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Article

A Framework of Global Competence for Engineers: The Need for a Sustainable World

1
Department of Organization, Business Administration and Statistics, Universidad Politécnica de Madrid, 28006 Madrid, Spain
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Dipartimento di Ingegneria Industriale, Universitá di Trento, 38122 Trento, Italy
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KTH Royal Institute of Technology; 114 28 Stockholm, Sweden
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École Centrale de Nantes, 44300 Nantes, France
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Dipartimento di Ingegneria Civile Ambientale e Meccanica, Universitá di Trento, 38123 Trento, Italy
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(22), 9568; https://doi.org/10.3390/su12229568
Received: 17 October 2020 / Revised: 10 November 2020 / Accepted: 14 November 2020 / Published: 17 November 2020
(This article belongs to the Special Issue Competencies in Education for Sustainable Development II)
This paper presents the results of the first part of the Tools for Enhancing and Assessing the Value of International Experience for Engineers (TA VIE) project, launched in 2018, and outlines a contemporary understanding of global competence for engineers, as understood by European engineering companies. Striving to make engineering education more comprehensively aligned to the United Nation’s Sustainable Development Goals (SDGs), and thereby meeting demands from industry and society, the notion of “global competence” has attracted more and more attention from engineering schools. While there is no universally agreed on definition of global competence, the OECD (Organization for Economic Co-operation and Development) definition, which explicitly combines global awareness and intercultural communication competence with sustainability efforts, seems potentially well positioned to inform higher education institutions’ (HEI) global competence education. This is perhaps especially so when it comes to international student mobility, an area which is regularly seen as an important means to enhance global competence while all too often being assessed not in terms of qualitative student development, but in terms of structural indicators. However, in order to assess and improve curricula and mobility programs, the desired learning outcomes must first be specified. Based on research in five European countries (Spain, Italy, Sweden, France and Hungary), this paper details the understanding, requirements and perceived skill gaps of companies hiring engineering graduates, a first step towards improved and assessable global competence education for engineering students. View Full-Text
Keywords: global competence; internationalization; engineering profession; qualitative research; European comparison global competence; internationalization; engineering profession; qualitative research; European comparison
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MDPI and ACS Style

Ortiz-Marcos, I.; Breuker, V.; Rodríguez-Rivero, R.; Kjellgren, B.; Dorel, F.; Toffolon, M.; Uribe, D.; Eccli, V. A Framework of Global Competence for Engineers: The Need for a Sustainable World. Sustainability 2020, 12, 9568. https://doi.org/10.3390/su12229568

AMA Style

Ortiz-Marcos I, Breuker V, Rodríguez-Rivero R, Kjellgren B, Dorel F, Toffolon M, Uribe D, Eccli V. A Framework of Global Competence for Engineers: The Need for a Sustainable World. Sustainability. 2020; 12(22):9568. https://doi.org/10.3390/su12229568

Chicago/Turabian Style

Ortiz-Marcos, Isabel, Valeria Breuker, Rocío Rodríguez-Rivero, Björn Kjellgren, Frédéric Dorel, Marco Toffolon, Diego Uribe, and Virna Eccli. 2020. "A Framework of Global Competence for Engineers: The Need for a Sustainable World" Sustainability 12, no. 22: 9568. https://doi.org/10.3390/su12229568

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