Engineering Students' Development of Global Engineering Competencies during International Programs

Abstract

Engineering students need to be prepared to work across cultures to solve complex, global problems. One common way these outcomes are achieved is by enrolling in international programs. The goal of this dissertation is to understand what students experience and what they learn during international engineering programs. I approached this problem using a multi-case study of the following types of programs: 1) a summer international research experience, 2) an engineering semester at a university-owned study abroad center, and 3) an online international collaborative capstone. In each program, students recorded spoken reflections on their real-time thoughts and experiences. The data were supplemented with interviews, observations, surveys, and program documents. I analyzed the data with the framework of Global Engineering Competency, which I defined as a combination of global, technical, and professional competencies. The results indicate that the best way to impart cultural competencies are from long-term immersion in a different culture. To achieve engineering workplace skills, students need hands-on experiential learning, especially with international colleagues. As program leaders design these types of programs, they must consider how the different dimensions of the program point to the intended learning. They should also communicate to enrolling students what to expect.