge in practical and resourceful ways.
Engineers frequently work to solve problems for people. Thus it is essential for
Ethical engineers to always follow the rules and complete work in an ethical manner,
keeping everyone safe and happy.
Table 6: Key qualities of engineers
50
3.4 OTHER SKILLS AND ABILITIES NEEDED
Figure 25: Two engineers on duty
Organisations no longer want even bright engineers who are limited to their technical
knowledge or know-how, companies sometimes place more importance on ‘soft skills’ such
as professional etiquette, ethical practices, individual values, etc. To be suitable, an engineer
should therefore possess a combination of knowledge, soft skills, and know-how. The following
table summarises the main competences sought in engineers (Kaushal, 2016; Sheppard et
al., 2006; OIQ, 2008; Riemer, 2007; Tomorrow’s Engineers, 2018):
51
General culture
Logical thinking
Scientific and mathematical knowledge

Knowledge Technical and technological knowledge
Economic and financial knowledge
Environmental, legal, social, human, linguistic and cultural

knowledge
Ethics and professionalism: Good personal, interpersonal,

organisational, civic, and social conduct
Balanced personality
Enthusiasm and motivation
Strong and relevant values
Personal & organizational skills Discipline and rigour
Courage, drive, adaptability/flexibility/polyvalence, vitality,

winning attitude and resilience
Critical thinking, synthesis, and open-mindedness/curiosity
Emotional, social, cultural, and organisational intelligence
Team spirit, Cooperation, and other people skills
Practical, technical, and creative skills
Organisation, planning and time management
Good analytical skills, detailed oriented, critical thinking,

and synthesis
Communication skills: written and oral communication
Problem solving and decision making
practical know-how Leadership and management
In-depth project management and leadership
Risk control and quality management
Research skills
Negotiation, argumentation, and precise, concise and

accurate reasoning
lifelong learning
Table 7: Key Engineering Competencies
52
Some of these skills are more important in a particular industrial context than others. It is
important to develop the skills that are relevant to one’s field of study and career options/
choices during one’s engineering studies, and even afterwards through continuing or
sandwich training, to be professionally up to date and more competitive in the local and
international job market.
Engineering school remains one of the most reliable routes into this profession today. There
are many public and private engineering schools around the world. The requirements, courses
and academic curricula are sometimes very different. Engineering education is based on the
acquisition of very sound scientific and technical knowledge, as well as the development of
professional skills and know-how, and an awareness of the responsibilities of the profession.
Engineering ethics:
Engineers design many products and provide many services that affect our quality of life and
safety. Hence, they must perform under a certain standard of professional behavior which
requires adherence to the highest principles of ethical conduct. Engineers are expected to
exhibit the highest standards of honesty and integrity. Please visit the following links for
more information:
- https://www.nspe.org/resources/ethics/code-ethics
- https://rotorlab.tamu.edu/me489/README/2010%20ASME%20Unwritten_
Laws_of_Enginering.pdf
1. T op 7 Skills for Every Engineer | Skills All Engineers Must

Learn ( https://www.youtube.com/watch?v=Gosc-y77oww )
2. Important engineering skills to learn ( https://www.youtube.
com/watch?v=YgaJ_T3vPRk )
3. The concept of Engineering Ethics (https://www.youtube.
com/watch?v=CY1UHFiOsJ8 )
4. E ngineering Ethics (https://www.youtube.com/
watch?v=upUN460U56A)
5. Engineering Ethics and Difficult Decision Making |
Justine Metz | TEDxCSM (https://www.youtube.com/
watch?v=3FYt6qsoybM )
53
INTRODUCTION TO ENGINEERING Where to train?
4 WHERE TO TRAIN?
4.1 WHERE TO TRAIN?
Figure 26: Young students doing practical work in a science laboratory
When looking for an engineering school to train in, the criteria should incorporate several
preferences (Baine, 2015) and making such a choice is sometimes quite difficult. Nowadays,
engineering schools are multiplying. The downside or upside will depend on your own
personal criteria and aspirations. Here are some important indicators to consider before
choosing a school (Baine, 2015; Aydin, 2015; Education Corner, 2018; Moothy et al., 2014):
• The reputation or ranking of the school
Universities are ranked by various organisations that look at different aspects, such as the
quality of teaching or the student experience.
For more information see: https://www.universityrankings.ch/
• The relationship between the industries (employers) and the school
Engineering has a good link with industry. It is usually better to find universities in
partnership with companies. And these companies or professional organisations should be
strongly involved in engineering education.
• The structure of the programme and its relevance to the future and the needs
of the industrial or professional world
54
It will be preferable to collect more information about the university degree:
- how the degree is taught

