Exploring the Impact of Global Undergraduate Experiences on Engineers' Career Pathways and Approaches to Engineering Work

在日益全球化的世界中，工程学毕业生必须培养在这种环境中取得成功的知识和技能。该项目将通过探索本科期间及以后的全球经历如何与全球职业成果相联系来努力实现这一目标。有几项研究在本科工程课程的背景下探索了全球工程能力和相关技能的发展，但我们几乎没有关于全球经验的长期影响以及学生进入工程工作队伍后遵循的职业道路的信息。这个项目将通过收集工程专业毕业生在其职业生涯不同阶段的数据，为工程师提供关于全球经验的影响和价值的见解，从而促进我们对工程师形成的理解。该项目的调查结果将为工程专业学生的全球课程设计提供建议，并可为继续投资于开发、实施和改善获得此类课程的机会提供动力。此外，我们关于工程师在毕业后如何继续形成的研究可以为实习工程师在其职业生涯中继续全球学习提供专业发展支持。了解我们如何在本科期间和毕业后支持工程师的全球学习，提高我们发展一支具有全球竞争力和创新能力的劳动力的能力。本项目的目的是探索全球本科经验对工程师职业道路和工程工作方法的影响。我们将对三个长期运行的全球工程项目进行多案例研究，以解决三个研究问题：1)作为本科生参加全球项目的工程师和没有参加全球项目的工程师之间的全球职业成就如何比较？2)全球经验、全球自我概念和职业选择变量是预测全球职业结果的变量？3)本科期间和进入劳动力大军后的全球经验如何影响工程师的工程工作方法和职业选择？为了解决RQ1和RQ2，我们将对这三个项目的所有校友进行一项关于职业轨迹、职业结果和大学期间和毕业后的全球经历的调查，这将是本研究的案例。根据调查的回应，我们将在每个案例中通过招聘同一所大学的工科校友来确定一个学科和行业构成相似的比较组，并对这组人进行调查。为了解决RQ3问题，我们将对来自全球项目和比较小组的参与者进行访谈，以了解参与者对工程工作的方法、全球职业生涯成果以及他们认为为参与全球工作环境做好准备的经验。最后，我们将通过制定案例摘要和对调查结果进行全面比较来进行跨案例比较。该项目将对全球工程领域的职业成果、全球工程工作的性质以及工程师参与终身全球学习的方式提供新的见解。我们的研究结果将为学生设计全球工程课程和为执业工程师提供全球职业发展机会提供建议。该项目将由学术咨询委员会和行业咨询委员会共同提供信息。学术顾问委员会由全球工程项目的研究人员和从业者组成，而工业顾问委员会由拥有80年以上工程工作经验的个人组成，包括培训和招聘新工程师。通过我们的行业咨询委员会和传播计划，我们计划在行业环境中广泛传播我们的结果，以加强与全球工程师形成相关的行业和大学合作。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

In the increasingly globalized world, it is essential that engineering graduates develop the knowledge and skills to be successful in this environment. This project will work towards achieving that goal by exploring how global experiences during the undergraduate years and beyond may connect to global career outcomes. Several studies have explored the development of global engineering competency and related skills within the context of undergraduate engineering programs, but we have little information about the long-term impact of global experiences and the career pathways that students follow after they enter the engineering workforce. This project will advance our understanding of the formation of engineers by providing insights on the impact and value of global experiences for engineers by gathering data from engineering graduates at various stages of their careers. Findings from this project will lead to recommendations for the design of global programs for engineering students and can provide motivation for continued investment in development, implementation, and improvement of access to such programs. In addition, our research on how the formation of engineers continues after graduation can inform professional development support for practicing engineers to continue global learning throughout their careers. Understanding how we can support global learning for engineers both during and after the undergraduate years improves our ability to develop a globally competitive and innovative workforce.The purpose of this project is to explore the impact of global undergraduate experiences on engineers’ career pathways and approaches to engineering work. We will conduct a multiple-case study of three long-running global engineering programs to address three research questions: 1) How do global career outcomes compare between engineers who participated in global programs as undergraduate students and those who did not? 2) What global experience, global self-concept, and career choice variables are predictors of global career outcomes? 3) How do global experiences during the undergraduate years and after entering the workforce influence engineers’ approaches to engineering work and career choices? To address RQ1 and RQ2, we will administer a survey about career trajectories, career outcomes, and global experiences during and after college to all the alumni of the three programs which will be the cases for this study. Based on the survey response, we will identify a comparison group within each case with similar composition of disciplines and industry sectors by recruiting engineering alumni from the same university and administer the survey to this group. To address RQ3, we will conduct interviews with participants from the global programs and comparison groups to understand participants’ approaches to engineering work, global career outcomes, and experiences they believe prepared them to engage in a global work environment. Finally, we will make a cross-case comparison by developing case summaries and holistically comparing the findings. This project will contribute new insights about global career outcomes in engineering, the nature of global engineering work, and the ways in which engineers engage in lifelong global learning. Our results will lead to recommendations for the design of global engineering programs for students and global professional development opportunities for practicing engineers. The project will be informed by both an academic advisory board and industrial advisory board. The academic advisory board is comprised of researchers and practitioners of global engineering programs, while the industrial advisory board is comprised of individuals with 80+ years of combined engineering work experience, including training and recruiting new engineers. Through our industrial advisory board and dissemination plan, we plan to communicate our results broadly in the industry setting to increase industry and university collaborations related to the formation of global engineers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.