ABSTRACT
In this chapter the value and purpose of engineering education are discussed from the viewpoint of engineering lecturers. The chapter also unpacks different types of knowledge and ways of knowing and teaching that are conducive to public-good engineering. It then considers the findings presented in chapter 3, and draws links between the empirical data across both chapters. Topics include the purposes of engineering education, developing engineering identities, lecturers’ valued functionings, teaching transversal skills through technical subjects and what it takes to cultivate the types of values that are most likely to result in engineering students valuing sustainable human development as a public good.
