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Global competence has become a popular concept for engineering institutions around the world. Despite its recent emergence and still vague characteristics, it has been widely adopted by institutions aiming to prepare globally minded graduates. However, the concept’s elusive and complex nature requires careful consideration in order to lead to impactful learning. This study provides a comprehensive overview of engineering institutions’ practical efforts to foster global competence learning. Guided by a systematic literature review covering the last two decades, it provides a comprehensive account of work related to the concept. The study first explores institutions’ practical efforts to promote global competence development, highlighting the most popular institutional approaches, including intercultural collaborations, mobility experiences, internationalization at home activities, and virtual collaborations. Furthermore, it critically analyzes how the concept is translated into practice, showing that practical efforts often lack guiding conceptualizations or reliable outcome assessments. To provide a thorough overview of institutional engagement with global competence, the study also highlights the geographical contexts of the universities involved in such efforts, as well as related chronological trends and developments, before concluding with reflections on the future of global competence education., QC 20240902

This paper focuses on an unprecedented government initiative to boost the field of Swedish higher education teaching and learning in 2022-2023, seen from the perspective of Swednet, the Swedish Network for Educational Development in Higher Education. In late 2021, the Swedish Council for Higher Education (UHR) received a government mandate to coordinate a major initiative in higher education pedagogy in 2022 and 2023 with the aim of improving the quality of teaching and learning in higher education. UHR was instructed to disseminate information and good examples of how higher education institutions work with higher education pedagogy, encourage and help finance co-creation of new resources, and be responsible for the exchange of experiences, not only between the higher education institutions but also involving other 'relevant actors' on the national level. For the initiative the UHR received a total of 30 million SEK (approx. € 2.6 million), of which at least 20 million were earmarked for distribution to higher education institutions and organisations within higher education pedagogy. This was an initiative that had long been asked for by different stakeholders, not least the Swedish National Union of Students, but also by Swednet, one of many active partners in planning and executing the initiative. UHR did indeed rely on the different stakeholder organisations for designing activities and ways of allocating funding for the planning and realisation of the initiative. Calls for ongoing enhancement based on the initiative's projects were, however, curtailed by the new government in 2023. With the initiative set to officially conclude by December 2023, we will critically outline the range of projects underway, addressing some of the needs most acutely felt by various stakeholders. Participation in the initiative has provided valuable insights into the complex ecosystem of higher education pedagogy. It has also raised critical questions about the impact and sustainabil, QC 20240617

University graduates capable of addressing global challenges require a sense of global citizenship and the ability to understand, communicate, and work effectively and appropriately with people from different backgrounds. Linguistic diversity comprises a crucial cultural asset, yet the Englishisation of higher education and the emergence and development of text-generating tools may drastically reduce the perceived importance of language learning. This paper is empirically based on the analysis of two text-based datasets from course participants in a teacher training course (n=19) and a lifelong learning course (n=52), looking for examples of experiences, plans, and attitudes towards multilingualism in educational settings. We discuss the opportunities and challenges of a specific focus on students’ linguistic diversity as a vehicle for cultural and global competence learning, and offer suggestions for an institutional approach to empowering teachers, staff and students to enable this change. Finally, we emphasise the need for empirical studies to understand how multiculturalism and multilingualism can be effectively integrated into higher education, and we highlight the implementation of a recently adopted policy on multilingualism and multiculturalism by one of the European University Alliances as a promising area for future research., QC 20240410Part of ISBN 978-84-09-59215-9

Engineering curricula need to integrate global competence learning to ensure that graduates can succeed in globalised labour markets. In this context, this study examines disciplinary engineering courses, focusing on the key characteristics of globally competent educators and teaching approaches in terms of learning environments and course activities from the students’ perspective. We conducted focus group discussions with 28 students from different engineering disciplines to learn more about their perceptions and experiences. The results suggest that they felt that integrated global competence learning would require educators to demonstrate open-mindedness, a global mindset, and strong social skills. In addition, global competence teaching approaches were associated with learning environments that were described as engaging, inclusive, and student-centered, and with course activities that were related to real-world situations, included collaborative elements, and were facilitated and supported by the instructor. This study contextualises the idea of global competence in engineering education and provides valuable insights into students’ perspectives and experiences with its integration during their studies. It also critically examines students’ ideas and suggestions about opportunities for such learning in relation to educational science, and suggests a way forward for global competence in engineering education., QC 20240304

