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What knowledge, skills, abilities, and characteristics are needed by engineering professionals living and working in an increasingly global context? At what stage of an engineer’s professional development are these attributes acquired and applied? In what ways do academicians, employers, policymakers, and others play a role in equipping engineering students and practitioners with such attributes? And to what extent are there similarities and differences in the nature of expected attributes based on one’s background or location? For the past three years, the ASEE Corporate Member Council’s Special Interest Group for International Engineering Education developed, presented, and vetted with its stakeholders a series of attributes representing the desired competencies and characteristics needed by engineers in order to effectively live and work in a global context. An online survey was launched to validate the performance and proficiency levels of each attribute, including the stages at which attributes were essential to the preparation, performance, and employability of global engineers. Educators, employers, students, and professional engineers throughout the global engineering community were invited to participate in the survey. To promote input and obtain feedback from the largest possible global engineering audience, ASEE collaborated with the International Federation of Engineering Education Societies (IFEES) to make the survey available in Chinese, English, French, German, Italian, Japanese, Korean, Polish, Portuguese, Russian, Spanish and Turkish. This paper describes the stakeholder-driven process to identify and define attributes of a global engineer; survey development and sampling procedures; summary of key findings-to-date; preliminary interpretations; and brief discussion and next steps. Stakeholder-drive Process to Identify and Define Attributes of a Global Engineer The ASEE Board of Directors established the ASEE Corporate Member Council to convey the ideas and views of corporations to ASEE. With over 120 corporate and non-academic institutional members, the CMC's mission is to foster, encourage, and cultivate the dialogue between industry and engineering educators. Its strategic goals are:  Diversity in engineering education  Enhancing the K-12 educational pipeline/future workforce  Reforming engineering education  Collaborating on engineering research and intellectual property  Liaison with engineering, technology, and the Society CMC has several Special Interest Groups (SIGs), which exist to share information and advance key priorities of the CMC. The International Engineering Education SIG is the CMC sponsor of the Attributes of a Global Engineer Survey Project. P ge 25240.3 The Attributes of a Global Engineer Survey Project grew out of an expressed need by CMC members to identify and validate specific knowledge, skills, abilities, and perspectives that would be required of an engineer living and working in an increasingly global context. Specifically, the goal was to refine a list of attributes that would be applicable to engineers regardless of specialty, location, or background. The process began in early-2008, led by the International Engineering Education SIG, and involved CMC members developing a list of competencies derived from representative job descriptions, literature reviews, and other reports. This initial list was consolidated through a series of SIG meetings and events throughout 2008 and 2009; thus, here are the attributes that emerged through this process:  Engineering Science Fundamentals o Mathematics (including statistics) o Physical and Life Sciences o Political and Socio-economic Sciences o Information Technology Digital Competency  Engineering o Understanding of Design and Product Processes o Understanding of Product Life Cycle Development o Effective Teamwork/Common Goals o Possess a Multi-Disciplinary, Systems Perspective o Maintain Focus with Multiple Project Assignments  Context in which Engineering is practiced o Economics/Finances of Projects o Basic Supplier Management Principles o Customer and Societal Emotions and Needs o Cultures, Languages, and Business Norms o Societal, Economic, and Environmental Impacts of Engineering Decisions o An International/Global Perspective  Communication o Written (Memos, reports, email, letters, etc.) o Verbal (Technical & non-technical presentations plus an effective “elevator” speech) o Foreign Language (Technically fluent in at least two languages acknowledging English is considered a key global language) o Graphic (Design drawings, charts & graphs, presentation, and basic brochure design) o Digital Competency o Competent at Internet Collaboration and Communication Tools (Web-based meeting tools, team rooms, teleconferencing; file sharing, E-mail, etc.) o Listening  Teamwork o Active and Effective Participation in Team Efforts o A Willingness to Respect the Opinions of Others and Support Team Decisions  Leadership o An Acceptable Personal