- practical elements of the diploma
- subjects / topics covered by the diploma
• Geographic location
Most students would like to stay close to home or not. Geographical location can have a
significant impact on the overall academic experience. In addition to distance from home,
location refers to the climate and type of industry in the area.
• The faculty
A strong faculty makes it easier to get a good education. Faculty members can bring a
wealth of experience and expertise to their courses.
• The size of the school
The size of the school is important for some university students. Larger schools offer a greater
diversity of people and activities, but often lack teachers. The interaction between students
in small schools can be more stimulating. You can get an excellent education in both large
and small schools. Larger schools tend to have more resources, which may include campus
facilities (housing, libraries, computer access, health centres, sports facilities, culture, and
recreation). They tend to have a large budget to invest in faculties, classrooms, technology,
and science laboratories. They also provide more academic options. It is also important to
judge the size of the school in context.
• Accreditation & Habilitation
A school is accredited when it has been examined and reviewed by an official approved
organisation to ensure that it meets the basic criteria for teaching. A school can be accredited
at national - regional or international level. Organisations such as ABET, CTI, ENAEE can
accredit engineering programmes.
• Marketing potential of the degree and employment opportunities

• Full costs
The cost of participation can be a critical factor. There are many educational options, and
they often require a considerable financial investment, but some may put you in debt.
Public institutions are generally cheaper than private ones. But there are many ways, such
as scholarships to fund your studies, which you can check out for pre-selected universities.
55
• Admission criteria
Some universities are very selective and strict, and the admission criteria are not always the
same and can be harsh, very restrictive.
• Personal factors
Personal factors include your own opinion, distance from home, opinions of family and
friends and their recommendations, quality of social life at the training institution, impressions
of former students, etc.
Choosing an engineering school is a huge task that must take many factors into account.
Students should take enough time, as this step is very important for their future career.
They should carefully weigh all the main factors before making an informed decision.
Steps for successful learning in engineering education:
https://www.linkedin.com/pulse/3-simple-steps-successful-
learning-engineering-education-t/
1. Keys to become a sucessful engineer (https://www.youtube.

com/watch?v=SmeyzDEEieY&list=PLGs0VKk2DiYxoFT6TY
PJgBu81B1pVtOmz )
4.2 TWO MAJOR ACCREDITATION ORGANISATIONS

IN THE WORLD: ENAEE AND CTI
In this section we present two of the main engineering accreditation organisations in the
world:
4.2.1 ENAEE (EUROPEAN NETWORK FOR ACCREDITATION OF

ENGINEERING EDUCATION, HTTP://WWW.ENAEE.EU/ )
It authorises quality assurance and accreditation agencies within the European Higher
Education Area (http://www.enseignementsup-recherche.gouv.fr/cid56043/presentation-de-
l-e.e.e.s.html ) and awards the EUR-ACE label to engineering degree programmes.
56
The EUR-ACE label (http://www.enaee.eu/accredited-engineering-courses-html/) is a certificate

issued by an accredited agency to an engineering degree programme that has achieved certain
educational standards.
ENAEE has several agencies (ENAEE,2012):
• ASIAN(https://www.asiin.de/en/home.html )-in Germany

• CTI-Comission des titres d’ingénieur (https://www.cti-commission.fr/), France
• Engineering Council UK (https://www.engc.org.uk/ )
• Engineers Ireland (https://www.engineersireland.ie/home.aspx )
• Ordem dos Engenheiros (http://www.ordemengenheiros.pt/pt/ ), in Portugal
• AEER (http://www.aeer.ru/en/ ) -in Russia.
• MÜDEK (http://www.mudek.org.tr ) - in Turkey
• ARACIS (http://www.aracis.ro/ ) - in Romania
• QUACING (quacing.it) - in Italy
• KAUT (http://www.kaut.agh.edu.pl/en ) - in Poland
• AAQ (http://aaq.ch/ ) - in Switzerland
• ANECA (http://www.aneca.es/ANECA ) - in Spain
• FINEEC (https://karvi.fi/en/fineec/ )- in Finland
4.2.2 THE CTI (COMMISSION DES TITRES D’INGÉNIEUR)
The CTI is an independent body which has been charged by French law since 1934 with
evaluating all engineering training, developing the quality of training, and promoting the
engineering profession in France and abroad (CTI, n.d.).
Its missions include (CTI, n.d.):
• Periodic evaluation of all engineering courses on French territory with a view to

