presentation global engineer

8/3/2019 Presentation Global Engineer

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English and Communication Skillsfor the Global Engineer

Central Idea:

Engineering graduates require an ever-increasing range of skills to maintain relevance with the

global environment of the new millennium. Communication skills are an vital component of this,

recognized by academia and industry alike. English language skills are also important given itswidespread status across the globe as a lingua franca. Indeed, multilingual skills are considered a salient

element in the make-up of the new global engineer. English for specific purposes focuses the learners

attention on the particular terminology and communication skills required in the international

professional field. Communication skills development is discussed in the paper, with examples given

of different methods of teaching and assessment. The impacts on communication skills developmentinclude various elements, including gender equality. A lack of sufficient communication skills serves

only to undermine the image of the engineer, but this can be tackled by engaging features of

emotional intelligence (EQ) in the education of engineers. EQ offers various components that can

improve communication skills and emphasize a more experiential approach to learning.


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Lingua francaingua franca AA lingua francalingua franca is any language widely used beyond theis any language widely used beyond the

population of its native speakers. Thepopulation of its native speakers. The de factode facto status ofstatus oflingualinguafrancafranca is usually "awarded" by the masses to the language of theis usually "awarded" by the masses to the language of themost influentialmost influential nation(snation(s) of the time. Any given language normally) of the time. Any given language normallybecomes abecomes a lingua francalingua franca primarily by being used for internationalprimarily by being used for internationalcommerce, but can be accepted in other cultural exchanges,commerce, but can be accepted in other cultural exchanges,

especiallyespecially diplomacydiplomacy. Occasionally the term "lingua franca" is. Occasionally the term "lingua franca" isapplied to a fully established formal language; thus formerly itapplied to a fully established formal language; thus formerly it waswassaid that French was the lingua franca of diplomacy.said that French was the lingua franca of diplomacy.

The term "lingua franca" was originally used by Arabs to name alThe term "lingua franca" was originally used by Arabs to name alllRomance languages, and especially Italian (Arabs used to nameRomance languages, and especially Italian (Arabs used to nameFranks all peoples in Western Europe). Then, it meant a languageFranks all peoples in Western Europe). Then, it meant a languagewith a Romance lexicon (most of words derived from Italian andwith a Romance lexicon (most of words derived from Italian andSpanish) and a very simple grammar, that till the end of XIXSpanish) and a very simple grammar, that till the end of XIXcentury was used by mariners in the Mediterranean Sea,century was used by mariners in the Mediterranean Sea,

particularly in Middle East and Northern Africa.particularly in Middle East and Northern Africa.


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Different Aspects of a Gloabalifferent Aspects of a GloabalEngineerngineer

What is THE GLOBAL ENGINEER

Globalization directly influences industrys needs; a global engineer must be able to easily

cross national and cultural boundaries. This in turn directly affects engineering education. Acommon code for communication is required. Those education institutions, which

meet the language requirements for the new global engineer, will be ready to face the newmillennium.

H.P. Jensen states that employers want:

a number of new competencies, with an

emphasis on an increased ability to

communicateand good foreign language

skills [2].

This is reinforced in N. Grnwalds study of competencies required by the engineer oftomorrow, which includes hard skills like good foreign language skills. He goes further to

claim that cross-disciplinary language skills are not sufficiently taught [3]. This indicates alack of a direct fit between graduate skills

and those required by industry.

Engineers can relate the same theories of mathematics, of mechanics and technology,but the modern engineer must also be able to communicate effectively n a shared tongue.This is especially important

given that engineering projects are now planned and implemented across national andcultural borders.


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ENGLISH AND ENGINEERING

Comparises of the folowing sections:Comparises of the folowing sections:

The Globalization of English

English Language Instruction

English for Specific Purposes


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THE INTERNET AND MULTILINGUALISM

The Internet has become increasingly a crucible for world languages. This hasdirect implications on engineering education, as the Internet is central to variouselements of engineering education. It also increases the global access to engineering

education information, as under-served languages come online.Statistics indicate that the prime language of Internet sites is becomingincreasingly regionalized, with the local dominant language being the first choice inlanguage options (see Figure 1). English is still strong, but it is becoming the secondchoice in an increasingly

multilingual international community. The Internet, as an instrument of globalization,contributes to this process of recognizing diversity.

This has clear implications for engineering education. Language will no longer bethe prime determinant for access to engineering education based on traditionalEuropean structures because large, previously under-represented communities willgain greater representation. Furthermore, this expanded access to the Internet builds

a new dimension in the education process in this era of globalization: by combininglanguage education with technology education. This also generates a greater elementof regionalization as these large under-represented groups in Asia and Africa demandthe skills required to operate competitively in the world. However, language still

remains a strong barrier.


