paper addresses three questions related to the rationale for global engineering
education. These questions are, Why do engineering students need to have a new
set of skills, which Parkinson collectively refers to as "global competence?"
What does it mean for students to have global competence? and, What are the
most important attributes of global competence? In answer to the first
question, he discusses the forces and events of the past 20 years which have
driven the globalization of engineering. In answer to the second question, he
presents 13 dimensions of global competence. To answer the third question, he
presents survey results from engineering educators and leaders in industry
regarding the relative importance of these dimensions. He then discusses some
implications of the answers to these questions.