The Important Tool for the Transformation in Global Engineering Education: Mobility

Abstract

While global challenges (such as changes in demographic structure, demands for better living conditions, sustainability, climate change, and other changes in nutri-tion, water sources, health, energy, environment) are becoming a part of our daily life, the importance and the necessity of the graduates who have global attributes are becoming more and more important. Since most of these global challenges are much more related to the engineering issues, engineering education with a global perspective is needed. The competences to achieve global engineering attributes can not only be obtained from one engineering college. Many engineering schools are requesting at least a term for study abroad. In year 2020, 7 million of the students will be mobile globally, and the aim for the European Commission is that 20 % of graduates will take at least study abroad. There are many types of mobility which are as follows: • Migratory Mobility • Vertical (Intercycle) Mobility • Individual Mobility for Study Period Abroad • Short Organized Group Mobility (summer schools) • Erasmus-Type (Exchange) Mobility (international and national levels) • Integrated Mobility (double/joint degree) One of the important obstacles for the mobility is the recognition of the courses which are taken from the other institutes. Although most of the engineering colleges are applying similar curriculum, many students are having a problem to transfer their knowledge and skills.