Preparing engineers for a global world: identifying and teaching strategies for sensemaking and creating new practices

In this paper I identify two shortcomings of current research on global engineering and provide solutions that can overcome them. I argue that current research on global engineering 1) lacks an in-depth understanding of engineering work practices and 2) suffers from challenges in translating findings into suitable curricula. This negatively impacts both what we know about how engineers work and how we can prepare future engineers for participation in the global workplace. I draw on two sources, literature from organization science and a primary field study of engineering practitioners, to identify three strategies useful for working successfully in global settings: 1) bridging perspectives across boundaries, 2) creating a common identity, and 3) constructing boundary-spanning socio-technical practices. Finally, I draw on recent research on teaching about complexity to discuss how situated interpretation of actual field data - in the form of cases - can be used as a teaching aid and allow students to develop generalized models applicable to other situations.