Upon graduation, engineering graduates will find themselves in diverse, interconnected, and fast-paced work environments. Global competence, which encompasses different types of knowledge, skills and attitudes, is what will help them navigate successfully through the variety of situations they may encounter. Accordingly, its development should be an integrated core aspect of today’s engineering education. Acknowledging the problems with current approaches to doing so – in particular, the vagueness of the concept and the issues of prioritizing learning content in already crowded curricula - this paper compares the perceived need and value of specific competencies according to key stakeholders. Based on a previous literature review, a survey focusing on a set of 15 frequently mentioned competences was developed and distributed internationally. The perspectives of three types of stakeholders - engineering professionals (n=339), educators (n=200), and students (n=331) – were collected and broadly analyzed according to the perceived importance of the competencies. Overall, we found agreement among the stakeholder groups, and the majority of our proposed competences were perceived as either important or very important by the respondents. Among the competences, teamwork and collaboration and English language skills stood out, while other language skills were perceived as less important. Comparing the groups, we found that professionals tended to value several social competences more highly and subject-specific competences less highly than academic stakeholders. In our discussion, we offer possible explanations for these findings, which allow inferences for educational change towards a more globally competent higher engineering education., QC 20231207 Part of ISBN 978-823036186-3

Virtual exchange courses have great potential. They allow students to participate in classes not offered locally, thus extending the available educational offer as well as contributing to educational equality. They are also prime examples of sustainable internationalisation. By allowing more participants than traditional international mobility, they can be a major force in enhancing the integration of the European educational landscape, providing an accessible international experience, benefitting both participating students and their teachers. But scaling up from individual teachers’ usually informal Collaborative Online International Learning projects to a systematic integration in an international consortium of universities, has proven a difficult and far from always successful process. This paper is based on the experience and learning journey of offering virtual exchange language and global competence courses within one of the first 17 European University Alliances projects launched in 2019, made up of seven (from 2022 nine) technical universities. While the literature on virtual exchange has mainly focused on the digital pedagogical competence of the teachers involved, in this paper we will draw attention to other, often overlooked, “educational hygiene factors” (pace Herzberg), crucial for building functional and effective routines across national and institutional borders. Specifically, we highlight three major, interconnected, challenges encountered during the deployment and implementation of the studied European University Alliance's virtual exchange offer: the gap between official aspirations and everyday practice within the alliance; the complexities involved in coordinating and syncing different national and institutional schedules and routines; and the difficulties of reaching out to and retaining students. Data for the study come from course statistics, participant observation, and interviews with involved technicians, administrators, teachers, and st, Part of ISBN 978-84-09-49026-4QC 20230925

The need to equip students with the competencies needed to appropriately and effectively communicate and work together with people from different backgrounds – in this paper referred to as ‘global competence’ – is certainly not a new one, but one which has attracted more and more attention in the wake of technological advances, labour market changes, and various globalizing processes. Yet, for a long time, technical universities tended to turn a blind eye to the need for curriculum development, often tacitly hoping that international mobility would ‘take care’ of this weak link in study programmes heavily dominated by technical subjects. The fact that all but the most ambitious universities failed to include more than a fraction of its students in international mobility made this a flawed reasoning to start with, but by now this insight is also combined with a new awareness of how the coveted linguistic, communicative and cultural (LCC) competence development does not develop spontaneously by itself, in however culturally diverse surroundings, but need to be systematically supported, through curricula design, and by globally competent educators and staff. To better understand the educational thinking and experiences of the stakeholders most crucially involved, a consortium with researchers from three European universities conducted a comparative study of perceptions and expectations using an internationally distributed survey carried out in 2022 (n=860), targeting educators (n=192), students (n=329), and alumni (n=339). In this paper, we focus on a comparison of students' and educators’ views on programme/curriculum content, resources, and opportunities relevant for developing global competence, and their perceived effectiveness. Apart from a critical look at the current state of affairs, we want to draw attention to perceptual discrepancies between the views of educators and students, highlighting the need for better integration of global competence education in en, QC 20230426, Gallant

