Developing Global Competence in Global Virtual Team Projects: A Qualitative Exploration of Engineering Students’ Experiences

Abstract

The incorporation of digital learning and teaching tools has been recognized as presenting an opportunity to maximize access, quality, and inclusion, especially when it comes to international education. Unanticipated events, such as the COVID 19 pandemic, can result in profound disruptions to teaching and learning, and the use of these tools can provide mitigation to these disruptions. This paper reports on the design and study of an InVEST global virtual team (GVT) program that incorporates global competency training modules (GCMs) and leverages digitization to engage engineering students across multiple locations deeply in global collaborative work — a skillset that is critical for 21st-century engineers. Study results showed the GCMs were effective in helping students develop the global competencies necessary for international virtual collaboration. We also highlight challenges and provide recommendations for practice.

International Research Experiences and Global Competency Development for Graduate Students in Engineering and Science

“…Also, population growth, economic development, and climate change have increased environmental pressures, decreasing air and water quality, and increasing environmental health disparities between the wealthy and the poor (Mihelcic et al, 2017; United Nations, 2020). Global pandemics have required virtual multidisciplinary collaborations among STEM professionals from different countries and cultures (Ndubuisi et al, 2022). These have magnified calls for STEM students to develop global competencies (Ayokanmbi, 2011; Hunter et al, 2006; Jesiek et al, 2014; Majewska, 2022; Mihelcic et al, 2017; Strong et al, 2020; U.S.…”

Global competence scale: An adaptation to measure pre-service English teachers’ global competences

“…When they improved the curricula for grades 2-8 and 9-12, the Turkish Ministry of National Education (MoNE, 2017) also embraced the 21st-century skills framework besides values education and necessitated the injection of such global competences as communication in foreign languages, social and civic competences, cultural awareness, and communication. Certain practices and opportunities such as study abroad (see Ozkul, 2019;Schenker, 2019;Fisher et al, 2022), exchange programs, virtual exchange programs (see Duffy et al, 2022;Ndubuisi et al, 2022), and teaching abroad (Cushner & Mahon, 2016) are seen as key means to acquire and develop GC. Such programs are also known to alter students' perspectives of the world and improve their cultural awareness (Cushner & Mahon, 2016) and intercultural competence and abilities (He et al, 2017;Özkan & Mutludoğan, 2018).…”

Assessment of an International Virtual Exchange Project with Civil Engineering Students from the US and Palestine: Global Competencies, Perceived Value, and Teamwork

“…The InVEST study showed that intercultural activities provide a unique lens to students to exhibit intercultural sensitivities to virtual global team projects and can facilitate better collaboration with students from various institutions. The study also suggests that higher education institutions can utilize these learning approaches and enhance their engineering students' skills and instill valuable professional experience for their future roles as modern-day engineers [16].…”