Engineers of the future: student perspectives on integrating global competence in their education

References

• ABET. 2018. “Criteria for accrediting engineering programs,” Baltimore, MD, E001 11/24/2018, 2018. Accessed: 22.08.2021. [Online]. Available: https://www.abet.org/wp-content/uploads/2018/11/E001-19-20-EAC-Criteria-11-24-18.pdf.
   Google Scholar
• Arasaratnam-Smith, L. A. 2020. “Developing Global Graduates: Essentials and Possibilities.” Research in Comparative and International Education 15 (1): 20–26. https://doi.org/10.1177/1745499920901945.
   Web of Science ®Google Scholar
• Atadero, R., C. Paguyo, K. Rambo-Hernandez, and H. Henderson. 2018. “Building Inclusive Engineering Identities: Implications for Changing Engineering Culture.” European Journal of Engineering Education 43 (3): 378–398. https://doi.org/10.1080/03043797.2017.1396287.
   Web of Science ®Google Scholar
• Bagiati, A., V. Sakhrani, S. Sarma, and R. De Neufville. 2012. “Approaching institutional transplantation through faculty development,” presented at the 40th SEFI Annual Conference 2012 – Engineering Education 2020: Meet the Future, Thessaloniki, Greece, 2012, Conference Paper.
   Google Scholar
• Baily, S., and H. Holmarsdottir. 2019. “Fostering Teachers’ Global Competencies: Bridging Utopian Expectations for Internationalization Into Reality Through Exchange.” FIRE: Forum for International Research in Education 5 (2): 226–244. https://doi.org/10.32865/fire201952162.
   Google Scholar
• Barak, M. 2017. “Science Teacher Education in the Twenty-First Century: A Pedagogical Framework for Technology-Integrated Social Constructivism.” Research in Science Education 47 (2): 283–303. https://doi.org/10.1007/s11165-015-9501-y.
   Web of Science ®Google Scholar
• Berdrow, I. 2009. “Designing Effective Global Competence Development Opportunities.” International Journal of Management in Education 3 (3): 335–345.
   Google Scholar
• Brinkmann, M. 2016. Repetition and Transformation in Learning: A Hermeneutic and Phenomenological View on Transformative Learning Experiences,” 2016, pp. 73–84.
   Google Scholar
• Bryman, A. 2012. Social Research Methods. Oxford, New York: Oxford University Press.
   Google Scholar
• Caena, F. 2014. “Teacher Competence Frameworks in Europe: Policy-as-Discourse and Policy-as-Practice.” European Journal of Education 49 (3): 311–331. https://doi.org/10.1111/ejed.12088.
   Web of Science ®Google Scholar
• Carter, A. 2020. “In Search of the Ideal Tool for International School Teachers to Increase Their Global Competency: An Action Research Analysis of the Global Competency Learning Continuum.” Journal of Research in International Education 19 (1): 23–37.
   Web of Science ®Google Scholar
• Connor, A., S. Karmokar, and C. Whittington. 2015. “From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education.” International Journal of Engineering Pedagogies 5 (2): 37–47. https://doi.org/10.3991/ijep.v5i2.4458.
   Web of Science ®Google Scholar
• Crawford, E. O., H. J. Higgins, and J. Hilburn. 2020. “Using a Global Competence Model in an Instructional Design Course Before Social Studies Methods: A Developmental Approach to Global Teacher Education.” Journal of Social Studies Research 44 (4): 367–381.
   Google Scholar
• Crawley, E. F., J. Malmqvist, S. Östlund, D. Brodeur, and K. Edström. 2014. Rethinking Engineering Education – The CDIO Approach. 2nd ed. New York: Springer-Verlag.
   Google Scholar
• Dang, N., K. A. Davis, and B. Jesiek. 2022. Measuring change in students’ development of global competency in two global engineering courses,” presented at the ASEE 2022 Annual Conference: Excellence through diversity, Minneapolis, Minnesota, 26–29. June.
