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Engineering educators are challenged to produce globally prepared graduates. Yet, sparse research has defined specific traits, characteristics, experiences, or competencies that contribute to this outcome. In this paper, we describe and present results of a research summit that was convened with a group of subject matter experts in engineering and international education to reach consensus on the skills, strategies and characteristics of globally prepared engineering students. This summit was a culminating research process that synthesized results of three rounds of a Delphi study that focused on identifying the traits, experiences, and competencies that defined globally prepared engineering graduates. The summit resulted in the semantic mapping of critical aspects of global preparedness of undergraduate engineering students. The resulting semantic map documents the relationships among engineering global preparedness and three other broad categories, some of which are particular to engineering education and others that may be applied to other higher education contexts concerned with global preparedness. In addition to global preparedness, the remaining three categories are international contextual knowledge, personal and professional qualities, and cross-cultural communication skills and strategies. The results of this research are intended to inform both engineering and international education.

Moving Towards a Research Informed Conceptual Model of Engineering Global Preparedness