The Globalization of Engineering

By Jones, Russel C.; Butcher, William S. et al. | ASEE Prism, July 1, 2005 | Go to article overview

The Globalization of Engineering


Jones, Russel C., Butcher, William S., Prey, Jane Chu, ASEE Prism


Continuing Education And its Delivery

INDUSTRY WANTS engineering graduates who are well prepared in the fundamentals at graduation and who will continue their education throughout their careers. Customers - engineers and their employers-are defining the content and format of the continuing education they will buy. Successful continuing education offerings need to satisfy the immediate needs of industry, as well as the longerterm career needs of the engineers.

Continuing education broadens the knowledge of engineers beyond initial technical education to issues such as the environment, ethics, societal needs, and international issues. Engineers engaging in continuing education want a choice of synchronous, asynchronous, or blended-education offerings. They want access to a wide range of online degrees, certificates, and credcntialing options. Engineers also want customized learning experiences, tailored to their current needs. They want a networked learning community and a team environment in which to learn.

Engineers in developing countries need to become up-to-date and learn about existing technical areas and newly developing technical fields. State-of-the-art knowledge is needed in order to enhance the competitiveness of their countries in the global marketplace. Today, continuing education courses for engineers often stress a combination of technical content and broader education-teamwork, international, soft skills, and management skills.

Continuing education is important for licensing, also. A license to practice engineering generally requires an initial accredited degree, testing, a period of experience, and then continued professional competency through lifelong learning. Some licensing jurisdictions now have mandatory continuing education requirements.

The technology for delivery of continuing education courses has generally moved from satellite to Internet delivery. Online laboratory experiences are being developed, utilizing virtual experiments. And while formal accreditation generally does not apply to continuing education programs, some groups, such as corporations, professional societies, and testing services do evaluate continuing education offerings. Measuring the results of lifelong learning programs should include assessments of the level of improved understanding, student engagement, faculty efficiency, and access to faculty members.

Continuing education providers are taking innovative approaches, such as offering chat rooms for networked learning, instructional associates to answer questions, and E-learning systems to make their offerings more attractive and effective. Looking ahead, continuing education providers need to move from one-way lectures to active learning. And initial college education needs to teach students how to learn throughout their professional careers.

International Recognition Of Qualifications

INTERNATIONAL RECOGNITION of qualifications, which is essential to increasing the mobility of engineers between countries, is of concern to many, and many aspects of it remain to be settled. With increasing globalization, the need for mobility is increasing. Until the problem is solved, compromises, such as finding a partner in another country and having the joint work be carried out in the name of the local partner, are being used. At the meeting we heard about initiatives in many countries to develop processes that will contribute to a clearer and a more straightforward answer to the mobility problem.

Many speakers addressed how an engineering educational program can be assessed so that valid comparisons can be made between them. This is essential to deciding on equivalence of formal education and work experience in various engineering programs. Mutual Recognition Agreements (MRAs) include many countries and are expanding but still have a long way to go. Even with these, the practice of engineering in another country usually requires a license. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

The Globalization of Engineering
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.