Incorporating global skills within UK higher education of engineers

change radically as the engineering sector changes. How
urgent and radical does change need to be? Stakeholders
promoting the concept of the global engineer need to work
with and lobby appropriate national bodies to ensure
development and poverty reduction are integral to these
reforms and that the costs of such reform are adequately
resourced.

There is also the need to recognise that whilst duplication
and fragmentation exists, this is an inevitable consequence
of the competitive environment within which universities
operate that often results in a reluctance to co-operate.
Universities will however respond if there are incentives and
there is potential benefit for students in terms of experience
and research.

UK universities could also actively learn from innovation in
engineering education from other countries. Examples of
different approaches include: (1) the tradition of engineers
wearing an iron ring depicting the moral responsibilities of
engineers in society (Canada)⁹⁷; (2) 5 year instead of 4 year
degree programmes, the ability of students to take different
modules in different universities, degrees being delivered in
“smaller chunks” or modules and close collaboration
between universities (continental Europe) and (3) inverting
the curriculum. In the UK, years 1 and 2 tend to focus on
maths and physics and then move onto practical examples.
In the US, courses start with practical examples and work up
to the maths. In the US, there is also more private funding,
longer courses and more flexibility in terms of subject
choosing.

Conclusions

This publication has aimed to demonstrate the need for
engineering within higher education to give a higher priority
to global and sustainability issues. Engineering does and can
play a major role in combating global poverty. Higher edu-
cation needs to prepare engineers for these challenges but
also recognise the increasingly complex and uncertain world
within change is taking place.

In addition to addressing the why of the global dimension,
this publication has looked at what the challenges mean in
terms of the content and focus of engineering education
and also how it is implemented. There is evidence from
around the UK that more and more HEIs involved in teaching
engineering are recognising the importance of the global
dimension but in too many cases, it is still seen as a ‘bolt-on’
and not an essential component of the learning of all engi-
neering graduates.

Key to integrating the global dimension within engineering
education is the recognition of the skills graduates will need
for the twenty first century. These global skills of critical
thinking, multi-discipline, team working, the ability to work
across cultures and contexts, systems thinking and strong
inter-personal and communication skills will need to an inte-
gral part of all engineering education, not just for those
working developing countries.

Finally this publication has recognised that these challenges
will not be easy to address and will require additional
resources and support within universities. There will be a
need for an externally supported professional development
programme to ensure academics and institutions have the
knowledge and skills to embed the ‘global engineer’ within
their courses. However, this publication also illustrates that
given this additional support, this change is achievable and
commands widespread support from students, employers
and academia. The global agenda is here to stay. The issue
is now how can the sector best respond to ensure the engi-
neering graduate is equipped to play a positive role in the
global economy and society of the future.

The Global Engineer Page 27

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