With the ultimate aim of finding ways to improve the systematic integration of linguistic and cultural competencies in engineering education, this paper addresses how culture and language competency education is discussed within a technical European University Alliance and how this discourse is translated – or not – into educational initiatives and activities. By doing this, we aim to put focus on the gap between a certain European Union ideology – “united in diversity” – which is at the very heart of the EU project, and the everyday practices at technical universities, where linguistic and cultural competency education are often considered as marginal activities or elective add-ons compared to the hard core of technical subjects. The paper is based on European University Alliance documents and the observations and experiences made within one alliance’s working group on cultural and linguistic training during 2020-2022. We suggest that the gap between the rhetoric of multilingualism and multiculturalism and the reality of teaching and learning within the alliance has at least two sources: a tendency to engage in magical thinking where global competence develops “spontaneously” in international settings and a tendency to avoid addressing difficult questions, e.g., what multilingualism and multiculturalism actually mean in contemporary engineering education. This paper will provide some of the crucial questions that need addressing if we want to move beyond the empty rhetoric, as well as some practical suggestions for a systematic integration of cultural and linguistic competency education into engineering education.

Global competence is an essential attribute for engineering graduates working in an interconnected and culturally diverse world, and higher engineering education needs to adapt to ensure that their students will acquire it before entering the labor market. For universities, the only way to ensure comprehensive global competence learning for all students is the holistic integration of related learning outcomes throughout curricula – which requires engineering educators to be able to (re)design their courses and programs accordingly. Considering that most engineering educators are subject experts of their discipline – but lay people when it comes to such competencies – we set out to compile a practical guideline for those wanting to integrate global competence learning within their disciplinary courses. Following a participatory action research approach, we connected our own insights as global competence educators at a technical university with those of several cohorts of engineering educators and students enrolled in global competence courses. Synthesizing these insights, we could identify four essential lessons for integrated global competence learning: 1) learning opportunities can be found (nearly) everywhere, 2) relevance and authenticity must be emphasized, 3) theory and practice need to be integrated and 4) global competence cannot be taught, but it can be learnt. These lessons are illustrated with practical examples for fostering global competence learning in regular engineering courses., QC 20230214

Engineering graduates are increasingly expected to possess a certain level of global competence to work in the diverse and intercultural collaborations of the modern profession. With stringent programme curricula and educators being technical – and not global learning – experts, higher education institutions (HEIs) often look at international student mobility as the solution for preparing students for culturally diverse working environments. Nevertheless, literature and widely shared experience have identified two major shortcomings of international mobility: low degree of participation, and lack of insights into actual learning outcomes of international student mobility. Our work aims to address these issues by exploring students’ perspectives on international mobility experiences. A student survey collecting the voices of 639 students from more than 30 countries provides insights into the motivation for (and against) participation, support received, as well as the challenges encountered by students on their way to international mobility experiences, and also reveals the students’ perceptions of opportunities for global competence development in their host countries. Based on the students’ experiences, we can provide suggestions for how international student mobility could be redesigned in order to better support and enhance global competence development among students., QC 20220726Part pf proceedings ISBN 978-1-6654-4434-7

KTH has long been one of Sweden’s most internationalised universities, measured in the usual way with structural indicators, e.g., counting the numbers of international mobilities for students and staff, the numbers of dual and double degree programmes, the percentage of transnational staff and the numbers of international research projects and co-publications. However, these statistics, flattering as they may look, say very little about the quality of internationalisation and less still about the realisation of the desired outcomes of internationalisation. In 2017, KTH launched a university-wide extra-curricular Certificate of Global Competence, which promised to solve a number of problems at the university and programme levels and to provide real benefits to the students. This paper will discuss the importance of educating engineering students for a globalised world, illustrating KTH’s internationalisation efforts and the Certificate of Global Competence. While course feedback appears encouraging, it remains to be seen if the certificate can indeed deliver all the benefits promised, if for no other reason than due to the uncertainty surrounding the ways of assessing and reporting them. This paper argues that despite having taken an important step in the right direction, a future model combining general global competence training integrated in regular programme courses with more in-depth global competence education would provide many benefits, striking a pragmatic and sustainable balance on the road towards global competence and comprehensive internationalisation., QC 20200921

This paper describes the background, process and results of two educational change projects at the language and communication department of a major European technical university during 2016-2019. Working in two consecutive steps with the Global Engineers Language Skills (GELS) framework, and the OECD definition of Global Competence, syllabi and learning activities were revised to improve alignment of the language and communication courses offered by the department with the overall technical curriculum of the university, and make them better tools for internationalisation and work toward sustainable development. Apart from improved alignment and quality enhancement, i.e., courses more suited to the needs of engineering graduates, to the university, and to society, the course projects were also aimed at faculty competence development. While overall successful, the projects – as with most endeavours toward educational change – also encountered some challenges and setbacks. The purpose of the paper is both to describe the work undertaken, and to explore what lessons can be learned with a view to similar projects at other technical universities., QC 20200603

