Technical-Social Integration in Engineering Education: Comparing Accreditation Requirements in Australia, China, Sweden, and the United States

Abstract

This project analyzes accreditation documents in four countries—Australia, China, Sweden, and the US—as a way to explore opportunities for and barriers to integrating technical and social aspects of engineering education. The cross-national comparison also seeks to shed light on the following two questions: 1. How can accreditation facilitate the education of socially competent engineers through encouraging the integration of technical and social aspects of engineering education? 2. What capabilities do different nations expect from engineers