   Google Scholar
• Deardorff, D. 2011. “Assessing Intercultural Competence.” New Directions for Institutional Research 149: 65–79. https://doi.org/10.1002/ir.381.
   Google Scholar
• de Wit, H., and F. Hunter. 2015. “The Future of Internationalization of Higher Education in Europe.” International Higher Education 83: 2–3. https://doi.org/10.6017/ihe.2015.83.9073.
   Google Scholar
• Downey, G., et al. 2006. “The Globally Competent Engineer: Working Effectively with People who Define Problems Differently.” Journal of Engineering Education 95 (2): 107–122. https://doi.org/10.1002/j.2168-9830.2006.tb00883.x.
   Web of Science ®Google Scholar
• Galinova, E. 2015. “Promoting Holistic Global Citizenship in College: Implications for Education Practitioners.” In Internationalizing Higher Education. Critical Collaborations Across the Curriculum, edited by R. D. Williams, and A. Lee, 17–34. Rotterdam: Sense Publishers.
   Google Scholar
• Homan, A. C., and L. L. Greer. 2013. “Considering Diversity: The Positive Effects of Considerate Leadership in Diverse Teams.” Group Processes & Intergroup Relations 16 (1): 105–125. https://doi.org/10.1177/1368430212437798.
   Web of Science ®Google Scholar
• Huet, I. 2018. “Research-based Education as a Model to Change the Teaching and Learning Environment in STEM Disciplines.” European Journal of Engineering Education 43 (5): 725–740. https://doi.org/10.1080/03043797.2017.1415299.
   Web of Science ®Google Scholar
• Hussein, S. M., M. Hasan, and M. G. Murtuza. 2017. “A Team Formation Framework for Managing Diversity in Multidisciplinary Engineering Project.” International Journal of Engineering Pedagogy (iJEP) 7 (1): 84–94. https://doi.org/10.3991/ijep.v7i1.64.61.
   Google Scholar
• Jesiek, B. K., Q. Zhu, S. E. Woo, J. Thompon, and A. Mazzurco. 2014. “Global Engineering Competency in Context: Situations and Behaviors.” Online Journal of Global Engineering Education 8 (1): 1.
   Google Scholar
• Kahn, H. E., and M. Agnew. 2017. “Global Learning Through Difference: Considerations for Teaching, Learning, and the Internationalization of Higher Education.” Journal of Studies in International Education 21 (1): 52–64. https://doi.org/10.1177/1028315315622022.
   Web of Science ®Google Scholar
• Kapp, K. 2011. “A Cultural Perspective of Teaching and Learning ETE in a Digitally Connected World.” In Fostering Human Development Through Engineering and Technology Education, edited by M. Barak, and M. Hacker, 207–232. Rotterdam: Sense Publishers.
   Google Scholar
• Kerkhoff, S. N., and M. E. Cloud. 2020. “Equipping Teachers with Globally Competent Practices: A Mixed Methods Study on Integrating Global Competence and Teacher Education.” International Journal of Educational Research 103: 101629. https://doi.org/10.1016/j.ijer.2020.101629.
   PubMed Web of Science ®Google Scholar
• Kjellgren, B., and E. Keller. 2018. “Introducing global competence in Swedish engineering education,” presented at the 2018 Frontiers in Education, San Jose, California.
   Google Scholar
• Kjellgren, B., and T. Richter. 2021. “Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions.” Sustainability 13 (20): 11184. https://doi.org/10.3390/su132011184.
   Web of Science ®Google Scholar
• Knight, J. 2004. “Internationalization Remodeled: Definition, Approaches, and Rationales.” Journal of Studies in International Education 8 (1): 5–31. https://doi.org/10.1177/1028315303260832.
   Google Scholar
• Kolb, D. 1984. “Experiential Learning: Experience as the Source of Learning and Development.” Prentice-Hill.
   Google Scholar
• Leydens, J. A. 2012. “Sociotechnical Communication in Engineering: An Exploration and Unveiling of Common Myths.” Engineering Studies 4 (1): 1–9. https://doi.org/10.1080/19378629.2012.662851.