their accreditation
• On request, the evaluation of engineering courses at foreign institutions
• The definition of the generic profile of the engineer and the development of the
criteria and procedures necessary for the award of the title of engineer
• The formulation of opinions on all matters concerning the qualifications of
graduate engineers
• The development of a quality assurance culture within engineering schools
• Etc.
According to the CTI (2017), there are informal indicators of quality in engineering education:
57
1. the quality and impact of the university’s graduates, such as their employability,
career progression or impact on society / industry
2. The “delta” added to students during their studies, considering the student’s
learning or “added value” upon graduation
3. The institution’s ability to deliver world-class education as evidenced by
• its institutional commitment to education
• its educational culture
• its influence on practice elsewhere
Fore more information about accreditation of engineering programs, please visit: Criteria
for Accrediting Engineering Programs, 2020 – 2021 | ABET
58
INTRODUCTION TO ENGINEERING Conclusions and recommendations
5 CONCLUSIONS AND
RECOMMENDATIONS
In a nutshell, engineering is about mastering science and mathematics and applying them
rigorously to develop original solutions to human problems, wants & needs, to better or
improve life. The place of the engineer in society is obvious from his role in industry and
his relentless involvement in technological development from ancient times to the present.
The engineering profession remains quite exciting with its many challenges, some of which
are identified by the US National Academy of Engineering NAE in 2008 (Sussan, 2008).
Engineering is also developing its own theories and continues to revolutionise our society
with enough technological breakthroughs.
Practising engineering is a great asset because of the attractive salaries, prestige, societal
impact, opportunities, and pride that come with it. But some young students may find it
a stressful and reserved profession as it requires a lot of effort and courage (Becker, 2010).
Engineering is leaving its mark everywhere:
- In agriculture.
- In transport: sea, air, land, space.
- In architecture and buildings.
- In medicine.
- In fire safety.
- In telecommunications.
- ...
- even in finance.
59
And engineering courses are still expanding. The engineering profession offers many
opportunities in all sectors of public and private activities.
The efficient practice of engineering requires good reasoning based on exemplary, worthy
intellectual qualities; on structured reasoning (objectivity; identification of context, assumptions,
perspectives; collection of data; use of appropriate theories; consideration of interpretations
and implications); and on relevant intellectual standards such as ethics and professionalism.
Engineers have to struggle to implement their solutions in a physical process or achievement:
they have to be solution-oriented.
To better exercise their profession, they must develop knowledge, interpersonal skills, and
adapted know-how such as advanced technical and technological skills, a good general
culture, discipline, and rigour, etc.
Engineering schools remain one of the preferred routes into the profession. Important criteria
to consider when choosing a school are its reputation, the structure of the programme, the
faculty, the admission criteria and, above all, the accreditation.
To this end, several accreditation bodies, such as the CTI, are fighting daily to ensure the
quality assurance of training. States must ensure the quality of the training provided in their
engineering schools and the conditions for granting diplomas.
Young people aspiring to become engineers must continue to develop their mathematical,
scientific, and technical skills; must remain open-minded; must choose their schools and
training courses well; must nurture this passion to be and remain committed, motivated
for such a rewarding and challenging profession.
Engineers already in practice must constantly update their theoretical, mathematical,

scientific, technical and technological knowledge specific to their activities, either through
continuing education or through work experience, in order to remain competitive and capable;
they must also conduct themselves and provide more positive impact in order to maintain
the prestige of the profession; they must also take care of the quality of their approach
and reasoning thanks to the tools, methodology and intellectual standards suggested; they
must more often than not demonstrate creativity and originality: that’s what engineering
is all about!
60
Training institutions should develop an appropriate and adequate framework; provide the
necessary and adequate resources; develop the suggested core competences in their students,
but not only mathematical, scientific and technical knowledge; ensure accreditation and
quality assurance of the training provided; push students to think like engineers with enough
practical and real-life cases; integrate the (regional and international) needs of society and
industry in the development of their teaching content; and most importantly: they must
continuously improve and adapt very quickly to change.
61
INTRODUCTION TO ENGINEERING References
6 REFERENCES
[1]. Alasken, E. W. (2015). The Relationship between Engineers and Society: is it currently
fulfilling its potential? Journal and Proceedings of the Royal Society of New South Wales,
vol. 148, nos. 455 & 456, pp. 28-43.
[2]. Armytage, W. H. G. (1976). A Social History of Engineering. London: Faber and

