In the global tapestry of chemical engineering, culture and context weave strikingly different patterns of thought.
A recent study exploring the attitudes of Colombian and American chemical engineers reveals a fascinating divergence in how these professionals perceive their own role. While their core technical knowledge is similar, their conception of what chemical engineering is and what it is for is deeply shaped by their national and industrial context 1 . This exploration uncovers not just different answers, but different questions that define the engineering identity on two sides of the Americas.
Focused on national economic development and solving immediate industrial challenges. This utility-focused view is highly valued as a direct pathway to securing employment 1 .
Encompasses a broader conceptual framework that includes a role closer to that of a pure scientist, engaged in fundamental research and normal science investigations 1 .
Colombia's chemical process industries are built on a foundation of abundant natural resources and a diverse agricultural sector. The country's chemical industry is a vital pillar of its economy, with gross sales of its chemical process industries (CPI) representing nearly 19% of the national GDP 3 .
[Industry Distribution Chart - Colombia]
At Universidad Pontificia Bolivariana, faculty have established a "transversal axis of process safety" with learning experiences distributed across key courses 5 .
This approach, branded as "The moment of safety," aims to build a lasting safety culture. Survey results showed that 81.8% of students indicated a high level of expectation for the methodology, and 93.9% valued it as correct 5 .
In the United States, institutions like Texas A&M University are confronting a projected 38% decline in chemical engineering graduates amid increasing demand 4 .
Their response has included curriculum innovations like a mass and energy balance laboratory designed to be the first course in chemical engineering. This approach incorporates active and cooperative learning, which has been shown to increase retention from 68% to 85% 4 .
The study employed a convergent mixed-methods approach, gathering both quantitative and qualitative data for a comprehensive analysis 1 .
A mixed questionnaire was administered to undergraduate and graduate Colombian and American chemical engineers to gather broad patterns of attitudes and conceptions 1 .
Structured questions measuring attitudes toward engineering roles
Undergraduate and graduate engineers from both countries
Statistical analysis of attitudes and conceptions
Based on the survey results, semi-structured interviews were conducted with a smaller population to gain deeper insights into the emerging themes 1 .
Semi-structured format with open-ended questions
Smaller population selected based on survey results
Genetic-structural convergence analysis
While the study is still in progress, early findings point to meaningful differences in how Colombian and American chemical engineers conceptualize their field.
| Aspect of Professional Identity | Colombian Context | American Context |
|---|---|---|
| Primary Focus | Industrial utility and economic development | Scientific investigation and practical application |
| Professional Value | Job readiness and problem-solving | Research contributions and innovation |
| Relationship to Science | Engineering as applied science | Closer alignment with "normal science" |
| Societal Role | Driver of national economic growth | Contributor to scientific and technological advancement |
The research indicates that Colombian engineers tend to view their profession through a lens of practical utility and economic contribution. This perception is closely aligned with the country's development needs and industrial structure 1 .
Understanding engineers' conceptions requires specialized methodological tools. This study employs approaches that blend quantitative and qualitative techniques to capture both the breadth and depth of professional attitudes.
| Research Tool | Primary Function | Application in This Study |
|---|---|---|
| Mixed Survey Questionnaire | Gathers broad, quantifiable patterns of attitudes and beliefs | Administered to undergraduate and graduate engineers in both countries to establish baseline attitudes 1 |
| Semi-Structured Interviews | Provides rich, contextual insights into individual experiences | Conducted with a smaller population to explore emerging themes from survey data 1 |
| Genetic-Structural Analysis | Examines how attitudes converge with socio-historical structures | Used to analyze responses in relation to each country's industrial development and engineering history 1 |
| Social Identity Theory | Framework for understanding group membership and identity | Informs the analysis of how engineers see themselves within professional and national contexts 8 |
Structured instruments to measure attitudes across large populations
Qualitative exploration of individual perspectives and experiences
Integration of quantitative and qualitative findings for comprehensive understanding
The implications of this research extend far beyond academic curiosity. Understanding these conceptual differences is crucial for:
The findings can inform the design of chemical engineering curricula that are better aligned with both global standards and local contexts 1 .
This visibility allows educators to "set up undergraduate curriculums and policies about engineering education taking into account the context in which they are developed" 1 .
As chemical engineering becomes increasingly globalized, understanding these different perspectives can enhance collaboration between international teams.
The recognition that engineers from different backgrounds may bring complementary approaches to problem-solving can foster more innovative solutions to complex challenges 4 7 .
Research on professional identity has significant implications for diversity and retention in the field.
Studies have shown that exclusionary practices based on narrow definitions of what constitutes a "true" engineer can create sustained problems for diversity 8 . Broader conceptions may help attract and retain a more diverse workforce 4 6 .
The ongoing energy transition and increasing focus on sustainability will likely continue to reshape the chemical engineering profession globally 4 7 . Understanding how different national contexts influence engineers' self-perception will be valuable in navigating these changes and preparing the next generation of engineers for the complex challenges ahead.
The exploration of Colombian and American chemical engineers' conceptions reveals a profession that is both technically unified and culturally diverse. The same equations for mass and energy balance are taught in both countries, the same principles of thermodynamics govern the processes they design, yet the meaning they ascribe to their work is inflected through different cultural, historical, and economic lenses.
This research reminds us that engineering is not merely a technical discipline but a human one, shaped by the societies it serves and the contexts in which it operates. The Colombian emphasis on utility and economic development and the American comfort with scientific investigation represent complementary rather than competing visions of the profession. Both perspectives are valuable; both are needed to address the complex challenges of our time.
As the study continues, it promises to provide even deeper insights into how these professional identities form, evolve, and ultimately shape the future of chemical engineering across the Americas. The bridge between these conceptions may well be where the most innovative engineering solutions are born.