“…Accreditation bodies and professional organizations across different continents have repeatedly stipulated that engineering graduates should be able to collaborate within diverse teams in international contexts, communicate with engineers and non-engineers alike, and make informed judgments that take in the impact of engineering solutions in global, ethical, societal contexts (ABET, 2019;EURANEE, 2015;FEIAP, 2010FEIAP, /2018. The path to implement these desirable learning outcomes in the engineering curriculum, however, has not been smooth (Kjellgren, 2020;Van Maele & Vassilicos, 2015). Even in places where educational interventions have been implemented to promote such outcomes, they have largely been informed by an essentialist approach rather than by a culture-as-construct perspective that prioritizes small cultures and interpretivist understanding (Handford et al, 2019).…”