Global Competence

Globalisation and internationalisation have made ‘global competence’, i.e., the knowledge, skills and attitudes needed to communicate and work constructively, creatively and ethically in environments characterised by cultural and social diversity, a prerequisite for successful engineering. Companies, organisations and official bodies are calling for our engineering graduates to possess this competence, and its acquisition is one of the perceived benefits of international mobility and comprehensive internationalisation of higher institutes of education.

Ongoing projects

BADGE: Becoming a Digital Global Engineer. Erasmus+ projekt with fourteen technical universities. 2019-2022.

TA VIE : Tools for Enhancing and Assessing the Value of International Experience for Engineers. Erasmus+ projekt with Universidad Politécnica de Madrid, Ecole Centrale de Nantes, Budapesti Muszaki es Gazdasagtudomanyi Egyetem, and Universita Degli Studi di Trento. 2018-2022. 

Critical Incidents. Financed by KTH IRO. 2019-2020. 

For successful engineering

With our research, we wish to explore how technical universities perceive, support, integrate and assess global competence for students, teachers and staff. The research also aims to help enhance present and future engineering education.

Working with teachers in language and communication, as well as teachers involved in KTH:s Certificate of Global Competence  and corresponding training for teachers and staff, we hope our research will help to strengthen current university endeavours in this field, and help design and test new ways of supporting global competence learning at technical universities.

Examples of research questions we are currently working on include 

  • How do we assess the benefits of international student exchanges?
  • What should we teach so that students can transform their experiences from international exchanges into skills that benefit their future employers?
  • How can we use E-communication tools, for example for online meetings, more beneficially and effectively? 
  • How do we teach engineers to use an additional language professionally?
  • How can we motivate employed migrant professionals to learn a local language? 
  • How can we connect intercultural communication and language learning? 
  • How can language teaching adapt to advances in machine translation technology? 

Examples of conferences 

  • American Society for Engineering Education
  • CDIO
  • Frontiers in Education
  • European Association for Teachers of Academic Writing
  • IEEE Professional Communication

Model research environments 

Centre for Internationalisation and Parallel Language Use, Copenhagen University

Communication and Learning in Science, Chalmers

MIT Global Languages

Science Communication Unit, Imperial College

Global Competence group 

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Belongs to: The Department of Learning in Engineering Sciences
Last changed: Nov 15, 2019