This paper presents the results of the first part of the Tools for Enhancing and Assessing the Value of International Experience for Engineers (TA VIE) project, launched in 2018, and outlines a contemporary understanding of global competence for engineers, as understood by European engineering companies. Striving to make engineering education more comprehensively aligned to the United Nation’s Sustainable Development Goals (SDGs), and thereby meeting demands from industry and society, the notion of “global competence” has attracted more and more attention from engineering schools. While there is no universally agreed on definition of global competence, the OECD (Organization for Economic Co-operation and Development) definition, which explicitly combines global awareness and intercultural communication competence with sustainability efforts, seems potentially well positioned to inform higher education institutions’ (HEI) global competence education. This is perhaps especially so when it comes to international student mobility, an area which is regularly seen as an important means to enhance global competence while all too often being assessed not in terms of qualitative student development, but in terms of structural indicators. However, in order to assess and improve curricula and mobility programs, the desired learning outcomes must first be specified. Based on research in five European countries (Spain, Italy, Sweden, France and Hungary), this paper details the understanding, requirements and perceived skill gaps of companies hiring engineering graduates, a first step towards improved and assessable global competence education for engineering students.

This paper presents the results of the first part of the Tools for Enhancing and Assessingthe Value of International Experience for Engineers (TA VIE) project, launched in 2018, and outlinesa contemporary understanding of global competence for engineers, as understood by Europeanengineering companies. Striving to make engineering education more comprehensively aligned tothe United Nation’s Sustainable Development Goals (SDGs), and thereby meeting demands fromindustry and society, the notion of “global competence” has attracted more and more attentionfrom engineering schools. While there is no universally agreed on definition of global competence,the OECD (Organization for Economic Co-operation and Development) definition, which explicitlycombines global awareness and intercultural communication competence with sustainability eorts,seems potentially well positioned to inform higher education institutions’ (HEI) global competenceeducation. This is perhaps especially so when it comes to international student mobility, an areawhich is regularly seen as an important means to enhance global competence while all too oftenbeing assessed not in terms of qualitative student development, but in terms of structural indicators.However, in order to assess and improve curricula and mobility programs, the desired learningoutcomes must first be specified. Based on research in five European countries (Spain, Italy, Sweden,France and Hungary), this paper details the understanding, requirements and perceived skill gapsof companies hiring engineering graduates, a first step towards improved and assessable globalcompetence education for engineering students., QC 20211005

This full paper presentation starts with the understanding that in the present-day audit society, in which most academics also find themselves, assessment and probing are usually done from positions of higher authority, and not always with quality improvement as the main driving force. In the context of teaching and learning in higher education, this can result in pedagogical evaluations that seem to take uncalled-for interest in areas of little concern to teachers, potentially omitting areas of greater interest to them. In contrast, this paper describes the process and outcomes of a grass-roots initiative to assess the experiences and attitudes toward teaching and learning at the university among peers. In 2014, a university-financed project was launched at KTH Royal Institute of Technology to engage more teachers in the university’s educational development work. The university initially selected 24 self-nominated teachers who were given relatively free reins to work on educational development projects. This project was one of them. The assessment took the form of a survey targeting all teaching – or potentially teaching – faculty at the university, carried out first in 2016 and then repeated in 2019. The first survey was sent out to 2,204 respondents, and the second to 2,534 respondents, with response rates of 20% and 17% respectively. This paper will describe the process of designing these surveys, looking at what was asked about and what was not asked about, as well as the process of getting internal approval for sending them out to a survey-fatigued faculty. The paper also reports on the results in terms of both some key findings and in terms of the effect of the survey work itself on different stakeholders and potential agents of change at the university. Most importantly, however, this paper will discuss the conditions and prerequisites for grass-roots initiatives such as this to succeed, based on the literature and on the experiences gained through the surv, QC 20211012, PU