Image and a Positive Personal Attitude P ge 25240.4 o Treating People with Fairness, Trust, and Respect o Respect for Diversity o Courtesy and Respect o An Eagerness to Help Others  Flexibility o Self-Confidence to Adapt to Rapid/Continuous/Major Change o Thinking Both Critically and Creatively Independently and Cooperatively  Curiosity and Desire to Learn For Life (Show initiative, Inquire & Learn) o Seeking Advice and Forming Daily Questions to Discover New Insights. o Commitment to Quality, Timeliness, and Continuous Improvement o Understanding Basic Project and Risk Management and Continuous Improvement Concepts (like LEAN+)  Ethical Standards and Professionalism o Operate in Accordance With Acceptable Business, Societal, and Professional Norms o Maintain the Highest Level of Integrity, Ethical Behavior, and Professional Competence o Understand and Applies Good Personal Judgment At the ASEE Annual Conference in 2010, SIG stakeholders attempted to translate the attributes into specific competencies that could be identified by levels of importance and proficiency at certain intervals of an individual’s education and professional development. The initial list totaled 48; however, through in-person meetings at the Conference, and through bi-weekly telephone conference calls and other electronic communication, the list was ultimately synthesized and consolidated. After further review and validation from CMC members, a total of 20 competencies associated with the attributes of a global engineer emerged. These are: 1. Demonstrates an understanding of engineering, science, and mathematics fundamentals 2. Demonstrates an understanding of political, social, and economic perspectives 3. Demonstrates an understanding of information technology, digital competency, and information literacy 4. Demonstrates an understanding of stages/phases of product lifecycle (design, prototyping, testing, production, distribution channels, supplier management, etc.) 5. Demonstrates an understanding of project planning, management, and the impacts of projects on various stakeholder groups (project team members, project sponsor, project client, endusers, etc.) 6. Demonstrates an understanding of the ethical and business norms and applies norms effectively in a given context (organization, industry, country, etc.) 7. Communicates effectively in a variety of different ways, methods, and media (written, verbal/oral, graphic, listening, electronically, etc.) 8. Communicates effectively to both technical and non-technical audiences 9. Possesses an international/global perspective 10. Possesses fluency in at least two languages 11. Possesses the ability to think both critically and creatively 12. Possesses the ability to think both individually and cooperatively 13. Functions effectively on a team (understands team goals, contributes effectively to team work, supports team decisions, respects team members, etc.) P ge 25240.5 14. Maintains a positive self-image and possesses positive self-confidence 15. Maintains a high-level of professional competence 16. Embraces a commitment to quality principles/standards and continuous improvement 17. Embraces an interdisciplinary/multidisciplinary perspective 18. Applies personal and professional judgment in effectively making decisions and managing risks 19. Mentors or helps others accomplish goals/tasks 20. Shows initiative and demonstrates a willingness to learn Survey Development and Sampling Procedures After completing a stakeholder-driven process to develop the attributes of a global engineer, SIG members sought to validate the list of attributes with stakeholders beyond the CMC. Given the global dimensions and emphasis of the attributes, SIG members were desirous of a mechanism to receive widespread feedback from a truly global audience of engineering-oriented stakeholders. First, however, certain definitions were developed, as noted below: Definition of Attributes: Attributes: the desired competencies and characteristics needed by engineers in order to effectively live and work in a global context. Definition of Role Levels: Upon Graduation from a Secondary/High-School: graduation from a secondary/high-school and entering a tertiary/college/university to pursue an engineering program-of-study. Upon Graduation from a Tertiary/College/University: graduation from a tertiary/college/university engineering program-of-study. Early-Career Engineering Professional: employment in an engineering role during the 5 years immediately following graduation from a tertiary/college/university. Definition of Importance Levels: Extremely important: the knowledge, skills, abilities, and perspectives associated with this attribute are essential to successful performance outcomes of this role. Important: the knowledge, skills, abilities, and perspectives associated with this attribute are generally needed for satisfactory performance outcomes of this role. Slightly important: the knowledg

Attributes of a Global Engineer: Field-informed Perspectives, Recommendations, and Implications