29 research outputs found
Effect of silicon carbide particle size on microstructure and properties of a coating layer on steel produced by TIG technique
Comparison of empirical and predicted substrate temperature during surface melting of microalloyed steel using TIG technique and considering three shielding gases
Effect of shielding gas on the properties and microstructure of melted steel surface using a TIG torch
Effect of shielding gas and energy input rate on the surface geometry and microstructure of a microalloyed steel surface melted with a TIG torch
Modelo matemático para la determinación del acabado superficial de piezas de acero AISI 4140 rectificadas
Developing global engineers: a comparison between Chile, Scotland, and the United States
Engineering-accredited programmes are reviewed every 4-5 years by professional bodies with the aim of assuring standards that guarantee that graduate engineers can fulfill the highest technical demands of the industry workforce in order to achieve a sustainable economy and society. The approaches to develop these require global engineering competences, such as international and intercultural teamwork, language skills, critical thinking, and ethical and human-centered problem solving, are proving insufficient to meet the emerging challenges that this century's society is facing. To develop these global competences, engineering programmes have been working on including physical mobility such as study abroad opportunities and virtual mobility such as Collaborative Online International Learning (COIL) together with other experiential learning interventions in order to provide the necessary requirements to become a global engineer. The aim of this practice paper is to compare and to discuss how three different universities, located in Chile, Scotland, and the United States have designed their engineering programmes to develop global engineers. This research provides preliminary results, based on an autoethnographic approach to analyse the curriculum design approaches and structures, that highlight opportunities (virtual mobility: Collaborative Online International Learning, COIL) as well as more country- and institution-specific approaches (Engineers Without Borders) that support the development of these global engineering competences. This research is part of a larger investigation that will analyse how engineering graduates perceive their development of global engineering competences