Learning from Senior-Level Engineering and Business Development Professionals to Create Globally Competent Engineers via On- and Off-Campus Activities

Efforts to scale curricular and co-curricular experiences designed to foster globally competent engineers sit at an important crossroads. Education for global competency, along with the development of other “professional” or “soft” skills, is an important part of the formation of 21 century engineers. There is broad agreement that, “US engineers [of 2020] will face totally different problems from the ones we face today” and “will have to be open to different religions, different ways of thinking, and different social values.” However, consensus does not exist regarding how to cultivate globally competent engineers in a costand time-effective manner, nor the minimum level of global competence necessary prior to graduation. Universities have the opportunity to make curricular and co-curricular decisions guided by the knowledge and experiences of current global professionals. This paper identifies lessons learned from 16 hour-long interviews of senior-level engineering and business development professionals at a large, Multinational Defense Company (MDC) who were currently working in or had previously completed assignments that included extensive international components. Interview transcripts were analyzed via a modified grounded theory approach. 3 Interviewees were asked (1) to describe their experiences, including how they prepared, their motivations for participating, and what challenges they faced before, during, and afterward; (2) to identify any cultural differences they observed or experienced, including those related to communication, decision-making, project management, problem solving, and style of engineering; and (3) to make recommendations for individuals beginning international assignments and for educational and corporate institutions. Lessons identified include: 1. Try Not to Behave like an ‘Ugly American’ 2. Understand the Differences Between the US and the Other Country 3. Focus on Communication 4. Build Relationships, Build Trust 5. Implement A Learn-By-Doing Model of Education for International Work 6. Commit to Ongoing Cycles of Continuing Education and Reflection The paper concludes with identification of curricular and co-curricular pathways for responding to these lessons at individual and institutional levels via onand off-campus activities, as well as exploration of how challenges to implementation may be overcome.