Kvalitet i högre utbildning förutsätter ett kontinuerligt och hållbart engagemang för pedagogiskutveckling bland lärare och ledning. Universitetsledningens intentioner framgår i de styrdokument,handlingsplaner och visioner som tas fram på lärosätet och innehåller som regel fina ord omutbildningens betydelse även vid forskningstunga institutioner. Det är svårare att skaffa sig en bild avden undervisande personalens bild av detta, dels för att de flesta av dem inte är inkluderade idiskussionerna och dels för att det kan finnas ett gap mellan de frågor som lärare ser som relevantaoch de frågor ledningen är intresserad av att driva.Åren 2014-2016 genomförde KTH en satsning för att bredda det pedagogiska engagemanget ochminska avståndet mellan universitetets högskolepedagoger och övriga lärare genom att utsepedagogiskt intresserade lärare till pedagogiska utvecklare på deltid. Några av dessa pedagogiskautvecklare utvecklade en enkät för att undersöka hur den undervisande personalen såg på en radfrågor relaterade till arbetssituation, förutsättningar för eget och kollegialt lärande, undervisningensmeritvärde och tankar om nuvarande och framtida pedagogik. Undersökningen var också tänkt attutifrån ett kollegialt perspektiv utforska hur lärarna såg på den faktiska situationen jämfört med derasidealbild av universitetspedagogik och universitetsarbete. Tanken var även att följa utvecklingenlongitudinellt för att identifiera trender och resultat av pedagogiska satsningar. Enkäten har hittillsskickats ut två gånger, 2016 (2240 respondenter, 20,0% svarsfrekvens) och 2019 (2534 respondenter,16,8% svarsfrekvens).Vi kommer i vårt bidrag att redovisa några av de intressantare resultaten från undersökningarna ochdiskutera implikationerna av dessa både för lärare och för universitetsledning. Vi finner att det blandrespondenterna finns ett starkt pedagogiskt intresse och en tendens till ökat kollegialt samarbete kringpedagogik, något som i litteraturen lyfts fram som ett tecken på fram, QC 20210413

QC 20200624

QC 20191209

This innovative practice work in progress paper describes a recently launched university-wide initiative to strengthen global competence education at Sweden’s largest technical university, KTH Royal Institute of Technology. Current engineering education is expected to equip graduates with the skills needed to work effectively and ethically in environments characterized by social and cultural diversity. While this is commonly agreed on, adjusting program curricula to meet this need has proven to be a challenging task. To address this issue in a pragmatic way, KTH decided in 2016 to introduce an extra-curricular Certificate of Global Competence as a non-intrusive way of complementing existing programs. The certificate is made up of two courses and an international experience. This initiative has been designed to not only help students develop global competence but also to encourage and ensure quality in international mobility. As the certificate courses are elective for all programs at the university, students are presented with an opportunity to work closely together with people from different programs and backgrounds. This fosters cross-disciplinary understanding and encourages international-ization at home. The novelty of the certificate—nothing like it existed at any Swedish university—created uncertainty at the top management level. Even though one of the advantages of the certificate was the fact that it would strengthen the university’s global competence education while leaving existing programs untouched, the validation process took more than two years. However, the final result was that this bottom-up initiative is now endorsed by top management and part of the university’s internationalization endeavors. This paper presents the process of introducing the certificate as well as initial findings from the first courses, plans to extend the global competence initiative to faculty members and make the certificate an integral part of the university’s overall inter, QC 20190513

QC 20191120

While advocates of blended learning unfailingly promise better learning, they also readily acknowledge that the online material needed is expensive and time-consuming to produce. One rather intuitive solution would be to use pre-existing online material to reap the benefits of blended learning at a discount. This would also serve to maximise the use-value of material already produced. This paper presents the work and outcomes of Blending Swedish, a Nordplus project jointly conducted by KTH Royal Institute of Technology, the University of Iceland, and Aalto University. The project had as focus the newest, most modern large open online course in Swedish, Learning Swedish (LS) – a course that in November 2017 had more than 100,000 registered users after barely two years online. The project intended to find ways to flexibly and efficiently integrate LS – a self-paced course, with no teacher support, and no feedback on oral or written production – into mixed learning environments, based on research and proven experience. The aim was to support the teaching of beginners’ Swedish inside and outside the Nordic region, help teachers interested in e-learning, and increase the efficiency of the already developed online course by suggesting improvements. The most tangible outcome of the project is a teacher’s manual complete with exercises complementing the online course, but the paper will not dwell into the details of this specific course as much as try to identify the general strategies for creating blended learning on the cheap, and discuss the questions that such an approach gives rise to., QC 20191105, Blending Swedish

