Understanding one institutions' process in preparing civil engineering students to be globally competent

Civil engineering is an increasingly dynamic and global industry experiencing expansion cross borders, resulting in new required competencies sought out by employers and reflected in updated undergraduate program outcomes. These new competencies include attributes that result in global competence. Institutions of higher learning need to increasingly respond to these changes to ensure they are preparing globally competent civil engineers. With limitations in the rigidity of the curriculum, yet, significance of preparing globally competent civil engineers, this is an important problem to study. This case study investigated the process by which one four-year private research institution in the Northeast prepared its civil engineering students to be globally competent, how effective they are in this process, and identification of improvements. A document review analysis and qualitative semi-structured interview phase of 13 participants, representing academia, career education, alumni, and industry who are directly affiliated with this institution was conducted. National professional association feedback was also secured to complement research findings. Using Saldana (2009) and Stake (1995) as guiding principles for coding and thematic analysis and triangulation of multiple data sources, results indicated that 1) the institution’s process is complex and inter-related with multiple internal and external stakeholders, 2) the institution is generally effective in its preparation of globally competent engineers as the primary goal is to develop competent engineers with transferrable skills to any environment, and 3) despite this general effectiveness, opportunities to augment its process in developing globally competent civil engineering students exists.