Preparing foreign students for engineering studies in France

Meunier, Franck; Dutto, Estelle; Guillet, S.; Michau, Florence

doi:10.1080/03043790601055667

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…As suggested by the corpus analysis, a large proportion of studies link culture with nationality, with approximately half (15/31) of the papers taking an essentialist culture-as-given stance. These papers address the topic of culture, with the discussion focusing on educational projects in which participants were tasked to collaborate with people from other countries either directly (Arzberger et al, 2010;Jesiek, Haller, & Thompson, 2014;Mehalik, Lovell, & Shuman, 2008;Meunier, Dutto, Guillet, & Michau, 2007) or in geographically distributed virtual teams (Davies, Zaugg, & Tateishi, 2014;Gonzalez, Guerra-Zubiaga, Orta, & Contero, 2008;May, Wold, & Moore, 2015;McNair, Paretti, & Kakar, 2008;Zaugg & Davies, 2013). These authors, together with Downey et al (2006), LaFave et al (2015, Friesen and Ingram (2013), Hazelton, Malone, andGardner (2009), andSoibelman et al (2011), focus on the ability of graduates or professional engineers to work with others who have been raised or educated in "foreign" cultures (Swearengen, Barnes, Coe, Reinhardt, & Subramanian, 2002), countries, or language backgrounds.…”

Section: Close Readingsmentioning

confidence: 99%

Which “culture”? A critical analysis of intercultural communication in engineering education

Handford

Maele

Matouš

et al. 2019

J of Engineering Edu

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Background It is increasingly acknowledged that technical expertise is not sufficient for engineers today, given the complex intercultural global contexts in which they are required to work. This article, therefore, examines how the concept of culture is typically operationalized in engineering education and discusses possible reasons for this approach. Purpose/Hypothesis The specific research question explored here is “How is culture conceptualized in engineering education?” Design/Method To examine this previously unasked question, a mixed‐methods methodology was developed, one that uses both quantitative and qualitative tools. More specifically, a corpus‐assisted discourse analysis of relevant engineering education articles published in leading academic journals between 2000 and 2015 was combined with a close reading of each and a critical discussion of two representative articles. Results Our findings reveal that, first, intercultural communication has not received the attention it deserves, given the multidisciplinary, diverse, global nature of the engineering profession. Furthermore, when intercultural concerns are discussed, the predominant approach is essentialist, meaning that culture is regarded as given (rather than constructed), framed in terms of differences between nations and potentially offering a causal explanation for individual behavior. This approach has been criticized for reinforcing stereotypical thinking and offering simplistic answers to complex problems. Conclusions We conclude by exploring reasons for the relatively wide‐spread acceptance of the “culture‐as‐given” approach in engineering education, then by urging educators to adopt a “small culture” approach for constructing culture in engineering, and finally by suggesting alternative ways for developing intercultural communicative competence.

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Section: Close Readingsmentioning

confidence: 99%

Which “culture”? A critical analysis of intercultural communication in engineering education

Handford

Maele

Matouš

et al. 2019

J of Engineering Edu

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“…Few highlights of this model include methods to train students to understand scientific presentations through intensive listening comprehension. This model was achieved as a result of close collaboration between experts in the fields of science, linguistics, intercultural relations and educational ICT 13 .…”

Section: Introductionmentioning

confidence: 99%

Globalization Of Engineering Education: Are We Preparing Students To Succeed In The Global Economy?

Mazumder

Baishya

2008 Annual Conference &Amp; Exposition Proceedings

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To succeed in the competitive global environment, it is essential to incorporate appropriate courses in the engineering curriculum. The current U.S. curriculum does not adequately prepare engineering students to work, manage and communicate effectively with engineers and other professionals around the globe. A study was conducted to evaluate the current status of engineering education around the globe and the need for updating the curriculum that will prepare U.S. engineering graduates for global work environment. The study included U.S. engineering students, international students currently studying in the USA, engineering students from outside U.S and engineering faculty for their viewpoints. It appeared that the non-US students have better preparation than US students to work in a global business environment. A number of areas were identified and presented that can improve the current US engineering and engineering technology education is presented in the paper

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Preparing foreign students for engineering studies in France

Cited by 2 publications

References 1 publication

Which “culture”? A critical analysis of intercultural communication in engineering education

Which “culture”? A critical analysis of intercultural communication in engineering education

Globalization Of Engineering Education: Are We Preparing Students To Succeed In The Global Economy?

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