In:
Social Studies of Science, SAGE Publications, Vol. 20, No. 1 ( 1990-02), p. 65-112
Abstract:
Over the half century to 1940, in England and Wales, university education virtually replaced apprenticeship as the élite entry into professional engineering. Although some employers scorned `college men', other firms, both large and small, welcomed the novel technical skills graduates offered. These employers had the power to influence university teaching through local organizations and the national professional engineering institutions. The early curriculum was based on abstract engineering science, to which less-established colleges added teaching more closely related to contemporary industrial practice. The 1920s saw attempts to introduce management studies into engineering curricula, although these were not greatly successful. By the late 1930s, a powerful alliance of employers and academics sought to raise the prestige of engineering by focusing courses on practice in engineering science, leaving management to be taught in firms and through graduate courses. This suggestion won the support of leading employers, and became the basis for the growth of `scientific' engineering after 1945.
Type of Medium:
Online Resource
ISSN:
0306-3127
,
1460-3659
DOI:
10.1177/030631290020001003
Language:
English
Publisher:
SAGE Publications
Publication Date:
1990
detail.hit.zdb_id:
1482712-8
SSG:
11
SSG:
3,4
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