critical thinking, multi-disciplinarity, team working, the ability
to work across cultures and contexts, systems thinking and
strong inter-personal and communication skills) are equally
relevant to international development practice. It argues that
instead of seeing the contribution of engineering to poverty
reduction and development as detached and separate from
‘mainstream’ engineering, it should be aligned within the
global skills agenda and embedded across the curriculum
and result in a redefinition of ‘mainstream’ engineering in a
global context.
Finally and most importantly, the publication presents a
framework of approaches for embedding the global dimen-
sion and examples from current practice to illustrate these
approaches in action. One of the clearest findings to emerge
from the university workshops is the value academic staff
place on sharing experience with their peers as part of their
professional development. Teaching staff require the space,
resources and external support to share lessons and experi-
ence in curriculum development and awareness of the
wealth of work that already exists.
The publication concludes that continued reform of the
engineering curriculum is urgently needed to better reflect
the challenges and opportunities of a globalised world.
Sustainability and poverty reduction are essential departure
points for understanding this global dimension. It recognises
the constraints and barriers that engineering faculties
operate under and proposes steps to reduce these. Through
practical examples, it demonstrates how embedding the
global dimension can help deliver against a range of
mandatory learning outcomes set out in the Engineering
Council’s UK-SPEC for higher education accreditation and
not merely the requirement to address sustainable develop-
ment. It also seeks to demonstrate how these reforms are
achievable and manageable and in the long term interests of
UK universities, students and employers.
Recommendations
HIGHER EDUCATION INSTITUTIONS
All HEIs engaged in engineering education to undertake a
review of existing courses to consider the extent to which
the global dimension is adequately reflected.
All HEIs engaged in running courses that include sustainable
development and international development to consider
ways in which these agendas can be brought more closely
together
HEIs to consider the role of partnerships with business and
civil society in moving forward the global dimension within
both the review and delivery of engineering courses.
HEIs to develop international partnerships with engineering
departments elsewhere in the world with a view to
furthering cultural understanding and respecting different
views and perspectives on global issues and sustainability.
Higher Education Academy through its engineering subject
centre to promote professional development around the
concept of the ‘global engineer’ incorporating links with
existing initiatives on sustainable development and interna-
tionalisation.
HEFCE to consider ways in which the concept of the ‘global
engineer’ can be taken forward within their strategy on sus-
tainable development and to increase funding to HEIs and
professional bodies to implement this strategy.
GOVERNMENT
DFID and DIUS to consider developing joint policies and
initiatives for incorporating the global dimension within
higher education including providing additional support to
HEIs and professional bodies who demonstrate commitment
to implementing this agenda.
UK government to support initiatives within higher educa-
tion that demonstrate the contribution of engineering to
global challenges and skills debates.
PROFESSIONAL BODIES AND INSTITUTIONS
Professional bodies engaged in engineering education to
consider ways in which the concept of the ‘global engineer’
can be promoted within HEIs.
Professional bodies to identify ways in which the global
dimension can enrich initiatives in areas such as engineering
ethics, sustainable development, enterprise and professional
and personal skills.
Professional and research bodies to support further research
on the impact and value of the ‘global engineer’ concept in
the contribution of engineering to positive world change
and meeting the skills needs of the UK workforce.
EMPLOYERS
Engineering employers to promote the concept of the
‘global engineer’ to their senior managers and staff respon-
sible for human resources.
Engineering employers to identify to HEIs and professional
bodies the specific global skills they seek within engineering
graduates particularly with reference to poverty reduction
and sustainable development.
Engineering employers to review the ways in which their
staff can acquire global skills through professional develop-
ment, secondments, mentoring and partnerships with civil
society organisations and universities and how this links to
reforms with engineering higher education.
CIVIL SOCIETY
Volunteering organisations to consider how they can work
more closely with HEIs and support the global learning and
citizenship within their programmes.
Development NGOs to engage with HEIs on the relevance of
international development to engineering education.
The Global Engineer Page 3