Abstract

This article investigates the impact of cultural and professional diversity of students on engineering education. A study of international post-graduate programs is used to obtain insights with reference to student’s relationships with colleagues, school staff and faculty, student’s cognition about the program and learning process. The article shows how cultural and professional diversity can be addressed by leveraging a strategy based on interdisciplinarity, action learning and open learning environment. Findings are used to envision a model favoring the adoption of a ‘glocal’ approach in the design of engineering programs. The model can be of value for practitioners and educators involved in the creation of multicultural learning initiatives to address the culture-specific needs of students while adhering, at the same time, to the global trends in engineering education.

Autore Pugliese

• Margherita Alessandro , Secundo Giustina , Passiante Giuseppina , Elia Gianluca

Tutti gli autori

• G. Secundo , G. Elia , A. Margherita , G. Passiante

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2012

ISSN

Non Disponibile

ISBN

Non Disponibile

Numero di citazioni Wos

Nessuna citazione

Ultimo Aggiornamento Citazioni

Non Disponibile

Numero di citazioni Scopus

1

Ultimo Aggiornamento Citazioni

28/04/2018

Settori ERC

Non Disponibile

Codici ASJC

Non Disponibile