Faber.
[3]. Aydin, O. T. (2015). University Choice Process: A Literature Review on Models and
Factors Affecting the Process. Retrieved from http://www.yuksekogretim.org/Port_Doc/
YOD_2015002/YOD_2015002006.pdf
[4]. Baine, C. (2015). A comprehensive guide to career decisions in engineering is there an

engineer in you. Retrieved from http://www.engr.iupui.edu/infofor/future-students/_
documents/ITAEIY4th2014IUPUI.pdf
[5]. Becker, F. S. (2010) Why don’t young people want to become engineers? Rational
reasons for disappointing decisions, European Journal of Engineering Education, 35:
4, 349 - 36
[6]. Benvenuto, E. (1991). An Introduction to the History of Structural Mechanics. New

York: Springer-Verlag.
[7]. Booker, P. J. (1963.) A History of Engineering Drawing. London: Northgate.
[8]. Buchanan, R. A. (1985). The rise of scientific engineering in Britain. British Journal
for the History of Science, 18: 218-33.
[9]. Burstall, A. F. (1963). A History of Mechanical Engineering. London: Faber and Faber.
[10]. Calvert, M. A. (1967). The Mechanical Engineer in America, 1830-1910. Baltimore,

MD: John Hopkins Press.
[11]. Cooke, M. L. (1922). Ethics and the Engineering Profession. The Annals of the
American Academy of Political and Social Science, 101, 68-72. Retrieved from http://
www.jstor.org/stable/1014588
62
[12].
Creating Technology (n.d. ). History of Engineering. Retrieved from http://
creatingtechnology.org/history.htm .
[13]. Crozet, F. (1985). The First Industrialists: The Problems of Origins. New York: Cambridge
University Press.
[14]. CTI (n.d.). History and missions of the CTI. Retrieved from https://www.cti-commission.
fr/la-cti/histoire-et-missions
[15]. CTI (2017). The global state-of-the-art in engineering education Outcomes of Phase
1 benchmarking study. Retrieved from https://www.cti-commission.fr/wp-content/
uploads/2017/10/Phase-1-engineering-education-benchmarking-study-2017.pdf
[16]. Davidson, C. I. (2010). Preparing future engineers for challenges of the 21st century:
Sustainable engineering. Journal of Cleaner Production, 18, 698-701. Retrieved from
https://pdfs.semanticscholar.org/4b73/a605a28969c79a89f96bc13cc1db8499ac9f.pdf
[17]. Education Corner (2018). Factors to consider when choosing a college or university.
Retrieved from https://www.educationcorner.com/factors-choosing-a-college.html
[18]. ENAEE (2012). About ENAEE. Retrieved from http://www.enaee.eu/accredited-

engineering-degrees/
[19].
Engineers Australia (2018). What is engineering? Retrieved from https://www.
engineersaustralia.org.au/For-Students-And-Educators/Engineering-Careers/What-Is-
Engineering
[20]. Flond, R. (1976). The British Machine-tool industry: 1850-1914. New York: Cambridge
University Press.
[21]. Fuchs, W. and Bochar, D. (n.d.). The Global Responsibility of Engineers in the 21st
Century - Challenges for the Engineering Education. Retrieved from https://www.feani.
org/sites/default/files/DW32_FEANI_v3.pdf
[22]. Gray, A. (2016). The 10 skills you need to thrive in the Fourth Industrial Revolution.
World Economic Forum. Retrieved from https://www.weforum.org/agenda/2016/01/
the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/
63
[23]. Kazi A. A., Nimra S. and Nawaz A. (2017).” Factors Influencing Students’ Career
Choices: Empirical Evidence from Business Students”, Journal of Southeast Asian
Research, DOI: 10.5171/2017.718849Lawler, R. (2013). Engineering in Society. (
2nded.). Retrieved from https://www.raeng.org.uk/publications/reports/engineering-
in-society
[24]. Kaushal, U. (2016). Empowering engineering students through employability skills.