   Web of Science ®Google Scholar
• McCloskey, M. J., and J. C. Mateo. 2016. “Twenty Countries in Twenty Years: Modeling, Assessing, and Training Generalizable Cross-Cultural Skills.” In Critical Issues in Cross Cultural Management, edited by J. L. Wildman, R. L. Griffith, and B. K. Armon, 157–169.
   Google Scholar
• Mejri, S., and M. Meadows. 2022. “To What Extent do Global Competency Trainings Predict Teaching Methods in a Globalized Classroom Environment?” International Journal of Multidisciplinary Perspectives on Higher Education 7 (1): 52.
   Google Scholar
• Mohd-Yusof, K., F. A. Phang, and S. A. H. Syed Hassan. 2018. “Characteristics of Student Centred Learning from the Perspective of Engineering Lecturers.” In Engineering Education for a Smart Society. World Engineering Education Forum & Global Engineering Deans Council, Vol. 627, edited by M. E. Auer, K.-S. Kim, and J. Kacprzyk, 343–351. Springer.
   Google Scholar
• Niehaus, E., and L. Williams. 2016. “Faculty Transformation in Curriculum Transformation: The Role of Faculty Development in Campus Internationalization.” Innovative Higher Education 41 (1): 59–74. https://doi.org/10.1007/s10755-015-9334-7.
   Web of Science ®Google Scholar
• OECD. 2018. “Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework,” Paris.
   Google Scholar
• Papadopoulou, K., N. Palaiologou, and Z. Karanikola. 2022. “Insights Into Teachers’ Intercultural and Global Competence Within Multicultural Educational Settings.” Education Sciences 12 (8): 1–18. https://doi.org/10.3390/educsci12080502.
   Web of Science ®Google Scholar
• Parkinson, A., J. Harb, and S. Magleby. 2009. Developing global competence in engineers: What does it mean? What is most important?,” presented at the ASEE Annual Conference & Exposition, Austin, Texas, 14–17.
   Google Scholar
• Parmigiani, D., S.-L. Jones, I. Kunnari, and E. Nicchia. 2022. “Global Competence and Teacher Education Programmes. A European Perspective.” Cogent Education 9 (1): 2022996. https://doi.org/10.1080/2331186X.2021.2022996.
   Web of Science ®Google Scholar
• Passow, H., and C. Passow. 2017. “What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review.” Journal of Engineering Education 106: 475–526. https://doi.org/10.1002/jee.20171.
   Web of Science ®Google Scholar
• Pears, A., A. Nylén, and M. Daniels. 2016. “A critical analysis of trends in student-centric engineering education and their implications for learning,” presented at the IEEE/ASEE Frontiers in Education, Erie, PA, USA.
   Google Scholar
• Pittich, D., R. Tenberg, and K. Lensing. 2019. “Learning Factories for Complex Competence Acquisition.” European Journal of Engineering Education, https://doi.org/10.1080/03043797.2019.1567691.
   Web of Science ®Google Scholar
• Richter, T., and B. Kjellgren. 2022. “Supporting Global Competence Learning for Engineering Students: Four key Lessons (to be) Learnt.” In 50th Annual Conference of the European Society for Engineering Education, Barcelona, edited by H.-M. Järvinen, S. Silvestre, A. Llorens, and B. Nagy, 1480–1490.
   Google Scholar
• Rico-García, M., and L. V. Fielden Burns. 2020. “Intercultural Communication in Engineering Studies: A key Competence in Global Labour Markets.” European Journal of Engineering Education 45 (6): 833–853. https://doi.org/10.1080/03043797.2019.1654980.
   Web of Science ®Google Scholar
• Rodríguez-Izquierdo, R. M. 2018. “Researching the Links Between Social-Emotional Learning and Intercultural Education: Strategies for Enacting a Culturally Relevant Teaching.” Intercultural Education 29 (5-6): 609–623. https://doi.org/10.1080/14675986.2018.1528527.
