Defining and Assessing Global Engineering Competency: Methodological Reflections

Jesiek, Brent K.; Woo, Sang Eun; Zhu, Qin; Ramane, Kavitha D.; Choudhary, Neha

doi:10.18260/p.23781

Cited by 8 publications

(13 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Below we describe our SJT development procedures in greater detail, following the three-step process as outlined above. In two previous conference papers we introduced aspects of this process, including how we approached development of item stems, response items, and scoring keys (Jesiek, Woo, Zhu, Ramane, & Choudhary, 2015;Jesiek, Trellinger, & Zhu, 2018). The present paper offers additional details about this process, along with new results from a large-scale correlational study exploring how SJT performance is potentially related to other measures.…”

Section: Gec-sjt Developmentmentioning

confidence: 99%

Development of a situational judgment test for global engineering competency

Jesiek

Woo

Parrigon

et al. 2020

J of Engineering Edu

Self Cite

View full text Add to dashboard Cite

BackgroundAs globalization continues to impact the engineering profession, many programs aim to prepare current and future engineers to work across national and cultural boundaries. Yet there remains a lack of quality tools for assessing global competency among engineers and other technical professionals, including their behavioral tendencies in global work situations. PurposeWe introduce development of a situational judgment test (SJT) covering three dimensions of global engineering competency in Chinese national/cultural context. The main aim of this paper is to describe how the SJT was developed through a systematic multi-step process. Secondarily, we explore relationships between SJT performance and other theoretically relevant variables. MethodsAfter generating a large initial pool of SJT scenarios and behavioral response items, we used ratings from subject matter experts (SMEs) to select 6 SJT scenarios and create scoring keys for 26 response items. To further explore the instrument's validity, we deployed the SJT items, other relevant measures, and a demographic survey to a sample of practicing engineers (n=400). ResultsSME ratings provide strong evidence for the content relevance of the GEC-SJT tool. Survey results also suggest positive relationships between SJT performance and Chinese cultural knowledge, age, and years of work experience. However, more validity and reliability evidence is needed before recommending wider use of the instrument. ConclusionsOur findings confirm the SJT format as a promising behavior-based approach to measuring This article is protected by copyright. All rights reserved. This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

show abstract

Section: Gec-sjt Developmentmentioning

confidence: 99%

Development of a situational judgment test for global engineering competency

Jesiek

Woo

Parrigon

et al. 2020

J of Engineering Edu

Self Cite

View full text Add to dashboard Cite

show abstract

“…Yet most engineers will be put in teams with international participants whose mode of thinking and approach to engineering problem solving is quite different than their own [7]. Modern communication and internet technologies offer engineering faculty the opportunity to take on joint projects in international student teams.…”

Section: International Multidisciplinary Capstone Projectsmentioning

confidence: 99%

“…For assessing any change of attitudes from this international experience, the shortened form of the Miville-Guzman Universality Diversity Scale (MGUDS-S) has been used. This tool has been recently shown to be an effective protocol in assessing global competency of students [7] [9].…”

Section: International Multidisciplinary Capstone Projectsmentioning

confidence: 99%

Project based learning: Real world experiential projects creating the 21st century engineer

Sanger

Ziyatdinova

2014

2014 International Conference on Interactive Collaborative Learning (ICL)

View full text Add to dashboard Cite

Industry throughout the world are demanding engineering graduates that are better prepared to support their organizations. Project based learning (PBL) is being recognized as a pedagogical approach that gives engineering students an opportunity to learning by doing and applying their training to real world problems. PBL is implemented in many different styles. This paper describes one of the themes of PBL-the gradual transition from solving closed ended problems to addressing real world open ended problems. The ultimate project experience is described in a global international project which explores not only the technical challenges of an open project but also the challenges of working collaboratively with engineering students from different cultures. Keywords-project based learning, global engineer, open ended projects, project management component; formattingI.

show abstract

“…Aligned with the second project objective, we next created a large collection of potential SJT assessment items covering the three GEC dimensions and six national/cultural contexts listed above. While described in more detail elsewhere [28], this process followed accepted best practices for SJT development and involved the following key steps: 1) draft at least 3 SJT item stems (i.e., paragraph-length descriptions of work situations or dilemmas that might be encountered by global engineers) for every possible combination of GEC dimension and country, and 2) create 5-9 response options (i.e., ways of handling a given situation with wide variations in likely effectiveness) for every item stem. We ultimately created 66 unique item stems, or 74 in total given that some were reused for use in multiple national/cultural contexts.…”

Section: Project Backgroundmentioning

confidence: 99%

“…Readers who are interested in more scenarios of this type can find another sample China scenario featured in a prior publication [28], and an adaptation of that scenario in the form of a short video vignette on YouTube [36] and an accompanying instructor's guide [37]. The video format is very engaging in training sessions, especially for student participants.…”

Section: Interpretation Of the Response Options Based On Culture And Contextmentioning

confidence: 99%

Global Engineering Competency: Assessment Tools and Training Strategies

Jesiek¹,

Buswell²,

Zhu³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

He also leads the Global Engineering Education Collaboratory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance understanding of geographic, disciplinary, and historical variations in engineering education and practice.

show abstract

Defining and Assessing Global Engineering Competency: Methodological Reflections

Cited by 8 publications

References 23 publications

Development of a situational judgment test for global engineering competency

Development of a situational judgment test for global engineering competency

Project based learning: Real world experiential projects creating the 21st century engineer

Global Engineering Competency: Assessment Tools and Training Strategies

Contact Info

Product

Resources

About