Academic Preparation for the Global Engineer

Waggenspack, Warren N.; Hull, Warren; Bowles, David; Liggett, Sarah; Sears, Stephen

doi:10.18260/1-2--17412

Cited by 2 publications

(3 citation statements)

References 12 publications

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“…The Klein-Gardner and Walker [4] survey found a range of 2.8 to 4.3 (5 point scale) for importance of their categories with the five highest being; 1) ability to communicate across cultures, 2) the ability to appreciate other cultures, 3) a proficiency working in or directing a team of ethnic and cultural diversity, 4) the ability to effectively deal with ethical issues, and 5) possessing understanding of cultural differences in engineering work. Based on 38 responses (not intended to be statistically significant) to a survey of a variety of engineering alumni and fewer than 10 senior faculty members who had engineering experiences on a global basis, Waggenspack, et al [10] found their top three items to be "understanding of global cultural diversity", "oral, written, and visual communication skills", and "ability to work harmoniously and efficiently in diverse group settings".…”

Section: Study Developmentmentioning

confidence: 99%

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Assessing Engineering Global Competencies – Importance and Preparation

Gustafson¹,

Simon²

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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In the last decade and a half, there has been particular interest and action towards globalization and preparation of undergraduate engineers for the practice of engineering in a global context. To support program change decisions, a study with the goals of 1) determine the relative importance of a defined set of eight competencies related to the practice of engineering in a global context, 2) determine the perceived level of preparation of recent engineering graduates related to the competencies, 3) collect suggestions for improvement from selected constituencies, and 4) gather both information about current company practices and employment conditions for recent graduates, was undertaken. By seeking ratings of both importance and preparation, both importance and a gap analysis can be used to set priorities for curriculum change. Eight competencies were arrived at by review of competencies from recent studies reported in the literature for engineering and those defined for all students of the University by the Office of International Affairs at Ohio State University. The eight are:1. Understanding of global cultural diversities and their impact on engineering decisions.2. Ability to deal with ethical issues arising from cultural or national differences.3. Proficiency in a second language. 4. Ability to communicate across cultural and linguistic boundaries. 5. Proficiency in working in an ethnically and culturally diverse team. 6. Understanding of the connectedness of the world and the workings of the global economy. 7. Understanding of the international aspects of engineering topics such as supply chain management, intellectual property, liability and risk, market and product design considerations, and business practices. 8. Familiarity with the history, government, and economic system of several target countries. Surveys were conducted using three populations: 1) 2 and 3 year engineering alumni, 2) 10 and 15 year engineering alumni, and 3) members of the departmental and college advisory committees. Respondents were asked to rank, using a Likert type scale, the eight competencies for both importance and preparation. From this a gap or difference was calculated. Summary observations include: Sequence of importance ratings shows some difference of opinion between groups.However all three highly rated both: 7. Understanding of the international aspects of engineering… and 5. Proficiency in working in … diverse team. Two of the three groups highly rated 6. Understanding of the connectedness…. The lowest two for all three groups were: 3. Proficiency in a foreign language and 8. Familiarity with the history….  Sequence for gap or difference (Importance-Preparation) ratings also shows some similarities and some differences. All three groups showed the largest gap, by some margin, for: 7. Understanding of the international aspects of engineering…. Across groups the next largest gaps would be 6. Understanding of the connectedness of the world… and 4. Ability to communicate across cultural and linguistic boundaries.

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Section: Study Developmentmentioning

confidence: 99%

“…International Affairs 5 Competencies [9] Dimensions of Global Competence [4] To succeed in today's global workforce, an engineer must [10] 1 Ability to work effectively in international settings.…”

Section: Table 1 Global Competencies For Engineering From the Literaturementioning

confidence: 99%

Assessing Engineering Global Competencies – Importance and Preparation

Gustafson¹,

Simon²

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Engineering programs are partially responsible to provide the needed skills so that students will be successful upon graduation. This challenge does require periodic review [2]. Are universities and engineering programs doing enough?…”

Section: Introductionmentioning

confidence: 99%

What Do Engineering Students Really Need for the Workplace and Life?

Treuren¹,

Jordan²

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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and returned to the USAF Academy to teach heat transfer and propulsion systems. At Baylor University, he teaches courses in laboratory techniques, fluid mechanics, energy systems, and propulsion systems, as well as freshman engineering. Research interests include renewable energy to include small wind turbine aerodynamics and experimental convective heat transfer as applied to HVAC and gas turbine systems.

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Academic Preparation for the Global Engineer

Cited by 2 publications

References 12 publications

Assessing Engineering Global Competencies – Importance and Preparation

Assessing Engineering Global Competencies – Importance and Preparation

What Do Engineering Students Really Need for the Workplace and Life?

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