Use of Data to Enhance Global Engineering Education

Today’s engineering graduates should be prepared to practice engineering in a global context. One of the ways in which students can prepare, we believe, is by studying abroad. However, aside from anecdotal evidence, little data have been published in support of this assumption. Senior exit survey data were analyzed to determine if there were any differences in educational experiences, co-curricular experiences, satisfaction, and preparedness between those who have or have not studied abroad. Differences between international and domestic students were also examined. Higher levels of perceived preparedness to work in a global context were found for students who have studied abroad as well as among international students, compared to their counterparts. Differences in specific attributes, including ability to work on a project/product with customers outside the US, work in a team with members from different countries, and work in a globally distributed team, were also found. Students who studied abroad and international students perceived themselves to be better prepared to work globally. Institutional data were analyzed to identify any areas in which we can make improvements for students or that can demonstrate value of international programs to students. For example, we examined the average deviation from expected number of semesters and years to graduation for these populations of students. We found no significant difference in the time to graduate for students who have or have not studied abroad for a semester. This information is shared with students to help eliminate related concerns that may prevent them from participating in such an experience. These data are now used to inform current students of the importance and advantages of studying abroad and to address any reservations that they may have. For example, students who studied abroad reported having more full-time job interviews than students who did not study abroad. Senior exit survey data analyses results are being used to inform programming decisions for domestic and international students and the use of limited resources. These data are also used to identify issues that specifically pertain to international students.