Higher Learning Research Communications, 6(4).
[25]. Mayr, O. (1970). The Origins of Feedback Control. Cambridge: MIT Press.
[26]. Mayr, O. (1971). Adam Smith and Concepts of Feedback System. Technology and
Culture, 12: 1-22.
[27]. Moorthy, M.B.K., Mahendran,P. and Saravanan,S. (2014). Impact of Choice Factors
on Selection Of Engineering Institution In India. International Journal of Application
or Innovation in Engineering & Management,3(5), pp.28-35. Retrieved from http://
www.ijaiem.org/volume3issue5/IJAIEM-2014-05-05-013.pdf
[28]. Moss, M. S, and Hume, J. R. (1977). Workshop of the British Empire: Engineering
and Shipbuilding in the West of Scotland. London: Heinemann.
[29]. Musson, A. E. and Robinson, E. (1969). Science and Technology in the Industrial
Revolution. Toronto: University of Toronto Press.
[30]. National Academy of Engineering (2018). NAE Grand Challenges for Engineering.
Retrieved from http://www.engineeringchallenges.org/challenges.aspx
[31].
Nichols, S. P. and Weldon, W. F.(n.d.) Professional responsibility:
the role of engineering in society. Retrieved from http://www.me.utexas.edu/~srdesign/
paper/
[32]. Niewoehner, R. (2006). A Critical Thinking Model for Engineering. 2nd International
CDIO Conference, USA. Retrieved from http://www.cdio.org/files/document/file/
Niewoehner.pdf
[33]. OIQ (2008). Dossier Development of knowledge. La Revue de l’Ordre des Ingénieurs
du Québec, June-July 2008. Retrieved from https://www.oiq.qc.ca/Documents/DCAP/
Archives_Plan/2008/2008_05.pdf
64
[34]. Paul, R., Niewoehner, R. and Elder, L. (2013). The Thinker’s Guide to Engineering
Reasoning. (2 nded.). Carlifornia: Foundation for Critical Thinking.
[35]. Peters, T. F. (1987). Transitions in Engineering. Basil: Birkhäuser Verlag.
[36]. Rae, J. B. and Volti, R. (1993). The Engineer in History. New York: Peter Lang.
[37]. Riemer, M. J. (2007). Communication Skills for the 21st Century Engineer. Global
Journal of Engineering Education,11(1), 89-100. Retrieved from
https://www.researchgate.net/publication/299507876_Communication_Skills_for_
the_21st_Century_Engineer
[38]. Rolt, L. T. C. (1965). A Short History of Machine Tools. Cambridge: MIT Press.
[39]. Royal Academy of Engineering (2018). What is engineering? Retrieved from https://
www.raeng.org.uk/education/what-is-engineering
[40].
Samavedham, L. and Ragupathi, K. (2008). Facilitating 21st century skills in
engineering students. The Journal of Engineering Education. 1. 96-97. Retrieved from
https://www.researchgate.net/publication/285599694_Facilitating_21st_century_skills_
in_engineering_students
[41]. Sheppard, S., Colby, A., Macatangay, K. and Sullivan, W. (2006). What is Engineering
Practice? Int. J. Engng, 22(3), pp. 429-438.
[42]. Straub, H. (1952). A History of Civil Engineering. Cambridge, MA: MIT Press.
[43]. Sussan, R. (2008). The fourteen great challenges of tomorrow’s engineering. Retrieved
from http://www.internetactu.net/2008/02/25/les-quatorze-grands-defis-de-lingenierie-
de-demain/
[44]. Tarek, A. T. (n.d.). Introduction to Engineering. Philadelphia University. Retrieved

from http://www.philadelphia.edu.jo/academics/ttutunji/uploads/History.pdf
[45].
Tomorrow’s Engineers (2018). Make a difference to the world: engineering at the
university. Retrieved from https://www.tomorrowsengineers.org.uk/media/1660/te-
engineering-at-university-booklet.pdf
65
[46]. UNESCO (2010). Engineering: Issues Challenges and Opportunities for Development.
Retrieved from http://unesdoc.unesco.org/images/0018/001897/189753e.pdf
[47]. University of Maine (2018). What is engineering? Retrieved from https://engineering.

