Measuring Engineering Students’ Ability to Thrive in Diverse and Global Environments

Main, Joyce B.; Sánchez-Peña, Matilde

doi:10.18260/p.24475

Cited by 4 publications

(6 citation statements)

References 12 publications

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“…Model 1, which includes all 390 students, indicates that female students are more likely to score higher than male students by 2.9 points on the MGUDS-S total score. This is consistent with previous research that found differences in intercultural competency scores by gender at the undergraduate level (Jesiek et al , 2012; Main and Sanchez-Pena, 2015). Although the summary statistics showed differences in the average MGUDS-S scores between domestic and international engineering graduate students, this difference is attenuated once other factors are considered.…”

Section: Resultssupporting

confidence: 93%

“…Thus, this study contributes to the literature and to discussions on promoting intercultural competency among scientists and engineers by examining the intercultural competency levels among engineering doctoral students. It extends Main and Sanchez-Pena’s (2015) study on engineering undergraduate students by focusing on doctoral students and how previous travel and language experiences are associated with intercultural competency. By focusing on graduate students in engineering, this study provides insights on the factors related to fostering interculturally competent engineers toward facilitating productive international science and engineering collaborations.…”

Section: Literature Reviewmentioning

confidence: 92%

“…The same study examined the impact of a research abroad program in China and found that gender and prior international experience are also important factors in global competency. Main and Sanchez-Pena (2015) also used the MGUDS-S to examine global competency among engineering undergraduate students and proposed a conceptual model for measuring changes in global competency levels. They found that women and international students are more likely than their counterparts to have higher MGUDS-S scores.…”

Section: Literature Reviewmentioning

confidence: 99%

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Intercultural competency among engineering doctoral students

Main

Wang

2020

SGPE

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Purpose Although engineering doctoral students are at the forefront of discovery and innovation and have great potential for establishing partnerships to address engineering challenges crossing national borders, there are few studies of their intercultural competency. The purpose of this study is to identify factors that are associated with intercultural competency – the ability to work effectively in multicultural environments. Design/methodology/approach The intercultural competency levels of 390 engineering doctoral students were measured by using the Miville–Guzman Universality-Diversity Scale-Short Form (MGUDS-S). Data were analyzed using ordinary linear squares regression. Results are considered descriptive, rather than causal. Findings Results show that female engineering doctoral students are more likely to score higher on the MGUDS-S than male engineering doctoral students. Proficiency in multiple languages and previous work- or volunteer-related travel experiences are positively associated with doctoral students’ intercultural competency. Originality/value As internationalization of engineering research and innovation continues to expand, findings suggest that providing students with more opportunities and support for work- or volunteer-related travel and opportunities for learning new languages may help facilitate the development of intercultural competency and students’ willingness to engage in long-term international professional opportunities and research partnerships.

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Section: Resultssupporting

confidence: 93%

Section: Literature Reviewmentioning

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

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Intercultural competency among engineering doctoral students

Main

Wang

2020

SGPE

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“…In the study [7] author proposed a conceptual model explaining the factors that influence global competency levels, and also identifies the baseline levels of global competency for benchmarking. The study also focused to evaluate how participation in study abroad programs, international experiences, culturally-relevant curricula, and other related activities can contribute to changes in students' ability to work in diverse environments.…”

Section: Literature Reviewsmentioning

confidence: 99%

Developing Professional Competence of Faculty and Students of Civil Engineering to Meet the Global Standards

E.S.M

Beena

2019

PCEEA

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In 21st century, the major challenge in engineering education in India is to meet the demands of technical profession and emerging job market. Now a days the education pattern, nature of jobs and services are fast changing across the world. Skill is becoming a commodity that can be bought from low-cost providers anywhere across the globe. Also in the digital world, knowledge is no longer confined to experts only, rather computer and internet connectivity has empowered every citizen to look for anything and everything. In this context, the engineering education of any country is very critical/crucial for determining its global positioning as well as ensuring the prosperity of their citizens. So engineering education system should be modified to enable our students to develop the skills like creativity and innovation, communication, critical thinking, interpersonal skills, collaboration and teamwork. Communication and collaboration are identified as an essential competencies by almost all of the organizations who are seeking competent employees. All the professional/accreditation bodies like Accreditation Board for Engineering and Technology (ABET), Washington Accord or National Board of Accreditation (NBA), India have already elaborately stated about the students learning outcomes, program educational outcomes, list of competencies, professional/ ethical responsibilities of engineers/ engineering educators/ academic institutions. The aim of this study is to define parameters for measuring competence required for engineering faculty and students in meeting the global standards. The study also focused to discuss current scenario of Indian engineering education system giving special attention to Kerala. Also, the study aspired to develop a competence measuring model.

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“…There are several instruments developed to measure cultural competency in different contexts and dimensions. One such instrument is the Miville-Guzman Universality-Diversity Scale (M-GUDS) which measures the cultural competency using the construct Universal-Diverse Orientation (UDO) -"an attitude of awareness and acceptance of both the similarities and differences among people" [7]. Originally developed as 45-item scale, but later shortened to 15items (M-GUDS-S) measure UDO in three factors -Diversity of contact (behavioral): interest in participating in diverse and internationally focused activities of social and cultural nature; Relativistic Appreciation (cognitive): appreciation of similarities and differences in people;…”

Section: Cultural Competency and M-gudsmentioning

confidence: 99%

Team dynamics and cultural competency in a first-year engineering classroom

Agarwal,

Imbrie

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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He received his B.S., M.S. and Ph.D. degrees in Aerospace Engineering from Texas A&M University. He is an advocate for research-based approaches to engineering education, curricular reform, and student retention. Imbrie conducts both traditional, as well as educational research in experimental mechanics, piezospectroscopic techniques, epistemologies, assessment, and modeling of student learning, student success, student team effectiveness, and global competencies He helped establish the scholarly foundation for engineering education as an academic discipline through lead authorship of the landmark 2006 JEE special reports "The National Engineering Education Research Colloquies" and "The Research Agenda for the New Discipline of Engineering Education." He has a passion for designing state-of-the-art learning spaces. While at Purdue University, Imbrie co-led the creation of the First-Year Engineering Program's Ideas to Innovation (i2i) Learning Laboratory, a design-oriented facility that engages students in team-based, socially relevant projects. While at Texas A&M University Imbrie co-led the design of a 525,000 square foot state-of-the-art engineering education focused facility; the largest educational building in the state. His expertise in educational pedagogy, student learning, and teaching has impacted thousands of students at the universities for which he has been associated. Imbrie is nationally recognized for his work in active/collaborative learning pedagogies, teaming and student success modeling. His engineering education leadership has produced fundamental changes in the way students are educated around the world.Imbrie has been a member of ASEE since 2000 and has been actively involved with the Society in various capacities. He has served in multiple leadership roles in the ERM and FPD divisions, including: ERM board of directors (2002)(2003)(2004), program chair for ERM (2005 and 2009), ERM program chair for Frontiers in Education (FIE) (2004), FIE Steering Committee ERM representative (2003-2009, as well as program chair (2016) and division chair (2016-17) for FPD. He has also served on two ASEE advisory committees.

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Measuring Engineering Students’ Ability to Thrive in Diverse and Global Environments

Cited by 4 publications

References 12 publications

Intercultural competency among engineering doctoral students

Intercultural competency among engineering doctoral students

Developing Professional Competence of Faculty and Students of Civil Engineering to Meet the Global Standards

Team dynamics and cultural competency in a first-year engineering classroom

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