Shared Foundations, Divergent Priorities: United States and Korean Faculty Beliefs about Engineering and University Education

Benjamin Ahn

doi:10.3991/ijep.v16i6.63104

Authors

Benjamin Ahn The Ohio State University, Columbus, OH, USA https://orcid.org/0000-0002-3808-0398

DOI:

https://doi.org/10.3991/ijep.v16i6.63104

Keywords:

Faculty beliefs, university purpose, engineering education, South Korea, United States

Abstract

This study explores the beliefs of engineering faculty in the United States (U.S.) and South Korea regarding the nature of engineering and the purpose of university education. It analyzed open-ended survey responses from 23 faculty members—12 from the U.S. and 11 from South Korea. Faculty in both countries consistently defined engineering as a problem-solving discipline based on scientific and mathematical principles aimed at benefiting society. However, notable differences also emerged. U.S. faculty emphasized ethical responsibility, environmental sustainability, design thinking, and teamwork, while Korean faculty focused on economic efficiency and technical competence. Concerning the purpose of university education, U.S. faculty valued holistic student development, including personal growth, critical thinking, and lifelong learning (LLL), whereas Korean faculty prioritized disciplinary expertise and professional readiness. These findings highlight both the similarities and differences in faculty beliefs and how these perceptions can potentially influence ideas about engineering education. The study adds to ongoing discussions on curriculum design, faculty development, and international collaboration within engineering and engineering education.

Author Biography

Benjamin Ahn, The Ohio State University, Columbus, OH, USA

Benjamin Ahn is an Associate Professor in the Department of Engineering Education and the Mechanical and Aerospace Engineering at The Ohio State University. Benjamin’s research spans diverse domains, including (1) the development of technical and professional skills in engineering students, (2) teaching and learning practices in engineering, and (3) the school-to-work transition of early-career engineers. Benjamin earned his BE degree in Aerospace Engineering with first-class honors from the University of New South Wales in Australia, his MS degree in Aeronautics and Astronautics from Purdue University, and his PhD degree in Engineering Education from Purdue University. Following his graduation, he held a postdoctoral appointment at MIT.

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