Professor Johan Meyer is the Head of School of Electrical Engineering in the Faculty of Engineering and the Built Environment (FEBE) at the University of Johannesburg (UJ). He holds a B.Ing (Electrical and Electronic Engineering), an M.Ing (Electrical and Electronic Engineering) and a D.Ing (Electrical Engineering) from the Randse Afrikaanse University. He has considerable experience in systems engineering stemming from his industrial work as systems engineering manager for a large avionics programme. He serves on the Faculty Science programme Committee and the Technical Programme Committee. He was instrumental in the design of the new Bachelor of Engineering Technology curriculum and advisor to the engineering programme accreditation committees of the engineering science and engineering technology programmes offered at the University of Johannesburg.Dr. Zach Simpson is a Senior Lecturer in the Faculty of Engineering and the Built Environment at the University of Johannesburg. He holds a PhD in Education from the University of Cape Town, South Africa. Zach has worked in the area of engineering education since 2009, during which time he has authored several journal articles, conference papers and book chapters. His work in this book reflects his background as an educationalist and the application thereof to the concerns of engineering study. For over eight years, Zach has worked with engineering educators on (re)developing curriculum and assessment to improve alignment of these with the requirements of the modern workplace; characterised as complex, dynamic and multidisciplinary. He has published work pertaining to cognitive demand, gender dynamics, assessment and the use of representations in engineering study.Dr. Suné von Solms is a Senior Lecturer at the Faculty of Engineering and the Built Environment at the University of Johannesburg, South Africa. She obtained a Ph.D in Computer Engineering in 2012, an M.Eng (Computer Engineering) Cum Laude in 2009 and a B.Eng (Computer and Electronic Engineering) Cum Laude in 2007 from the North-West University. Suné is a registered professional engineer with the Engineering Council of South Africa (ECSA) and a National Research Foundation (NRF) rated researcher. Her research interests include networks, engineering education and the social and human aspects of engineering. She is actively involved in engineering and community engagement projects within rural communities. Suné is part of the socio-technical team responsible for developing and maintaining relationships with partners in rural communities, exploring the needs of those partners, and designing and developing solutions for the rural communities.

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• SECTION I Engineering Education Projects as Socio-Technical Systems. Introduction to Socio-Technical Systems. Project-Based Learning. Engaged Learning. Appropriate Technology. Regulatory Context of Engineering Education. SECTION II Case Studies of engineering Education Projects within Socio-Technical Systems. Systems Engineering and Project Management: The Case of the Shell Eco-Marathon. Engineering Sustainability and Impact: The Case of the Gwakwani Village Project. Development of Non-Technical Competencies: The Case of the Jozi Digital Ambassadors Project. SECTION III Institutional Challenges for Engineering Education Projects within Socio-Technical Systems. Social Innovation and Entrepreneurship. Managing Socio-Technical Projects in Higher Education.

Professor Johan Meyer is the Head of School of Electrical Engineering in the Faculty of Engineering and the Built Environment (FEBE) at the University of Johannesburg (UJ). He holds a B.Ing (Electrical and Electronic Engineering), an M.Ing (Electrical and Electronic Engineering) and a D.Ing (Electrical Engineering) from the Randse Afrikaanse University. He has considerable experience in systems engineering stemming from his industrial work as systems engineering manager for a large avionics programme. He serves on the Faculty Science programme Committee and the Technical Programme Committee. He was instrumental in the design of the new Bachelor of Engineering Technology curriculum and advisor to the engineering programme accreditation committees of the engineering science and engineering technology programmes offered at the University of Johannesburg.Dr. Zach Simpson is a Senior Lecturer in the Faculty of Engineering and the Built Environment at the University of Johannesburg. He holds a PhD in Education from the University of Cape Town, South Africa. Zach has worked in the area of engineering education since 2009, during which time he has authored several journal articles, conference papers and book chapters. His work in this book reflects his background as an educationalist and the application thereof to the concerns of engineering study. For over eight years, Zach has worked with engineering educators on (re)developing curriculum and assessment to improve alignment of these with the requirements of the modern workplace; characterised as complex, dynamic and multidisciplinary. He has published work pertaining to cognitive demand, gender dynamics, assessment and the use of representations in engineering study.Dr. Suné von Solms is a Senior Lecturer at the Faculty of Engineering and the Built Environment at the University of Johannesburg, South Africa. She obtained a Ph.D in Computer Engineering in 2012, an M.Eng (Computer Engineering) Cum Laude in 2009 and a B.Eng (Computer and Electronic Engineering) Cum Laude in 2007 from the North-West University. Suné is a registered professional engineer with the Engineering Council of South Africa (ECSA) and a National Research Foundation (NRF) rated researcher. Her research interests include networks, engineering education and the social and human aspects of engineering. She is actively involved in engineering and community engagement projects within rural communities. Suné is part of the socio-technical team responsible for developing and maintaining relationships with partners in rural communities, exploring the needs of those partners, and designing and developing solutions for the rural communities.

Select Guide Rating

• SECTION I Engineering Education Projects as Socio-Technical Systems. Introduction to Socio-Technical Systems. Project-Based Learning. Engaged Learning. Appropriate Technology. Regulatory Context of Engineering Education. SECTION II Case Studies of engineering Education Projects within Socio-Technical Systems. Systems Engineering and Project Management: The Case of the Shell Eco-Marathon. Engineering Sustainability and Impact: The Case of the Gwakwani Village Project. Development of Non-Technical Competencies: The Case of the Jozi Digital Ambassadors Project. SECTION III Institutional Challenges for Engineering Education Projects within Socio-Technical Systems. Social Innovation and Entrepreneurship. Managing Socio-Technical Projects in Higher Education.