CONFERENCES
E&PDE 2026 - 28th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
THE T-SHAPE OF FEMALE DESIGN ENGINEERS: STUDYING HOW THE DESIGN SKILLS OF FEMALE DESIGN ENGINEERS EVOLVE THROUGH THEIR CAREERS
Dekoninck, Elies; Jones, Nia
Type:
Year:
2026
Editor:
Buck, Lyndon; Brisco. Ross; Bohemia, Erik
Author:
Series:
E&PDE
Institution:
University of Bath, United Kingdom
Page(s):
37 - 42
DOI number:
ISBN:
978-1-912254-24-8
ISSN:
3005-4753
Abstract:
This study explores the evolution of female design engineers’ skillsets across career stages, focusing on implications for engineering education and the validity of the T-shaped skill model. Design engineering requires both hard (technical) and soft (interpersonal) skills, yet curricula often emphasize technical proficiency, leaving graduates underprepared in areas like communication and open-ended problem-solving. This gap is especially relevant given persistent gender disparities in engineering education and practice. Thirteen female design engineers were interviewed and grouped into Novice, Intermediate, and Expert categories. Using a skill card methodology aligned with two prior studies at the University of Bath, participants identified and scored their skills, categorized as Specialist or Multidisciplinary. Profiles were analysed for alignment with T-shaped, I-shaped, pi-shaped, or X-shaped models. Findings revealed no direct correlation between experience and skill quantity. Experts showed the highest proficiency, suggesting mastery develops with experience. Many profiles did not fit predefined shapes, indicating such models may serve better as qualitative frameworks. Compared to previous studies, female participants selected fewer skills and scored lower in hard skills, with greater discrepancies between self-assessed and externally assessed scores—potentially reflecting internalized gender biases. These findings highlight the need for engineering education to better support soft skill development and address gendered perceptions of competence. This research contributes to the inclusive engineering education discourse by showing how skill development pathways differ by gender and experience, advocating for new ideas and flexible curriculum design.
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