INDUSTRIAL AND ENGINEERING CHEMISTRY
EDITORIAL
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what appears to be an almost complete reversal of a tradition in enIngineering, Keith K. McDaniel, Chairman of the Professional Engineem in Industry section of the National Society of Professional Engineers, stated recently that “ I t is the belief of the Professional Engineers in Industry Committee on Continuing Education that the principal burden [for continuing education] lies with the employer. I t is the employer who can make time available. . . organize and conduct continuing education programs . . . supplement local programs. . . help defray the engineering employee’s expenses . . . and through pay increases, promotions, transfers, or increased responsibilities, can help motivate engineering employees to participate in continuing education programs. ” If this point of view is not sufficiently startling, consider this: “The responsibilities and burdens do not terminate in the employer, however. Colleges and universities as well as the professional and technical engineering societies must assume a much greater role in meeting the problems of technical obsolescence. The employer cannot do it alone-he needs the assistance of several institutions and organizations to meet his objectives . . . ” There is more such discussion in PEI’s latest survey report, “Continuing Education of Professional Engineers.” An interesting facet of these comments resides in the fact, determined by a survey of 2528 registered professional engineers, that more than 55% of them are already actively enrolled in some form of formal educational program, and that the individuals thus enrolled pay, on the average, more than GOYoof the costs of such programs. These are good averages for any group of individuals and attest to the strong tradition of self-motivation of professional engineers in this regard. One wonders, however, about the wisdom of shifting the burden of responsibility from such individuals to their employers. Granted that employers have responsibilities and that educational institutions have responsibilities, is it not, in the last analysis, the individual’s discharge of his responsibility that above all determines the success or failure of any activity in a nonautocratic society? Operating on the latter premise, the American Society for Engineering Education also has studied the question of continuing education for engineers in industry. I t finds ‘‘that engineers in general indicate they need more education. . . [and that] . a major problem is to determine when such training shall be provided and by whom.)’ This study covers 4057 engineers in industry and concludes that the individuals collectively. produce the definitions of the roles of the employer, the educator, and the technical society by their own view of their needs. Merritt A. Williamson, Dean of the College of Engineering at Pennsylvania State University, writing in Chemical Engineering Progress (May 1966, page 53), has reacted to the current groundswell of interest, talk, and study with a simple statement that the individual is the party most responsible for his own education; others are responsible to ensure that the courses, time, money, etc., are available so that the individual can discharge his own responsibility. We concur.
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