ADD-ON CERTIFICATE IN GLOBAL COMPETENCE: A PRAGMATIC ANSWER TO A CHALLENGING QUESTION

ADD-ON CERTIFICATE IN GLOBAL COMPETENCE: A PRAGMATIC ANSWER TO A CHALLENGING QUESTION

B. Kjellgren, E. Keller, Y. Takau-Drobin (2018).  ADD-ON CERTIFICATE IN GLOBAL COMPETENCE: A PRAGMATIC ANSWER TO A CHALLENGING QUESTION. 15.

This paper describes and evaluates a university-wide extracurricular ‘Certificate of Global Competence’ introduced at KTH Royal Institute of Technology in 2016 as a means to strengthen engineering education with content seen as both very important and hard to fit into existing programmes. Engineering graduates are expected to have the necessary knowledge, skills and attitudes to work effectively and ethically in environments characterised by cultural and social diversity. Going from these demands to educational programmes that integrate the teaching of global competence in true CDIO fashion has, however, proven to be an overwhelming task for many universities. Consequently, most HE institutions seem satisfied with measuring internationalisation using superficial but easily quantifiable data such as the number of international students or the number of exchange students, and KTH is an example of this trend. Students are encouraged to prepare for a global labour market, but their engineering programmes are highly restrictive and leave little or no room for studies of subjects outside the perceived core competencies of their professions. International students at KTH are similarly forced to cope on their own, usually resulting in having them spend most of their free time with other international students. To address this problem, KTH decided to establish the ‘Certificate of Global Competence’ comprising two elective courses and one study period abroad. The main idea has been to give students the opportunity to equip themselves with essential knowledge, skills and attitudes to function well in intercultural contexts even though they may not be given enough freedom in their programmes. Acknowledging the increasing importance of global competency, we argue that these skills ought to be more saliently described among the desired attributes of graduating engineers in future versions of the CDIO Syllabus. 

Authors (New): 
Björn Kjellgren
Elizabeth Keller
Yoko Takau-Drobin
Pages: 
15
Affiliations: 
KTH Royal Institute of Technology,Sweden
Keywords: 
Internationalisation
Global competence
Communication
CDIO Syllabus
CDIO Standard 2
CDIO Standard 3
CDIO Standard 7
CDIO Standard 8
Year: 
2018-01-01 00:00:00
Reference: 
Berglund, A., Havtun, H., Johansson, H.B., Jerbrant, A., Andersson, M., Hedin, B., & Kjellgren, B. (2015). The Pedagogical Developers Initiative – Changing Educational Practices and Strengthening CDIO skills. Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11, paper 129. Retrieved from http://www.cdio.org/files/document/cdio2015/129/129_Paper.pdf: 
Berglund, A., Havtun, H., Jerbrant, A., Wingård, L., Andersson, M., Hedin, B., & Kjellgren, B. (2016). The pedagogical developers initiative – development, implementation and lessons learned from a systematic approach to faculty development. Proceedings of the 12th International CDIO Conference, Turku, Finland, June 12-16, 497-508. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva202516: 
Berglund, A., Havtun, H., Jerbrant, A., Wingård, L., Andersson, M., Hedin, B., & Kjellgren, B. (2017). The Pedagogical Developers Initiative – Systematic Shifts, Serendipities, and Setbacks. Proceedings of the 13th International CDIO Conference, Calgary, Canada, June 18-22, 65-77. Retrieved from https://prism.ucalgary.ca/bitstream/handle/1880/52101/CDIO2017_Proceedings_FullPapers.pdf: 
Campbell, C., and Beck, H. (2010). Toward Internationalized Engineering Curriculum and Challenges. Proceedings of the 6th International CDIO Conference, École Polytechnique, Montréal, Canada, June 15-18, 2010.: 
Carlsson, C., Edström, K. and Malmström, H. (2010). Engineering and Communication Integrated Learning – Collaboration Strategies for Skills and Subject Experts. Proceedings of the 6th International CDIO Conference, École Polytechnique, Montréal, Canada, June 15-18, 2010.: 
Crawley, E (2001). The CDIO Syllabus. A Statement of Goals for Undergraduate Engineering Education. Retrieved from http://www.cdio.org/files/CDIO_Syllabus_Report.pdf [Accessed 21 January 2018].: 
Deardorff, D.K. (red.) (2009). The Sage handbook of intercultural competence. Thousand Oaks, Calif.: Sage Publications.: 
Diamond, A., et al. (2011). Global graduates into global leaders. Paper presented by The Association of Graduate Recruiters, The Council for Industry and Higher Education and CFE Research and Consulting, London.: 
Downey, G. L., et al. (2006). The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently, Journal of Engineering Education, vol. 95, no.2, pp. 107-122.: 
Edström, K. (2017). Exploring the dual nature of engineering education: Opportunities and challenges in integrating the academic and professional aspects in the curriculum (PhD dissertation). Stockholm. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-217315: 
Hannan, Michael T. and Freeman, J. (1984). Structural Inertia and Organizational Change. American Sociological Review Vol. 49, No. 2 (Apr., 1984), pp. 149-164.: 
Hoffman, B., Christensen, P. (2011). Culture in Engineering Education – CDIO Framing Intercultural Competences. Proceedings of the 7th International CDIO Conference, Technical University of Denmark, Copenhagen, June 20-23, 2011.: 
Hudzik, J.K. and McCarthy, JoAnn S. (2012). Leading Comprehensive Internationalisation: Strategy and Tactics for Action, NAFSA: Association of International Educators.: 
Jesiek, B.K., Shen Y., and Haller Y. (2012). Cross-Cultural Competence: A Comparative Assessment of Engineering Students. International Journal of Engineering Education, Vol. 28, No. 1, pp. 144–155.: 
Josefsson, T. (2010). Intercultural Competence in Engineering Education. Proceedings of the 6th International CDIO Conference, École Polytechnique, Montréal, Canada, June 15-18, 2010.: 
Kjellgren, B., C.J. Carlsson, R. Bergman & Å. Carlsson (2015) Interkulturell kompetens: Vad gör vi för studenterna, och hur bra? In Proceedings 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, 2015 Retrieved from www.it.uu.se/research/publications/reports/2016-002/2016- 002.pdf [Accessed 25 January 2018]: 
Kjellgren, B., Havtun, H., Wingård, L., Andersson, M., Hedin, B., Hjelm, N., & Berglund, A. (2018) The Pedagogical Developers Initiative – Sustainable Impact or Falling into Oblivion? Proceedings of the 14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, Japan, June 28- July 2, 2018: 
Malmqvist, J., Edström, K., and Hugo, R. (2017). A proposal for introducing optional CDIO standards. In Proceedings of the 13th International CDIO Conference, Calgary, Canada, June 18-22, 2017 (pp 65-77). Retrieved from https://prism.ucalgary.ca/bitstream/handle/1880/52101/CDIO2017_Proceedings_FullPapers.pdf [Accessed 26 January 2018]: 
Spencer-Oatey, H., & Dauber, D. (2015). How internationalised is your university? From structural indicators to an agenda for integration. UKCISA, Occasional Paper.: 
Spitzberg, B. and Changnon, G. (2009). Conceptualizing Intercultural Competence, in Deardorff, D.K. (red.) The Sage handbook of intercultural competence. Thousand Oaks, Calif.: Sage Publications.: 
UN (2015) Transforming our world: The 2030 Agenda for sustainable development. Retrieved from https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustaina ble%20Development%20web.pdf [Accessed 25 January 2018]: 
Go to top