QC 20190513

Between 2014-16, KTH Royal Institute of Technology set aside considerable resources in its biggest pedagogical project to date, the Pedagogical Developers Initiative. The project has been continuously reported on at recent CDIO conferences. While aimed primarily at CDIO Standard 10, enhancement of faculty teaching competence, the project managed, by design as much as through accident, to strengthen many CDIO standards and syllabus items. With the conclusion of the project, the constructive practices and ideas that emerged from the initiative were meant to be incorporated into the regular operations of the university, a task that was delegated to each of KTH’s ten schools. However, even though KTH officially labelled the project a success, the schools have taken a non-uniform approach to this endeavour, as they indeed had done to the project as a whole during its duration. Following up on our earlier reports, and primarily using data from interviews and our own observations, the paper looks at which of the initiative’s ideas and practices have survived the end of the project, in what forms, by what means, and what insights and lessons one can draw from this when designing mechanisms for continuous and sustainable improvement of pedagogical practices at a technical university., QC 20181008

ISBN: 9789144119724, QC 20210407

This paper put emphasis on change agents within the universities and how local initiatives can be systematically approached and ramped up. Rooted in the challenges and constraints that have been addressed in past educational program initiatives, the case consists of specific focus areas to leverage impact. Universities continuously strives to provide the best conditions for an inspiring and prosperous learning environment, and to provide educational programs with teaching of excellent educational quality. KTH is no exception and therefore the university management has initiated a pedagogical program starting in 2014. One of the first thing initiated within the framework of this pedagogical program is the creation of a group of 24 pedagogical developers. The focus for the pedagogical developers is to facilitate the opportunities for KTHs faculty to work together and create consensus on educational development in different teaching teams. This paper presents the University's pedagogical developers' initiative as a whole and how this has been outlined in detail to reach specific redesign targets. The School of Industrial Engineering and Management pedagogical group consists of five practicing teachers that besides this new role also engage heavily in various courses of the School's departments. Since the pedagogical initiative is aligned with several important CDIO aspects, e.g. the learning environment, formats of formative feedback, assessment and examination there is also importance to reassure this in the existing Master level programs. At KTH the five-year comprehensive Master of Science in Engineering programs concern distinct vocational educations in which the CDIO aspects are very important. At the same time the programs has been divided in a basic level (B.Sc. in Engineering) of three years and a advanced level (M.Sc.) of two years. This has for instance made it harder to align the progression between first cycle level and second cycle level regarding for inst, QC 20151210

Motivation är en av de viktigaste drivkrafterna bakom människors handlingar. Hur en student klarar sina studier beror till stor del på graden av motivation, men också på graden av demotivation. Vi har i den här studien valt att utforska upplevda källor till studenters motivation och demotivation i ingenjörskurser. Dessa har kodats och kategoriserats i termer av kontext, struktur och lärare, och resultatet har jämförts med en liknande omfattande undersökning från USA. Resultaten visar att frågor rörande kurs ens struktur i högre grad anges som viktiga både för motivation och demotivation för våra studentgrupper, jämfört med den andra undersökningen. Vidare förekommer synpunkter kring lärarens förmåga att förklara och lärarens attityd till studenterna i betydligt högre omfattning än lärarens ämneskompetens i sig, vilket kan ses som stöd för att pedagogisk och didaktisk skicklighet bör vara starkt meriterande för undervisande personal. En slutsats är att lärare har mycket stora möjligheter att påverka studenternas motivation både positivt och negativt, och att det är av stor vikt att lärare är både medvetna om, och har verktyg för att hantera, detta., QC 20151210

Ingenjörer verkar på en allt mer globaliserad arbetsmarknad, vare sig det är i Sverige eller utomlands. Förmågan att hantera kulturmöten på ett konstruktivt sätt blir allt viktigare när såväl teammedlemmar som arbets- och uppdragsgivare kommer med erfarenheter och förväntningar andra än ens egna. Utgående från erfarenheter och observationer på KTH och Chalmers vill vi bjuda in till ett framåtsyftande samtal om hur det står till med utvecklandet av interkulturella kunskaper och färdigheter på våra ingenjörsutbildningar idag. Vilka erfarenheter har vi, vilka gemensamma problem? Vilka lösningar har vi provat, och vilka idéer kan vi dela med oss av till varandra?, QC 20220819

Med sammanfattning på kinesiska