ABSTRACT
The concluding chapter reports on the progress made by the students since graduating with master’s degrees in engineering. Looking at the kind of companies they have gone into, and the type of work they do, this chapter considers how far these young engineers are able to be, and to do, that which they have reason to value. It also looks at whether and how they are able to work as pro-poor engineers or practise socially-just engineering in both global South and global North contexts. Drawing on these data, the chapter reflects on the robustness of the framework for public-good engineering developed in this book. Finally, the chapter theorizes how becoming and being a public-good engineer is influenced by gender, race and socio-economic class. Also included in this chapter is a summary of the book’s methodological limitations and original contributions, as well as recommendations for future directions in engineering education research.
