Dilemmas of student technical and social science thinking

There is an excessive emphasis focused on highly technical matters in engineering curricula which not only excludes greater technical diversity but also knowledge of human aspects necessary in engineering practice. Although the need for the inclusion of greater humanities and social sciences content into engineering curricula has been recognized there are still barriers both on the side of students and academics. Similar barrier can be observed in social science and humanities study programmes when knowledge of basic mathematics or engineering is mostly refused by faculty representatives and undergraduates. In our paper, data of a pilot study are presented - we point to the views of engineering and HRM students towards “hard” and “soft” sciences, technical and “non-technical” thinking.