Over the past few decades, higher education institutions have emphasized global education as a core aspect of their strategic goals, yet a gap exists in implementation at the school level, particularly in engineering. As engineering schools invest in internationalizing their programs, research is needed regarding key strategic areas and their relationship to sustained programming efforts. This study uses a participatory, integrative mixed-methods approach to develop an operational framework for global strategies, policies, and programs. A thematic, qualitative analysis of semi-structured interviews followed by a group concept mapping activity was conducted with directors of study abroad and vice provosts of global education from nine universities regarding their global programming strategies, intended outcomes, and organizational resources. The results of this research provide both implicit and explicit engineering school-wide global programming strategies, their sustainable development, and future program evaluation plans.
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Streiner, Scott C. and Besterfield-Sacre, Mary Elizabeth
"Development of the Global Engineering Programming Model: A Participatory, Mixed-Methods Approach,"
Journal of International Engineering Education:
1, Article 3.
Available at: https://digitalcommons.uri.edu/jiee/vol1/iss1/3