We are pleased to share the toolkit for assessing global competence of engineers, and the impact of training and international experience.
The toolkit will allow for easy, more rigorous, assessment of competence by HEIs and employers. Using the toolkit, HEIs and employers can both measure the level and profile of individuals’ competence, and assess the effect of interventions and experiences, e.g., training and international exchange or cooperation. Being able to identify strengths and weaknesses, more effective means of improving competence can be planned.
On the personal level this could refer to focused training on specific competencies while at the organisational level this could translate to embedded mobility curricula or otherwise improved education.
The toolkit will help validate international experience, thus promoting meaningful internationalisation and increase the capacity of professionalism of engineers to work at European/international level.
Please, we invite you to participate, use and share this wonderful tool that we hope will be to your liking and interest.
Now available: https://surveytavie.industriales.upm.es/
During March 8, 9 and 10, 2021 in Valencia, Spain, preliminary results of the TA VIE project were presented at the 15th International Technology, Education and Development Conference (INTED). INTED is one of the largest international education conferences for lecturers, researchers, technologists, and professionals from the educational sector. After 15 years, it has become a reference event where more than 700 experts from 80 countries will get together to present their projects and share their knowledge on teaching and learning methodologies and innovations on educational technology.
SCENARIOS BASED APPROACH TO ASSESS GLOBAL COMPETENCE IN ENGINEERING MOBILITY PROGRAMS
I. Ortiz-Marcos1, L.I. Ballesteros-Sánchez1, V. Breuker2, A. Hernández Bayo1, R. Rodríguez-Rivero1
1Universidad Politécnica de Madrid (SPAIN)
2Universitá di Milán (ITALY)
The global world requires an essential emphasis on sustainability regarding productivity and industrialization processes, all the more with current environmental issues—water supply, deforestation, climate change—as well as sanitary issues like COVID-19, which permeate throughout and threaten all global activity. The development of the TA VIE project presented here stemmed from an international collaboration of five European HEI institutions in Spain, Italy, France, Sweden and Hungry. The TA VIE project has shown that companies understand the relevance of global competencies and young professionals should improve in those competencies. Companies in the five national contexts participating in the project argue that engineers should deploy these competencies to follow market trajectories and face current challenges. As a result of the first intellectual output of the project a framework of global competencies for engineers was published. Now, in this second part of the project, we are ready to share how to measure these competencies with engineering students using an innovative approach. In this paper the result of scenarios designed to measure global competencies is presented.
Keywords: Global competence, Competence Assessment, Scenario approach, International experience, Engineering.
News: we want to share with the entire TA VIE community that a research article (open access) has recently been published within the framework of the development of the project, with the aim of disseminating the preliminary results of the project as well as the most outstanding findings of the early stages.
We hope this research article is of interest to you!
This paper presents the results of the first part of the Tools for Enhancing and Assessing the Value of International Experience for Engineers (TA VIE) project, launched in 2018, and outlines a contemporary understanding of global competence for engineers, as understood by European engineering companies. Striving to make engineering education more comprehensively aligned to the United Nation’s Sustainable Development Goals (SDGs), and thereby meeting demands from industry and society, the notion of “global competence” has attracted more and more attention from engineering schools. While there is no universally agreed on definition of global competence, the OECD (Organization for Economic Co-operation and Development) definition, which explicitly combines global awareness and intercultural communication competence with sustainability efforts, seems potentially well positioned to inform higher education institutions’ (HEI) global competence education. This is perhaps especially so when it comes to international student mobility, an area which is regularly seen as an important means to enhance global competence while all too often being assessed not in terms of qualitative student development, but in terms of structural indicators. However, in order to assess and improve curricula and mobility programs, the desired learning outcomes must first be specified. Based on research in five European countries (Spain, Italy, Sweden, France and Hungary), this paper details the understanding, requirements and perceived skill gaps of companies hiring engineering graduates, a first step towards improved and assessable global competence education for engineering students.
Keywords: global competence; internationalization; engineering profession; qualitative research; European comparison
Sustainability 2020, 12(22), 9568; https://doi.org/10.3390/su12229568
Download PDF: https://www.mdpi.com/2071-1050/12/22/9568/pdf
Framework for Global Competence of Engineers
We are pleased to share the following informative leaflet detailing the preliminary results derived from the first Intellectual Output (IO1). For this purpose, as previously reported, this work developed by the project team during the first year of the project will be disseminated to the stakeholders through several multiplier events.
These events are taking place in each of the participating countries which will present the framework of IO1. It will be an important sounding board point for further work and will be used to collect the opinion of the target groups. These opinions are taken into account for further work on the next IOs.
We encourage everyone to participate and hope you like it.!
More Info – Multiplier Event at UPM – MADRID:
Another of the initiative undertaken was the presentation of the TA VIE project in the 2nd International Symposium on Language Learning and Global Competence, Stockholm 23-24 August 2019. The Symposium aimed to discuss how language and communication studies can best support, gain support from, and be part of global competence education for engineers.
The poster presentation won first prize at the Poster Session during the President’s Reception, based on “the innovativeness and efficacy of the work, and the quality of the presentation”.
Recently the TA VIE project was presented at the last congress of American Society for Engineering Education (ASEE) 2019, this annual xonference and exposition is the only conference dedicated to all disciplines of engineering education. It is committed to fostering the exchange of ideas, enhancing teaching methods and curriculum, and providing prime networking opportunities for engineering and technology education stakeholders such as deans, faculty members and industry and government representatives
The following abstract is part of the article presented by TA VIE team in the framework of the conference:
This work-in-progress paper presents a newly launched EU-project, TA VIE: Tools for Enhancing and Assessing the Value of International Experience for Engineers. The project is a three-year collaboration between technical faculty at universities in Spain, France, Italy, Hungary and Sweden, with associate partners representing industry, consultants, educational organizations and student bodies. As a rationale for the project lies a recognition of two facts: the ever-increasing need for global competence among engineering graduates and professionals, and the still overwhelming reliance on structural indicators to gauge internationalization, as opposed to means to objectively and reliably measure qualitative outcomes of internationalization and learning activities for global competence. The project has four specific objectives: 1. To identify the global competence (knowledge, skills and attitudes) needed by engineers. 2. To develop a robust toolkit with which institutions of higher education, companies and organizations can assess individual global competence, and so also measure the effect and effectiveness of training and international mobility. 3. Develop innovative and effective teaching and training strategies for students in higher education, focusing on curriculum design and making better use of the many already existing opportunities for embedded mobility and collaboration. 4. Develop strategies and ways of valorising the competence of engineers with global competence, to promote employability. The project’s rationale and specific objectives may seem straightforward and in line with international educational trends of the last decades, however, while primarily aimed at introducing the project, the paper wishes to problematize it. The project is situated within a very specific EU context. Questions are raised about what understanding of the rationale and objectives the project partners, coming from countries with significant political and socioeconomic differences, bring to the project. If global competency for engineers is indeed the ability to “work effectively with people who define problems differently”, the project would seem to have, as its very first challenge, to find ways of making the collaboration and its objectives meaningful both at the local, national and EU levels.
Another working meeting has been held between the different partners of the TA VIE project. This time the site chosen was Budapest University of Technology and Economics. The productive meeting has allowed progress in the defined objectives and reach the milestone regarding Intellectual Output 1.
The development of the agenda included the update and closing preparation of the Intellectual Output 1, as well as the partners’ contributions and discussion on the matter.
Thanks BME for the organization and being an exceptional host. And, of course, as is tradition, ¡it could not miss a photographic record of the event with part of the project team!