Abstract
The chapter reviews key foundations and principles of the burgeoning discipline of executive or leadership coaching and explores how these relate to the practice, profession, and philosophy of engineering. In exploring and comparing objectives, approaches, cognitive preferences and future challenges of coaches and engineers, the authors identify a number of kindred properties between the two disciplines. This common ground would invite us to believe that engineering would naturally draw upon coaching for the development of its students, educators, and practitioners, but evidence shows that this is not the case. Although many late-stage engineers get coached upon reaching the C-suite or other high positions in the public or private sectors, early and mid-career engineers do not have ready access to the coaching support seen elsewhere. Equally, very few initiatives to integrate and tap into this resource are seen in the global engineering education system for academic leaders, educators, or engineering students in ways that would benefit future generations of engineers. This chapter aims at providing a possible explanation for this gap, whilst suggesting why and how coaching could possibly be the untapped resource that engineers may need to successfully meet the challenges and demands of today and tomorrow. The authors call on philosophers to join in the efforts, drawing out some key paths for collaboration and helpful future investigative questions.
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Acknowledgements
Nina would like to thank Laura Lane, head of Strategy and Operations at the Graduate School of Imperial College, London, for her time and invaluable contribution to this study.
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Jirouskova, N., Goldberg, D.E. (2023). How Modern Coaching Can Help Develop Engineers and the Profession: And How Philosophy Can Help. In: Fritzsche, A., Santa-María, A. (eds) Rethinking Technology and Engineering. Philosophy of Engineering and Technology, vol 45. Springer, Cham. https://doi.org/10.1007/978-3-031-25233-4_7
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