GHOSH, Prasanta K.
Syracuse University, EECS Dept, 121 Link Hall, Syracuse, NY 13244, Tel.: (315) 443-4440, Fax: (315) 443-4441, pkghosh@syr.edu
Abstract: Today globalization of business is becoming almost a requirement for the industry to grow. Industrial growth in the global market place needs more frequent business and technological communication between worldwide neighbors. Productive communication between engineers from different countries forces participants to understand the cultural diversity around the world. Engineers need to learn the commonality as well as the differences of cultures, classes, and nations to develop a best possible teamwork.
Cross-cultural competence of the employee is becoming an important attribute for successful performance in the global marketplace. It is expected from the engineer to not only achieve mastery level in technological knowledge but also to have deep understanding of the diverse workplace environment.
Syracuse University is a leading student centered research university and we are constantly seeking creative ways to enhance student learning. Since many of our students will join the workforce after graduation it is important that beforehand they develop an understanding on diversity issues and their effects on individual, organization and the society. In this global environment engineers will work as a team-member of a diverse engineering group where sometimes team-member will disagree enthusiastically - but members must remain as a group through their shared responsibility of accomplishing the objectives. In an effort here at Syracuse University we are developing an activity which will provide an opportunity to our future engineers to gain knowledge of today's diverse work environment and thus learn to work with diverse personnel. In this presentation I will discuss about our plan and efforts in this endeavor with the goal of enhancing student educational growth.
Keywords: diversity, education, engineering, globalization
The opportunity for all students to achieve their maximum potential in their study should be the core of all educational activities. Globalization of business activities demands employees to work as a productive member of a team constitute of participants with diverse cultural and educational background. Today's student will become tomorrow's engineer, and it is our, the faculty, responsibility to educate and prepare them for the future diverse workplace. Thomas in his book [1] states the for the general public it [the word 'diversity'] has become verbal shorthand for a workforce that is multiracial, multicultural, and multiethnic-which means that it comes preloaded with people's own individual perceptions and biases. He then clarifies that diversity is not synonymous with differences, but encompasses differences and similarities. With that understanding I believe that the objective should be to help students the value of diversity and better prepare them for world citizenship. The important aspect of diversity education is to communicate that one should be able to see beyond gender, race, colors, religions, sexual preferences, social customs, appreciate what influences ones' viewpoints, debate with each other without giving offense, and recognize one as an human being, an individual. The teaching should be not only to learn to tolerate those who are different but also learn to celebrate those differences. Globalization is one key factor that will drive industrial growth and thus it is necessary for future engineers to start changing their outlook and the educators to start addressing the diversity factor. Educational institutes need to take closer look into their curriculum and make necessary changes to incorporate diversity education. Without that the engineering education will be incomplete. Hackman [2,3] list several preparation steps for the next century including change in how we prepare for and live on our increasingly independent globe and that we must make a major shift in how we learn from and work with people of multiple background and cultures. During the process of developing the diversity education one must pay attention to the expected outcomes and then proceed to integrate the diversity into the overall educational plan for the students. It is important to know the needs of the student body both present and the future. Also necessary to realize, pointed out by Kitano [2,4], that growing cultural heterogeneity requires of people from all backgrounds additional knowledge and social skills for effective participation as national and world citizen.
The increased mobility and the change in demography have created a diverse group of student and teachers in many educational institutions. In Europe, the diversity of European cultures is particularly evident in the diversity of the systems of education [5]. The ever changing environment calls for teachers to develop better understanding of the needs of the diverse student body, a detail knowledge of the different educational system; for students to understand the differences and respect other as an individual with no preconceived idea, and for industry to recognize and celebrate the many positive effect on the business as a whole. As for the engineering teaching emphasis on subject matters and the pedagogy could be different reflecting the demography, cultural and the educational system diversity. It is important to understand the differences and the similarities of the different national education systems. The international competition is a reality and the engineering education must responds to the changes that are taking place in industries, society both nationally and internationally so that engineers are ready to face the challenges and become positive contributors of a diverse engineering team. Changes due to globalization calls for engineers with better learning and communication skills. Many of the basic assumptions behind engineering education are being challenged because of the globalization of business. Technology is playing major role in the international business success. Engineering education must reevaluate many of its priorities to incorporate changes and re-engineer the profession to prepare for the next century. The growing global mobility of engineers will also demand that qualifications be recognized internationally [6]. The engineering profession had, has and will have a vital role in the society of the next century, and it needs to be flexible enough to accommodate present and future changes with the goal of achieving excellence. The necessity of the educational system change has also been echoed by other authors [2,7].
In this effort the focus will be on the development of understanding diversity issues through knowledge sharing and group discussions. To increase the awareness at first a seminar series will be introduced in which invited experts will detail diversity issues and share their experiences. Instead of covering the diversity issues in general terms each seminar will be designed around a particular theme. In that way we can go in more in-depth discussion on a specific issue and solutions, individual and group approaches. It is to be noted that the present emphasis, in many work environments, is more on changing the individuals who populate the organization.
The plan is to focus on a theme in each seminar where educators/business and community leaders/ noted personality would share their experiences with our students. A follow-up interactive panel discussion will then be organized where student can ask questions and also share their experiences and understanding of that specific diversity issue. The seminar followed by the interactive panel discussion format will create an environment conducive to learning. The goal will be to inform and educate individuals about the similarities and differences between themselves and others. Thus provide an understanding of the need of self-evaluation of one's attitude towards like and unlike oneself. The discussion and the activities will be carefully formulated to mimic a workplace, thus providing an opportunity to experience real life diverse work environment. Real life workplace demands much more than sound technical knowledge. The outcome of this experience will be multifold including development of realistic understanding of diversity-related issues in the workplace, their origins, individual's role and how the industries are managing. The knowledge and skills beyond the classroom will definitely aid in student educational growth - specifically in understanding of the social and cultural differences. Knowledge gained from these activities will be useful for every present and future employee. Future plans include video taping the activities and use those tapes for dissemination of knowledge to broader audience.
It is important to spend our energy in establishing a learning community where student will value both similarities and differences in people and perspectives, and prepare engineers who can function effectively in a pluralistic world community. Collaborative projects, across the country and the world, should be initiated to enhance awareness, provoke stimulating discussions, which in turn will foster creativity and innovation. A program, at Syracuse University, is in progress that will advance the engineering student awareness about the present and future diversity issues in the workplace. This initiative will also provide an opportunity to learn from the experts on managing diversity issues as an individual, as a group, and as a leader. The knowledge will better-prepare our students with a necessary human skill, before they join the workforce, to excel in their professional career.
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