Global engineering attributes and attainment pathways: A study of student perceptions

Abstract

Many engineering schools are proactively responding to the challenges of globalization, including by enhancing their international profiles and developing global educational programs and initiatives. Some schools are placing particular emphasis on preparing engineers for practice in dynamic, global workplaces. Yet what abilities and qualities define the globally competent engineer, and what types of experiences help support attainment of such attributes? This paper reports on the results of a survey of undergraduate and graduate students at Purdue University (n=231) that was designed to elicit: a) perceptions of desirable qualities and abilities for global engineers, b) self-evaluation of abilities in each of the identified areas, and c) awareness of possible pathways for enhancing one's own competence in each of the identified areas. The survey instrument is unique in that it presents students with a realistic global engineering scenario, and then prompts them to pick the specific abilities and qualities they think would be most essential for completing the described assignment. The list of 15 attributes presented to respondents is focused on the professional and global dimensions of engineering practice, and is based on relevant attributes from Purdue University's Engineer of 2020 initiative. In addition to presenting aggregate results from the survey, we use demographic data to discuss some similarities and differences across different sub-populations. We conclude with a discussion of ongoing and future work, including similar surveys planned for faculty and industry populations. © American Society for Engineering Education, 2010.