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首页> 外文会议>40th ASEE/IEEE Frontiers in Education Conference >Preparing university students for global workforces: Comparisons between engineering and business school students
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Preparing university students for global workforces: Comparisons between engineering and business school students

机译：为大学生为全球劳动力做准备：工科和商学院学生之间的比较

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There is a growing concern among universities that students in undergraduate and graduate engineering and business programs will be unprepared or underprepared to work in global workforces. In their 2005 publication, Engineers for 2020, the National Academy of Engineering (NAE) urged university engineering schools nationwide to embed curriculum and assessment measures into academic programs that provide opportunities and associated assessment metrics to meet this international challenge. Specifically, the NAE charges universities and colleges to prepare engineers that are leaders in global engineering fields with strong communication, leadership and interdisciplinary research, and professional skills in diverse in engineering environments. Businesses, and business school have similar globally focused charges. This paper describes a university's response to an important challenge of preparing students for global workforces. This paper describes assessment metrics related to preparedness for working in diverse globally focused engineering and business contexts. In this study, engineering and business school students received interdisciplinary globally focused training via their coursework, research and international field experiences and were assessed as to their preparedness to work in global workforces, research, and diverse environments. Accordingly, global preparedness index was developed and administered to assess the impact of diverse educational and research experiences summatively. Results of this important assessment metric were compared across programs and to students' course grades, work related efficacy, international field experiences and outcomes-based academic program success. Results of this research indicate that engineering and business students who were most globally prepared were also most efficacious, had international experiences, and received higher grades in courses. Additionally, diversity in preparedness among the subscales of the index was-- noted, suggesting that students with diverse socio-demographic profiles had diverse preparedness indices.
机译：大学之间越来越担心的是，本科生和研究生工程与商业课程的学生对于在全球劳动力市场工作的准备不足或准备不足。美国国家工程院（NAE）在其2005年的出版物《 2020年的工程师》中，敦促全国的大学工程学校将课程和评估措施纳入学术课程，以提供机会和相关的评估指标来应对这一国际挑战。特别是，NAE要求高等院校为在全球工程领域处于领先地位的工程师培养具有强大的沟通能力，领导能力和跨学科研究能力以及在各种工程环境中的专业技能。企业和商学院在全球范围内都有类似的收费。本文描述了大学对学生为全球劳动力做好准备这一重要挑战的应对措施。本文介绍了与在全球性工程和业务环境中工作的准备情况相关的评估指标。在这项研究中，工科和商学院的学生通过他们的课程工作，研究和国际现场经验接受了针对全球的跨学科培训，并对他们在全球劳动力，研究和多样化环境中工作的准备情况进行了评估。因此，制定并管理了全球准备指数，以总结性地评估各种教育和研究经验的影响。这项重要评估指标的结果在各个课程之间进行了比较，并与学生的课程成绩，与工作相关的功效，国际现场经验和基于结果的学术课程成功与否进行了比较。这项研究的结果表明，准备最充分的工程和商科学生也是最有效率的，具有国际经验，并且在课程中获得更高的分数。此外，该指数各分量表之间的备灾多样性是- -- 指出，这表明具有不同社会人口统计学特征的学生具有不同的备灾指数。

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