Bridging global competence and career readiness: Insights from three faculty-led internship abroad programs
DOI:
https://doi.org/10.36366/frontiers.v38i1.1155Keywords:
Engineering education, global competence, international education, internshipsAbstract
Engineering graduates must navigate an increasingly global workforce, requiring both technical expertise and intercultural competence. Yet engineering students remain underrepresented in study abroad, often limited by rigid curricula and internship demands. Faculty-led internship abroad programs offer a unique model that integrates professional experience, academic learning, and cultural immersion. This qualitative multi-case study explored the experiences of engineering students in three faculty-led internship abroad programs in Western Europe, Asia, and Africa. Drawing on interviews, reflective essays, and journals entries, five key outcomes were identified: career exploration, engineering skills development, global workplace adaptability, personal growth, and a broadened global perspective. Findings highlight how these programs foster global learning through authentic professional engagement, faculty mentorship, and structured reflection. This study underscores the potential of faculty-led internships abroad to bridge disciplinary gaps in global education and prepare engineering students for cross-cultural professional practice.
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