The Global Engineer
Engineering is clearly a global profession and this discipline has witnessed a major expansion of the impact of globalisation in terms of skills needed to work around the world and to recognise the value of broader interdisciplinary skills.
This chapter reviews the ways in which the concept of the ‘global engineer’ has been developed and promoted within higher education courses. It also recognises the contribution that engineering student networks have played in terms of encouraging the need for ‘globally orientated’ skills to be effective engineers. The chapter looks also at the increasing importance given to inter-cultural competencies and a major European project on the Global Dimension to Engineering Education.
- Accreditation Board for Engineering and Technology (ABET). (2016). Accreditation Policy and Procedure Manual 2016–2017: Baltimore: ABET. Retrieved May 21, 2018, from http://www.abet.org/wp-content/uploads/2016/12/A001-17-18-Accreditation-Policy-and-Procedure-Manual-11-29-16.pdf.
- American Society of Engineering Education (ASEE). (2013). Transforming Undergraduate Engineering Education: Workshop Report – Synthesizing and Integrating Industry Perspectives. Retrieved May 21, 2018, from https://www.asee.org/TUEE_PhaseI_WorkshopReport.pdf.
- Baillie, C. (2012). Global Dimensions in Engineering: A Guide to Running Workshops for Engineering Students. Perth: Western Australia, Engineering, Social Justice and Peace. Retrieved June 10 2018, from http://esjp.org/wp-content/uploads/2012/02/Global%20Workshop%20Guide%202012.pdf.
- Baillie, C., Pawley, A., & Riley, D. (Eds.). (2012). Engineering and Social Justice. West Lafayette, IN: Purdue University Press.Google Scholar
- Bourn, D. (2009). Global Engineer – Strategies for the Way Forward. Unpublished paper for National University of Ireland, Galway.Google Scholar
- Bourn, D., & Neal, I. (2008). The Global Engineer. London: Engineers Against Poverty.Google Scholar
- Budney. (2015). Adding an International Senior Design Component into the Civil Curriculum. Paper presented at 122nd ASEE Annual Conference. Retrieved May 21, 2018, from https://peer.asee.org/adding-an-international-senior-design-component-into-the-civil-curriculum.
- Danielewicz-Betz, A., & Kawaguchi, T (2013). Equipping Engineering Students with Global Skills, 2013. International Conference on Teaching, Assessment and Learning, IEEE, pp. 733–736.Google Scholar
- Downey, G. (2008). The Engineering Culture Syllabus as Formation Narrative: Critical Participation in Engineering Education Through Problem Definition. University of St. Thomas Law Journal, 5(2), 427–456.Google Scholar
- Downey, G. L., Lucena, J. C., Moskai, B. M., Parlhurst, R., Bigley, T., Hays, C., Jesiek, B. K., Kelly, L., Miller, J., Ruff, S., Lehr, J., & Nicholas-Reif, A. (2006). The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently. Journal of Engineering Education, 95, 107–122.CrossRefGoogle Scholar
- Engineers Without Borders UK. (2018). Engineering for People Design Challenge. Retrieved June 28, 2018, from https://www.ewb-uk.org/engineering-for-people/.
- Hariharan, B., & Ayyagari, S. (2016). Developing Global Preparedness Efficacy. In W. Leal Filho & S. Nesbit (Eds.), New Developments in Engineering Education for Sustainable Development (pp. 81–90). Cham: Springer International Publishing.Google Scholar
- Jesiek, B., Zhu, Q., Woo, S. E., Thompson, J., & Mazzurco, A. (2014). Global Engineering Competency in Context: Situations and Behaviors. Online Journal for Global Engineering Education, 8(1).Google Scholar
- King, R. (2008). Engineers for the Future: Addressing the Supply and Quality of Engineering Graduates for the 21st Century. Epping, New South Wales: Australian Council of Engineering Deans. Retrieved May 21, 2018, from https://www.engineersaustralia.org.au/sites/default/files/content-files/ACED/engineers_for_the_future.pdf.
- Lamb, A., Roberts, E., Kentish, J., & Bennett, C. (2007). Students as Active Global Citizens. Zeitschrift fur internationale Bildungsforschung und Entwicklungspadagogik, 30(1), 17–19.Google Scholar
- Morkos. (2014). A Comparative Survey of Domestic and International Experiences in Capstone Design. Clemson: Clemson Engineering Design Applications and Research (CEDAR), Clemson University Tiger Prints.Google Scholar
- National Academy of Engineering. (2004). The Engineer of 2020: Visions of Engineering in the New Century. Washington, DC: National Academies Press.Google Scholar
- National Research Council. (1999). Engineering Education Tasks for the new Century: Japanese and US Perspectives. Washington, DC: National Academy Press.Google Scholar
- Pawley, A. L. (2012). What Counts as ‘Engineering’: Towards a Redefinition. In C. Baillie, A. L. Pawley, & D. Riley (Eds.), Engineering and Social Justice in the University and Beyond. West Lafayette, IN: Purdue University Press.Google Scholar
- Ragusa, G. (2014). Engineering Global Preparedness: Parallel Pedagogies, Experientially Focused Instructional Practices. International Journal of Engineering Education, 30(2), 400–411.Google Scholar
- Report, H. (2006). Educating Engineers for the 21st Century, the Industry View. London: Henley Management College.Google Scholar
- Rizvi, F., & Lingard, B. (2010). Globalizing Education Policy. Abingdon: Routledge.Google Scholar
- Sheppard, K., Dominick, P., & Aronson, Z. (2004). Preparing Engineering Students for the New Business Paradigm of International Teamwork and Global Orientation. International Journal of Engineering Education, 20(3), 475–483.Google Scholar
- Spinks, N., Silburn, N., & Birchall, D. (2006). Educating Engineers for the 21st Century: The Industry View. Henley-On-Thames: Henley Management College.Google Scholar
- Sterling, S. (2001). Sustainable Education. Dartington: Green Books.Google Scholar
- Trimingham, R. (2014). Teaching and Assessment Methods. In Integrating GDE into the Academia, GDEE (Eds.), Global Dimension in Engineering Education, Barcelona. Retrieved May 10, 2018, from http://gdee.eu/index.php/resources/other-resources.
- Trimingham, R., Lazzarini, B., Perez-Foguet, A., Noble, N., Boni, A., Sieera-Castaner, M., Mongera, F., & Zolezzi, G. (2016). Integrating the Global Dimension in Engineering Education: Experiences from a Collaborative Project. In W. Leal Filho & P. Pace (Eds.), Teaching Education for Sustainable Development at University Level, World Sustainability Series (pp. 175–190). Dordrecht: Springer.Google Scholar
- Vitto, C. (2008). Cross Cultural ‘Soft Skills’ and the Global Engineer: Corporate ‘Best Practices’ and Trainer Methodologies. Online Journal for Global Engineering Education, 3(1), 1–5.Google Scholar