CONTENTS
EXECUTIVE SUMMARY ...........................................................................................................................................2
RECOMMENDATIONS .............................................................................................................................................3
INTRODUCTION .....................................................................................................................................................4
PART ONE: KEY QUESTIONS ABOUT THE GLOBAL DIMENSION OF ENGINEERING EDUCATION.................................4
What is meant by the global dimension of engineering? ........................................................................................4
What is the global dimension of engineering education? ........................................................................................5
What are the key drivers for increasing the global dimension across higher education? ..........................................8
What do global skills look like? Differing interpretations of global skills .................................................................11
How does international development fit within the global dimension? ..................................................................13
What are the key barriers and contraints and how can these be overcome? .........................................................13
PART TWO: INCORPORATING THE GLOBAL DIMENSION WITHIN LEARNING ........................................................15
Framework............................................................................................................................................................15
Embedding within the curriculum..........................................................................................................................18
Partnerships..........................................................................................................................................................21
Extra-curricula learning........................................................................................................................................22
University level strategies.....................................................................................................................................23
Inter-university, national and international strategies .............................................................................................25
CONCLUSIONS......................................................................................................................................................27
ACKNOWLEDGEMENTS ........................................................................................................................................28
ENDNOTES............................................................................................................................................................29
ABBREVIATIONS
|
CETL |
Centre for Excellence in Teaching and Learning |
|
CPD |
Continuous professional development |
|
CSR |
Corporate social responsibility |
|
DFID |
Department for International Development |
|
DIUS |
Department for Innovation, Universities and Skills |
|
EAP |
Engineers Against Poverty |
|
EC UK |
Engineering Council UK |
|
EWB-UK |
Engineers Without Borders - UK |
|
FCO |
Foreign and Commonwealth Office |
|
HEFCE |
Higher Education Funding Council for England |
|
HEIs |
Higher education institutions |
|
ICT |
Information and communication technology |
|
LDCs |
Less developed countries |
|
NGO |
Non government organisation |
|
RAENG |
Royal Academy of Engineering |
|
SD |
Sustainable Development |
|
SETI |
Science, engineering, technology and innovation |
|
STEM |
Science, technology, engineering and maths |
|
UK-SPEC |
UK Standard Performance for Engineering Competence |
|
VC |
Vice chancellor |
|
WEDC |
Water Engineering and Development Centre |
The Global Engineer Page 1
More intriguing information
1. The name is absent2. Solidaristic Wage Bargaining
3. Naïve Bayes vs. Decision Trees vs. Neural Networks in the Classification of Training Web Pages
4. Response speeds of direct and securitized real estate to shocks in the fundamentals
5. ENVIRONMENTAL POLICY: THE LEGISLATIVE AND REGULATORY AGENDA
6. CROSS-COMMODITY PERSPECTIVE ON CONTRACTING: EVIDENCE FROM MISSISSIPPI
7. Biologically inspired distributed machine cognition: a new formal approach to hyperparallel computation
8. The name is absent
9. From music student to professional: the process of transition
10. The name is absent