umaine.edu/what-is-engineering/
[48]. University of New South Wales (2018). What is engineering? Retrieved from https://
www.engineering.unsw.edu.au/about-us/what-is-engineering
[49]. Whisker, J. B. (1997). The United States Armory at Springfield: 1795-1865. Lewiston,
UK: Edwin Mellen Press.
[50]. Woodbury, R. S. (1972). Studies in the History of Machine Tools. Cambridge: MIT
Press.
[51]. Qualities of Engineers (careerinstem.com)
[52]. engineering | Definition, History, Functions, & Facts | Britannica
[53]. Microsoft Word - Changing_Japanese_mindsets_Anna_D_B_Tatsuki_K_iJEP.docx

(researchgate.net)
66

Introduction To Engineering

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Introduction To Engineering

Uploaded by

Copyright:

Available Formats

Introduction to Engineering

2 The main branches of engineering and job opportunities 31

3 Engineering practice and skills required of engineers 41

5 Conclusions and recommendations 59

1.1 WHAT IS ENGINEERING?

Figure 1: Highlighting engineering in the construction of an industrial structure

ABET (Accreditation Board of Engineering and Technology) defines engineering as the

Some key points of this definition:

Some of the main engineering orientations could include:

• The development of roads, bridges, airplanes, cars, machines, computers,

Engineering is also characterised by that knowledge which engineers possess namely:

• Scientific and mathematical knowledge in addition to knowledge gained from

Needs, wants, & Scientific knowledge and

Figure 2: Engineering modelling

Engineers should therefore be equipped with:

Complementary videos to watch:

1. A short introduction to Engineering, Explorist

1.2 WHO IS AN ENGINEER AND WHAT ARE THE

Figure 3: An engineer designing a house

The activity of an engineer can be summarized in the following figure. An engineer is

Figure 4: Key missions of an Engineer- The essential tasks of the engineer

Conditions of access to the title of engineer

The title of engineer is regulated.

To work as an engineer, you must be registered with the Tunisian Order

Table 1: Some criteria for access to engineering education by region

Engineers Society, the

Some roles of engineers today:

To find more about some great engineering

Complementary videos to watch:

•The industrial era

In this context, we will divide the ages into:

1.3.1 ANTIQUITY (3000 BC-600 AD)

A short list of their work:

Figure 6: The first wheels that were used in Mesopotamia

• The construction of the wonderful pyramids at Giza in Egypt by Khufu.

Highlight on the Seven Wonders of the Ancient World

- The Great Pyramid of Giza (2584 BC)

1.3.2 MEDIEVAL PERIOD- MIDDLE AGES (600-1600)

This period is marked by important contributions in mechanics and control.

• The invention of the crank system for water lifting devices.

Figure 7: Water lifting systems in ancient castles

1.3.3 RENAISSANCE (1600-1700)

Among the main achievements, we can mention:

• The use of technical drawings for communication is becoming a necessity (see

1.3.4 THE INDUSTRIAL ERA (1700-1945)

The main achievements of this period include:

• The development of the mercury thermometer by Gabriel Fahrenheit in 1718;

Figure 9: Mass production and assembly of vehicles

1.3.5 THE ELECTRONIC AGE (1945-1990)

There were many technological achievements in this period, such as:

• Transistor invented in 1947 with the rise of electronics

Figure 11:The aircraft developed through technological advances

1.3.6 THE INFORMATION AGE: SINCE 1990

The information age is marked by:

• use of nuclear and atomic energy

1.3.7 ENGINEERING TODAY

Figure 13: Engineering-induced ultramodern development: the case of Berlin, Germany

Complementary videos to watch:

1. History of Engineering Documentary

1.4 THE MAIN CHALLENGES FACING ENGINEERS

An international group of leading technological thinkers identified and announced in 2008,

• Make solar energy economical: the conversion rate of sunlight by photovoltaics

Figure 14: Access to drinking water: a major challenge in some localities

2 The main branches of engineering and job opportunities 31

3 Engineering practice and skills required of engineers 41

5 Conclusions and recommendations 59

1.2 WHO IS AN ENGINEER AND WHAT ARE THE

2 THE MAIN BRANCHES

3 ENGINEERING PRACTICE AND