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Project background

Project background. Development Awareness Fund, DFID 18 months of research, workshops and dialogue Identify drivers, barriers, case studies and innovation Promote collaboration and partnership Draw out wider lessons Provoke and inform wider debate. The Global Engineer

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Project background

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  1. Project background Development Awareness Fund, DFID 18 months of research, workshops and dialogue Identify drivers, barriers, case studies and innovation Promote collaboration and partnership Draw out wider lessons Provoke and inform wider debate

  2. The Global Engineer Why global issues are critical to engineering education What global skills look like and the alignment between different initiatives How the global dimension can be embedded: looking at examples of current practice

  3. Global Dimension of Engineering • Convergence of crises: Ring road issues • Climate change • Poverty • Globalisation

  4. Growth in developing countries Huge investment ($10-20 trillion) in oil, gas and mining over next 20-30 years much in poverty and conflict prone regions Over $600bn projected expenditure over the next 10 years in Africa alone.

  5. Growth in developing countries Expansion in infrastructure investment esp. slum upgrading and urban infrastructure In 2005 the G8 nations pledged $150bn additional aid for African infrastructure in the next 10 years. By 2015 it is estimated that 80% of new infrastructure will be in developing countries

  6. Growth in developing countries Enterprise solutions to poverty incl. ‘base of the pyramid’, fair trade and social enterprise. Opportunities from emerging computing, energy, nano and bio-science technologies. Opportunities from adaptation and mitigation of climate change and sustainability

  7. Lens to view the global dimension A futures perspective A business perspective A critical perspective A systems perspective

  8. A futures perspective “At no point in our whole history has the speed and scale of technological change been so fast and pervasive.” Gordon Brown at the TUC conference 2005 Unprecedented global challenges and opportunities. Interdependency and convergence of issues. Increasing speed of change. High degree of complexity and uncertainty. Key role of science, engineering, technology and innovation (SETI) driving forward and adapting to change.

  9. A business perspective ‘UK engineering degree courses must recognise the changing requirements of industry’. RAEng 2007 Importance of business, enterprise & innovation skills Interest in CSR and social enterprises Global skills debate Case study: Red button design

  10. A critical perspective Challenge assumptions Value diverse perspectives Value local knowledge Political and social dimension Open Space for Dialogue and Exchange

  11. A systems perspective Systems engineering and whole life analysis Interconnection and relationships Complexity and uncertainty Holistic thinking Places engineering in wider context (STEEP) Applies to natural and human systems MSc Holistic Science, Plymouth University

  12. How UK engineering academics perceive the global dimension to engineering • The ability to take a broader perspective • Application of curriculum across countries • An appreciation of what we do in developing countries impact upon ourselves. • Understanding our culture doesn’t have all the answers and there is more than one perspective and approach. • Understanding the local context of development

  13. UK academic views continued • Coping with uncertainty • Dealing with global issues doesn’t necessarily mean going to developing countries • Challenging stereotypes • Recognition of finite resources in the world and the impact of globalisation • Potential role of different technologies • Mitigating and adapting to climate change

  14. Policy Drivers • UK government education policies on internationalisation and sustainable development • DFID strategy on Building Support for Development • Up-skilling UK workforce

  15. Employer Drivers • Growing number of employers want employees who can practice and promote sustainability • Need not only for specialist knowledge but well rounded, positive and socially engaged employees • Cultural sensitivity • Critical thinkers

  16. Student Drivers • Global nature of student body • Evidence suggests students are motivated to engage in global issues • Importance of Engineers Without Borders

  17. Perspectives and Approaches • Concern for the future • Critical thinking • Seeing things holistically and in a systematic way

  18. Global Skills • Bringing together range of initiatives, agendas and needs from sustainability to corporate social responsibility, ethical questions to enterprise and community cohesion • Multi-disciplinarity • Ability to deal with complexity, uncertainty and insecurity • Dealing with a culturally diverse workforce • Team working and creative thinking

  19. Importance of International Development • Role of engineering within achieving MDGs • Key profession in building support for development within higher education • Linkage between higher education and business

  20. Key barriers and constraints and how can these be overcome? Limited space in curriculum Limited staff time, skills, knowledge and capacity Funding constraints Research focus Importance of senior management support

  21. Towards a five stage framework for embedding the global dimension

  22. Stage 1: Mapping the Global dimension Social Environmental Professional skills Business and enterprise skills

  23. Stage 2: Map against the UK-SPEC • Map how the global dimension supports UK SPEC learning outcomes • Design • Creativity and innovation • Sustainable development • Transferable skills • Fit for purpose • Ethics • Practical experience

  24. Stage 3: Opportunities to embed the global dimension Embed within curriculum Through partnerships Extra-curricular learning University wide strategy Inter-university, national and international collaboration

  25. Stages 4 and 5:Cohesion and Evaluation Link course components into a cohesive whole Cross–cutting themes flow through course Pilot, monitor and evaluate Value and invest in on-going learning and adaptation

  26. Case studies Over 60 examples of current practice incl. modules, design projects, UK and overseas volunteering, placements, partnerships, education centres, etc. Michael Clifford, Appropriate Technology, Nottingham Centre for Sustainable Development, Cambridge Envision 2010, Imperial CDIO (Conceive, Design, Implement and Operate)

  27. Conclusions • Grounds for optimism but not complacency • Place the global dimension at the heart of engineering education • Place poverty reduction at the heart of the global dimension • Invest in professional development and curriculum review and development • Reward teaching excellence • Strong coherent leadership from govt., industry and professional bodies

  28. Selected recommendations • HEIs to review current provision • Bring agendas together • Partner with business and NGOs • Collaborate internationally • Invest in professional development • Embed in strategy • DIUS and DFID: Joint policies and support • Further research

  29. Potential future work • Presentation to Joint Board of Moderators June 20 • Seminar for DERN, Galway • Discussion with Imperial Envision 2010, Cambridge CSD and CPI • Masters in ‘Sustainable Engineering’ • Practical Action, ECUK, ESC and EPC on prof. development and curriculum review • ‘Dragon’s Den’ showcasing appropriate tech. • Work based learning Masters in Prof. Eng

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