   Web of Science ®Google Scholar
• Seniuk Cicek, J., S. Ingram, M. Friesen, and D. Ruth. 2019. “Action Research: A Methodology for Transformative Learning for a Professor and his Students in an Engineering Classroom.” European Journal of Engineering Education, 1–22. https://doi.org/10.1080/03043797.2017.1405242.
   Web of Science ®Google Scholar
• Senyshyn, R. M., and P. Smith. 2019. “Global Awareness Dialogue Project: Exploring Potential for Faculty Transformation Through a Professional Development Series.” Journal of Transformative Education 17 (4): 318–336. https://doi.org/10.1177/1541344619833342.
   Web of Science ®Google Scholar
• Shaw, M. A. 2015. “The Challenges and Implications of Globalization for Undergraduate Pedagogy.” In Internationalizing Higher Education. Critical Collaborations Across the Curriculum, edited by R. D. Williams, and A. Lee, 35–45. Rotterdam: Sense Publishers.
   Google Scholar
• Shekhar, P., M. Prince, C. Finelli, M. Demonbrun, and C. Waters. 2019. “Integrating Quantitative and Qualitative Research Methods to Examine Student Resistance to Active Learning.” European Journal of Engineering Education 44 (1-2): 6–18. https://doi.org/10.1080/03043797.2018.1438988.
   Web of Science ®Google Scholar
• Soria, K. M. 2015. “Institutional and Instructional Techniques to Promote Undergraduates’ Intercultural Development: Evidence from a Multi-Institutional Student Survey.” In Internationalizing Higher Education. Critical Collaborations Across the Curriculum, edited by R. D. Williams, and A. Lee, 47–59. Rotterdam: Sense Publishers.
   Google Scholar
• Strachan, R., and L. Liyanage. 2015. “Active Student Engagement: The Heart of Effective Learning.” Methods in Molecular Biology 11: 255–274. https://doi.org/10.1007/978-3-319-10482-9_16.
   Google Scholar
• The Swedish Ethical Review Authority. 2023. “What the Act says.” https://etikprovningsmyndigheten.se/en/what-the-act-says/ (accessed 28.11.2023).
   Google Scholar
• Swedish Research Council. 2017. Good Research Practice. Stockholm: Swedish Research Council.
   Google Scholar
• Tchibozo, G. 2013. “Some Research Directions Ahead.” In Cultural and Social Diversity and the Transition from Education to Work. Technical and Vocational Education and Training: Issues, Concerns and Prospects, Vol. 17, edited by G. Tchibozo, 225–226. Dordrecht: Springer Science+Business Media.
   Google Scholar
• Tichnor-Wagner, A., H. Parkhouse, J. Glazier, and J. M. Cain. 2019. Becoming a Globally Competent Teacher. ASCD.
   Google Scholar
• Van den Beemt, A., et al. 2020. “Interdisciplinary Engineering Education: A Review of Vision, Teaching, and Support.” Journal of Engineering Education 109 (3): 508–555. https://doi.org/10.1002/jee.20347.
   Web of Science ®Google Scholar
• Wallin, P., and T. Adawi. 2018. “The Reflective Diary as a Method for the Formative Assessment of Self-Regulated Learning.” European Journal of Engineering Education 43 (4): 507–521. https://doi.org/10.1080/03043797.2017.1290585.
   Web of Science ®Google Scholar
• Wang, J., G. H.-L. Cheng, T. Chen, and K. Leung. 2019. “Team Creativity/Innovation in Culturally Diverse Teams: A Meta-Analysis.” Journal of Organizational Behavior 40 (6): 693–708. https://doi.org/10.1002/job.2362.
   Web of Science ®Google Scholar
• Warnick, G. M. 2011. “Global competence: Its importance for engineers working in a global environment,” presented at the ASEE Annual Conference & Exposition, Vancouver, Canada, 26–29.
   Google Scholar
• Winberg, C., et al. 2020. “Developing Employability in Engineering Education: A Systematic Review of the Literature.” European Journal of Engineering Education 45 (2): 165–180. doi: 10.1080/03043797.2018.1534086.
   Web of Science ®Google Scholar