Abstract
The accelerating pace of technological advancement in the Fourth Industrial Revolution has intensified the demand for engineers who possess not only deep technical expertise but also managerial acumen. This study critically examined the persistent gap between technical engineering competencies and engineering management capabilities through a mixed-methods design. Drawing on 312 quantitative survey responses and 24 in-depth qualitative interviews across sectors such as construction, information and communication technology, and manufacturing, the research identified how insufficient integration of managerial training in engineering curricula, limited real-world exposure, and fragmented professional development frameworks compromise project efficiency, stakeholder satisfaction, and leadership readiness. The findings reveal that only 38% of engineers rate their management skills as strong, despite 72% confidence in technical ability, contributing to significant project overruns and strategic misalignment. While professional certifications and mentorship were shown to partially bridge the gap, systemic limitations in curricular structure, organizational culture, and regional disparities remain formidable. The study proposes a multi-level intervention framework encompassing curriculum reform, continuous professional development, digital micro-credentialing, and industry academia collaboration to cultivate hybrid engineer-leaders. Furthermore, adaptive organizational cultures and context-sensitive training approaches are deemed essential for meaningful competency convergence. This research contributes to the growing body of knowledge by offering empirical and theoretical insights into how educational design, experiential learning, and structural policy reforms can align technical and managerial skillsets. Its findings provide actionable pathways for universities, industry leaders, and policymakers seeking future-proof engineering education and enhance leadership pipelines in the era of digital transformation.