CROSS-CULTURAL ENGINEERING PROJECT: ASSESSMENT OF ENGINEERING EDUCATION PROGRAM BY OUTCOMES, SELF AND PEER EVALUATION AND CAREER TRACKING

With the increasing globalization of the corporate and educational environments, there are more and more

opportunities to work on projects as a member of international and interdisciplinary teams and is a demand

for the acquisition of synthetic problem-solving skills. In addition, one of the important elements in project

management on international team members is the ability to understand different cultures. To solve these

problems, it is important to design engineering education starting from problem finding in consideration of

different cultural environments and to develop assessment methodology. We developed CEP (Crosscultural

Engineering Project) and have held CEPs―CEP@KMUTT in Thailand to Glocal problem,

CEP@SIT in Japan to Cooperation between industry and local communities & CEP@FCT/UNL in Portugal

to Innovative Creation. In this study, validation of the issues of each CEP project and its educational effects

was conducted based on outcomes assessment, self-assessments (differences between pre- and postassessments), and peer assessment of team members in face-to-face projects (a total of 472 participants)

conducted between 2017 and 2019. These results indicate that the participants can acquire the learning

achievement objectives of the CEP. To confirm the validity of this educational program, we conducted a

tracking survey of the careers of the credit recipients of this program (Japanese). As a result, this indicates

that they have acquired the generic skills for working and have achieved active citizenship, one of the EU's

Key Competences as lifelong learning competencies.