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COMMUNICATION SKILLSA recent report from Melbourne, Australia, stated that employers now

seek graduates with skills beyond the standard paper degree; this includesan excellent level of skills in:

Communication

Decision-making Teamwork

However, the report also found that most graduates felt that they hadgained analytical and problem solving skills, subject-specific knowledge,research and improved decision-making abilities through their

degrees. Yet despite this, much fewer felt that their graduate degreeprovided:

Oral communication skills.

Awareness of the social implications of their

disciplines developments. Management skills.

Understanding of other points of view and other

cultures.

Confidence and competence to work in internationalenvironments [11].


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DEVELOPMENTWhile the study of famous speeches,

learning oral communication theories and

techniques from textbooks will still be

beneficial, it should be noted that theliterature has indicated that experiential

methods have generally yielded betterresults than purely didactic means.


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How to improve onesow to improve onesCommunication skillsommunication skills Presentations

Peer Review

Role-play

Video

Technology International Elements


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ISSUES IN ENGINEERINGEDUCATIONThree sources of weakness that can

significantly impact on an engineerscommunication skills education were

identified as: Students attitudes to communication.

Insufficient course content. Deficient or inappropriate teaching

methods [17].


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on .INTELLIGENCE The theory of emotional intelligence (EQ) states that IQ is actually less important for

success in life and work than EQ a set of skills that are not directly related to academic ability[20].Communication may be inhibited depending on the level of self-actualization of thecommunicator. This ties in with the EQ elements of self-awareness and self-regulation. Giventhat communication is ranked as one of the prime characteristics required by employers in theengineering industry, EQ has an important role to play in strengthening communication skillswhen certain EQ elements are enhanced in the student. It should be noted that EQ is nottheopposite of IQ.

In industry, IQ gets you hired, but EQ gets you

promoted[21]. For example, a manager at AT&T Bell Labs was asked to rank his top performing engineers.

High IQ was not the deciding factor, but

instead how the person performed regarding answering

e-mails, how good they were at collaborating and networking

with colleagues (rather than lone wolf), and their popularity with others (rather than socially

awkward) in order to achieve the cooperation required

to attain the goals [21].


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CONCLUSIONSLanguage and communication skills are recognized as

important elements in the education of the modern

engineer, including English for specific purposes. Yet,

there seems to be limited implementation of English

courses globally, despite its current lingua franca

status. Those institutions that have already implemented

multilingual and communication elements willbe at the forefront of providing the demands of industry

and society.

The incorporation of several components of the

fundamentals of emotional intelligence in education willfacilitate advanced communication skills. However,

given the traditionalist nature of many engineering

curricula, this may take some time before change is

evidenced.


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1. Tattersall, I., Once we were not alone. Scientific

American, 282, 1, 38-44 (2000).

2. Jensen, H.P., Strategic planning for the education

process in the next century. Global J. of Engng

Educ., 4, 1, 35-42 (2000). 3. Grnwald, N., Quo vadis German engineering

education. Proc. 2nd Asia-Pacific Forum on

Engineering Technology Education, Sydney, Australia, 371-374 (1999).

4. Professional Writing Seminar for Engineers,

http://www.ecf.toronto.edu/%7Ewriting/

prowriting.http

5. Kitao, K., Why do we teach English? The

Internet TESL Journal, 2, 4, 1-3 (1996),

http://www.aitech.ac.jp/~iteslj/


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6. http://www.worldlanguage.com

7. El-Raghy, S., Quality engineering education:

student skills and experiences. Global J. of

Engng. Educ., 3, 1, 25-29 (1999). 8. Graddol, D., The Future of English? A Guide to

Forecasting the Popularity of the English Language

in the 21st Century. London: The British

Council (1997).

9. Cheremissina, I.A. and Riemer, M.J., English for

Specific Purposes in engineering education at the

Tomsk Polytechnic University. Proc. 5th Baltic

Region Seminar on Engng. Educ., Gdynia,

Poland, 57-60 (2001).

10. http://www.glreach.com/globstats/index.php3

11. Illing, D., Wanted: skills in communication. The Australian, 24 January, 23 (2001).

12. Polack-Wahl, J.A., It is time to stand up and

communicate. Proc. 30th ASEE/IEEE Frontiers

in Educ. Conf., Kansas City, USA, F1G-16-

F1G-21 (2000). 13. Beder, S., Valuable skills learned from basket

weaving. Engineers Australia, March, 46 (2000).

14. Keane, A. and Gibson, I.S., Communication trends

in engineering firms: implications for undergraduate

engineering courses. International J. of Engng.

Educ., 15, 2, 115-121 (1999).


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Thank You Very Muchhank You Very Much

presentation global engineer

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