ABSTRACTThis paper addresses three

ABSTRACTThis paper addresses three questions related to the rationale for global engineering education. These questions are, Why do engineering students need to have a new set of skills, which we will collectively refer to as “global competence?” What does it mean for students to have global competence? and, What are the most important attributes of global competence?In answer to the first question, we discuss the forces and events of the past 20 years which have driven the globalization of engineering. In answer to the second question, we present 13 dimensions of global competence. To answer the third question, we present survey results from engineering educators and leaders in industry regarding the relative importance of thesedimensions. We then discuss some implications of the answers to these questions.

結果 (英文) 1:

The ABSTRACT
This Paper Addresses Three Questions Related to at The in the Rationale for, Ltd. Free Join Engineering Education. THESE Questions are, Why do Engineering Students need to have have A new new the SET of Skills, Which WE by Will collectively REFER to AS ", Ltd. Free Join Competence?" The What does IT Mean for Students to have have, Ltd. Free Join Competence? and, the What are at The MOST Important the Attributes of, Ltd. Free Join Competence?
an In answer to at The First Question, WE at discuss at The Forces and Events of at The Past 20 years Which have have Driven at The Globalization of Engineering. an In answer to at The SECOND, Question, we present 13 dimensions of global competence. To answer the third question, we present survey results from engineering educators and leaders in industry regarding the relative importance of these
dimensions. We then discuss some implications of the answers to these questions.

結果 (英文) 2:

ABSTRACT
This paper addresses three questions s s to the rationale for global engineering education. These questions are, why do engineering get to have a new set of of of out of the skills, who we we will collectively ly to as "Global competence?" What dos it mean for students to have global competence? And, What are the most most attributes of global competence?
In answer to the first question, we discuss the forces and events of the past 20 years of s and how have-driven dwein dweud Of the engineering. In answer to the second question, we present 13 dimensions of global competence. To answer the third question, we present survey results from the design educators and leaders in industry industry the r elative importance of these
dimensions. We then discuss some s ions of the answers to these questions.

結果 (英文) 3:

ABSTRACT
This paper addresses three questions related to the rationale for global engineering education. These questions are，Why do engineering students need to have a new set of skills，which we will collectively refer to as“global competence？ ”What does it mean for students to have global competence？ and，What are the most important attributes of global competence？
In answer to the first question，we discuss the forces and events of the past 20 years which have driven the globalization of engineering. In answer to the second question，we present 13 dimensions of global competence. To answer the third question，we present survey results from engineering educators and leaders in industry regarding the relative importance of these
Dimensions. We then discuss some implications of the answers to these questions.