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... Cultural Intelligence Survey (CQS), created by Ang et al.,14 contains 20 different survey items measured on a 7-point Likert-scale to measure four dimensions of cultural intelligence: 1) cognitive, 2) metacognitive, 3) motivational, and 4) behavioral. Survey items can be found in Table 1. One of the first uses of the CQS was in a cross-cultural study in the United States and Singapore, where dimensions of the CQS were used to demonstrate differences between contexts in cultural judgment, cultural adaptation, and task performance. ...Similar publications
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This study aimed to design a practicum module in electronics courses. The researcher initially carried out the developed module to analyze the level of validity and students’ responses to the electronic practicum module that the researcher had created. The module developed was validated by two experts. The subjects of this research were students of...
Details of Student Work Experience Program (SWEP) Undertaken at Redeemer's University
This report provides:
a summary of the factors believed to contribute to happiness, as reflected in the HC;
information about the process undertaken to develop a survey approach to measuring these factors; and a description of the issues confronting educators as they evaluate the program.
Citations
... Their study more specifically found evidence of pre/post-course increases in efficiency and innovation measures among students completing design projects and significantly higher efficiency, innovation, and confidence among seniors compared to first-year students. Still other studies have taken similar approaches to investigating global competency among engineering students (Downey et al., 2006;Hatfield, Amelink, Sanderlin, Lyne, & Jesiek, 2017;Jesiek, Haller, et al., 2014;Knight, Davis, Kinoshita, Soledad, & Grohs, 2017). For example, the previously mentioned study by Jesiek, Haller, et al. (2014) used a global engineering scenario prompt to assess engineering students before and after a summer research abroad program, finding evidence of increased cultural sensitivity among the subjects. ...
Background
As globalization continues to impact the engineering profession, many programs aim to prepare current and future engineers to work across national and cultural boundaries. Yet there remains a lack of quality tools for assessing global competency among engineers and other technical professionals, including their behavioral tendencies in global work situations.
Purpose
We introduce development of a situational judgment test (SJT) covering three dimensions of global engineering competency (GEC) in Chinese national/cultural context. The main aim of this article is to describe how the SJT was developed through a systematic multistep process. Secondarily, we explore relationships between SJT performance and other theoretically relevant variables.
Methods
After generating a large initial pool of SJT scenarios and behavioral response items, we used ratings from subject matter experts (SMEs) to select six SJT scenarios and create scoring keys for 26 response items. To further explore the instrument's validity, we deployed the SJT items, other relevant measures, and a demographic survey to a sample of practicing engineers (n = 400).
Results
SME ratings provide strong evidence for the content relevance of the GEC–SJT tool. Survey results also suggest positive relationships between SJT performance and Chinese cultural knowledge, age, and years of work experience. However, more validity and reliability evidence is needed before recommending wider use of the instrument.
Conclusions
Our findings suggest the SJT format as a promising behavior‐based approach to measuring global competency and other professional attributes in engineering. We also discuss directions for future research and training efforts related to assessing and developing global competency.
... We are also interested in learning how or if this certificate deepens cultural competency among participants and if the credentialing aspect of the program motivates students to enroll in more courses with global themes. To assess if this certificate enhances cultural competency among engineering students, we could modify and use quantitative and qualitative assessments, such as the tools developed by Mazzuerco et al. [1] and Knight et al. [6]. These assessment tools would be administered to students that study abroad and do or don't participate in the certificate program before and after their experiences, i.e., pre-study abroad and pre-graduation. ...
... The course syllabus and a sample itinerary can be found in Appendices A and B. Further description of the design and assessment of the RSAP program is available in other publications about the program (e.g., Knight, Davis, Kinoshita, Soledad, & Grohs, 2017;Ogilvie et al., 2015). ...
... The Rising Sophomore Abroad Program in Virginia Tech's College of Engineering is geared toward first-year engineering undergraduates that has experienced rapid growth over the past few years (note: for a more complete program description, see Knight, Davis, Kinoshita, Soledad, & Grohs, 2017). The program integrates a 3-credit Spring global engineering course meeting general education requirements with multiple tracks of short-term international experiences that depart immediately following Spring semester exams. ...
Background
Engineers operate in an increasingly global environment, making it important that engineering students develop global engineering competency to prepare them for success in the workplace. To understand this learning, we need assessment approaches that go beyond traditional self‐report surveys. A previous study (Jesiek et al., Journal of Engineering Education 2020; 109(3):1–21) began this process by developing a situational judgment test (SJT) to assess global engineering competency based in the Chinese context and administering it to practicing engineers.
Purpose
We built on this previous study by administering the SJT to engineering students to explore what prior experiences related to their SJT performance and how their SJT performance compared with practicing engineers' performance on the SJT.
Method
Engineering students completed a survey including the SJT and related self‐report survey instruments. We collected data from three groups of students: those who had studied abroad in China; those who had studied abroad elsewhere; and those who had not studied abroad.
Results
We found that students' SJT performance did not relate to their scores on the self‐report instruments, but did relate to their participation in study abroad programs. The students also performed better on the SJT when compared to the practicing engineers.
Conclusions
Our results highlight the need to use multiple forms of assessment for global engineering competence. Although building evidence for the validity of the Global Engineering Competency China SJT is an ongoing process, this data collection technique may provide new insights on global engineering competency compared to traditionally used assessments.
This article provides engineering educators with a comprehensive overview of engineering leadership assessment and evaluation for undergraduate engineering students to help instigate positive change for the future of the field.
