Engineering Global Competencies through Study Abroad

Patrick Tunno

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: International Division (INTL) Technical Session #1: Global Competency
Tagged Division: International Division (INTL)
Tagged Topic: Diversity
Page Count: 15
DOI: 10.18260/1-2--43313
Permanent URL: https://peer.asee.org/43313
Download Count: 185

Paper Authors

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Patrick Tunno Pennsylvania State University

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Patrick Tunno is the inaugural Director of Penn State’s Center for Global Engineering Engagement and an Associate Teaching Professor. He has overseen and continues to lead the development and expansion of diverse international initiatives. Under his leadership, the college has established an award-winning Global Engineering Fellows Program, launched Penn State’s first 3+1+1 program for international students to pursue a one-year master’s degree, and initiated new interdisciplinary faculty-led study abroad programs. Additionally, he has worked for the Federal government, served on foreign language faculty, and led multiple study abroad programs. Tunno earned an M.B.A. at SDA Bocconi University (Milan, Italy) and a Ph.D. from Penn State, with his research focused on the development of global competencies through study abroad programs.

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Abstract

The importance of global competencies for an engineering workforce to address cross-border challenges and the emphasis on studying abroad to develop these abilities is well documented. Some of the biggest problems in society require extensive collaboration that extends beyond national borders. In a new digital professional context and interconnected global society, where seeing a colleague thousands of miles away now happens with the click of a Zoom link, the ability to work globally has arguably never been greater. Traditionally, study abroad programs have been viewed as playing a significant role in preparing students for international careers.

How program participants perceive the development of global competencies through the lens of Kolb’s Experiential Learning Theory [1] is limited in the literature. An investigation into this subject can provide insights into how to approach cultivating students’ abilities to collaborate across borders. A qualitative research study at the Pennsylvania State University employed participant interviews to identify the components of the “Como, Italy Technical Presentation and Cross-Cultural Engagement” faculty-led study abroad program that were most relevant to developing global competencies in engineering students. In addition, the factors that helped and hindered the acquisition of this skillset were explored utilizing Critical Incident Technique (CIT).

Local student interactions, an academic preparation and culture class, free time/personal exploration, guided excursions, and reflection were found to be significant as both program components and helping factors in the development of global competencies. Cultural immersion, interactions with locals, and faculty encouragement were important as program components but not explicitly identified as helping factors. Conversely, (negative) mindset, the study abroad cohort, and one’s (insufficient) language abilities were determined to be hindering factors. The study participants were able to provide insights that aligned their experiences with Kolb’s model. Reflection, faculty guidance, and time to engage with experiential learning were crucial in this process. Additionally, the recursive nature of learning was evident in many participant narratives.

Practitioners in the field of education abroad for undergraduate engineering students may benefit from considering the program components and factors identified when devising programs and curricula. A model was created that may guide the practice of program design. As the study abroad field strives to respond to the need for global competencies in the engineering workforce, additional investigations must be undertaken. Research incorporating mindset, the qualities that make local student interactions meaningful, and the inclusion of larger sample sizes and quantitative methods may be of particular interest.

Citation
Format

Tunno, P. (2023, June), Engineering Global Competencies through Study Abroad Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43313

TY - CPAPER
AB - The importance of global competencies for an engineering workforce to address cross-border challenges and the emphasis on studying abroad to develop these abilities is well documented. Some of the biggest problems in society require extensive collaboration that extends beyond national borders. In a new digital professional context and interconnected global society, where seeing a colleague thousands of miles away now happens with the click of a Zoom link, the ability to work globally has arguably never been greater. Traditionally, study abroad programs have been viewed as playing a significant role in preparing students for international careers.

How program participants perceive the development of global competencies through the lens of Kolb’s Experiential Learning Theory [1] is limited in the literature. An investigation into this subject can provide insights into how to approach cultivating students’ abilities to collaborate across borders. A qualitative research study at the Pennsylvania State University employed participant interviews to identify the components of the “Como, Italy Technical Presentation and Cross-Cultural Engagement” faculty-led study abroad program that were most relevant to developing global competencies in engineering students. In addition, the factors that helped and hindered the acquisition of this skillset were explored utilizing Critical Incident Technique (CIT).

Local student interactions, an academic preparation and culture class, free time/personal exploration, guided excursions, and reflection were found to be significant as both program components and helping factors in the development of global competencies. Cultural immersion, interactions with locals, and faculty encouragement were important as program components but not explicitly identified as helping factors. Conversely, (negative) mindset, the study abroad cohort, and one’s (insufficient) language abilities were determined to be hindering factors. The study participants were able to provide insights that aligned their experiences with Kolb’s model. Reflection, faculty guidance, and time to engage with experiential learning were crucial in this process. Additionally, the recursive nature of learning was evident in many participant narratives.

Practitioners in the field of education abroad for undergraduate engineering students may benefit from considering the program components and factors identified when devising programs and curricula. A model was created that may guide the practice of program design. As the study abroad field strives to respond to the need for global competencies in the engineering workforce, additional investigations must be undertaken. Research incorporating mindset, the qualities that make local student interactions meaningful, and the inclusion of larger sample sizes and quantitative methods may be of particular interest.

AU - Patrick Tunno
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Engineering Global Competencies through Study Abroad
UR - https://peer.asee.org/43313
DO - 10.18260/1-2--43313
ER -