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Transnational engineering education requires teachers that are able to merge the unique engineering needs of their local country with best practices and techniques for fostering global awareness and ...
Transnational engineering education requires teachers that are able to merge the unique engineering needs of their local country with best practices and techniques for fostering global awareness and preparedness in engineering students. Rapid computerization and the opening of previously closed markets helped the large multi-national corporation become a common model for engineering in the twenty-first century. Graduates must understand that social, cultural, economic, and political differences will affect and shape their careers in ways that previous generations of engineers may not have faced. Mandatory requirements help ensure that students receive opportunities for transnational study or, at the least, exposure to transnational topics. Engineering educators, however, must also be prepared. Engineering professional societies provide substantial continuing education, peer-networking, reference literature, and humanitarian opportunities to help educators stay current and prepared to talk about topics and trends in global engineering. In this paper, the IEEE and the IEEE Education Society are presented as examples of such transnational cooperation
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