Teaching and Training for Global Engineering E-Book

Kirk St.Amant

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: IEEE PCS Professional Engineering Communication Series
• Sprache: Englisch

Seitenzahl: 584

Veröffentlichungsjahr: 2016

Beschreibung

Provides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenas

• An in-depth analysis of how cultural factors influence translation, document design, and visual communication
• A review of approaches for addressing the issue of international communication in a range of classes and training sessions 
• A summary of strategies for engaging in effective e-learning in international contexts
• A synopsis of how to incorporate emerging media into international teaching and training practices

Leseprobe

IEEE Press

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IEEE Press Editorial Board

Tariq Samad, Editor in Chief

George W. Arnold

Ziaoou Li

Ray Perez

Giancarlo Fortino

Vladimir Lumelsky

Linda Shafer

Dmitry Goldgof

Pui-In Mak

Zidong Wang

Ekram Hossain

Jeffrey Nanzer

MengChu Zhou

Kenneth Moore, Director of IEEE Book and Information Services (BIS)

Technical Reviewer

Frank Lu, University of Texas at Arlington

Teaching and Training for Global Engineering

Perspectives on Culture and Professional Communication Practices

Edited by

Kirk St.Amant

Louisiana Tech University and University of Limerick

Madelyn Flammia

University of Central Florida

Copyright © 2016 by The Institute of Electrical and Electronics Engineers, Inc.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey. All rights reserved. Published simultaneously in Canada.

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Library of Congress Cataloging-in-Publication Data is available.

ISBN: 978-1-118-32802-6

To my mother, Joan Pelletier St.Amant, for instilling in me the value of education and the desire to teach, and to my daughters, Lily Catherine St.Amant and Isabelle Marie St.Amant, for being the inspiration for all I do.

– Kirk St.Amant

To my husband, Fred Klingenhagen, for his unfailing love and support, and to my father-in-law, Declan Klingenhagen, for his contribution to the engineering profession.

–Madelyn Flammia

CONTENTS

A Note from the Series Editor

Foreword

Why Are You Reading This Book?

Why Is It Important to Consider Culture?

How Can Teaching Provide Learning Opportunities?

How Can We Communicate Well in Global Teams and with Global Customers?

How Can We Learn About the Effect of Culture on User Experience?

How Do We Know What We Don't Know?

Acknowledgments

Introduction

The Global Context of the Modern Workplace

The Educational Challenges Created by This Context

The Focus of the Collection within This Educational Context

The General Structure (Context) of This Collection

The Contexts Examined in This Collection

Design Contexts

Societal Contexts

Online Contexts

Educational Contexts

Conclusion

SECTION I DESIGN CONTEXTS

1 The Imperative of Teaching Linguistics to Twenty-First-Century Professional Communicators

1.1 Introduction

1.2 Why Linguistics? The Dangers of Monolingualism

1.3 Linguistic Knowledge—Where Did It Go?

1.4 Linguistics for the Professional Engineer and Communicator

1.5 Conclusion

References

Note

2 Cultural Contexts in Document Design

2.1 The Challenges of International Communication

2.2 Literature Review

2.3 Study Design

2.4 High- or Low-Context Culture and the Extent of Explicit Description

2.5 Thought Pattern and Content Organization

2.6 Cultural Contexts in Text–Graphic Relationships

2.7 Cultural Backgrounds

2.8 Applying Ideas to Training in Technical and Professional Communication

2.9 Conclusion

References

Note

3 Teaching Image Standards in a Post-Globalization Age

3.1 Image Design and Consumption in a Post-Globalization Age

3.2 Socially Conscious Communication Design and the Evolution of Image Standards

3.3 Standards for Communicatively Effective Images

3.4 Implementing Objective Metrics in Technical and Professional Communication Classes

3.5 Conclusion

Note

References

SECTION II SOCIETAL CONTEXTS

4 Linux on the Education Desktop: Bringing the “Glocal” into the Technical Communication Classroom

4.1 Introduction

4.2 Linux—Dominance and Absence in Different Markets

4.3 Linux on the Desktop

4.4 Aggressive Evangelism

4.5 Extremadura

4.6 The Glocal

4.7 Situating Professional Communication Students in the Glocal

4.8 Using Linux on the Desktop

4.9 Conclusion

References

5 Teaching the Ethics of Intercultural Communication

5.1 Introduction: Globalization Introduces an Intercultural Dimension to Business Ethics

5.2 Literature Review Represents the Intersection of Ethics, Intercultural Communication, and Science/Engineering

5.3 Four Classical Ethical Models Form the Foundation for Studying the Ethics of Intercultural Communication

5.4 Two Value Models Help Rank Values to Resolve Conflicts in Favor of the Greatest Good or the Least Harm

5.5 Value Models within Technology-Based Companies and Professional Associations Offer Broad Ethical Perspectives

5.6 Before Analyzing Ethical Conflicts in an Intercultural Context, It's Important to Understand the Cultural Differences Involved

5.7 Analyzing Case Histories via a Multi-Tiered Process of Ethical Models and Cultural Filters that Clarifies Ethical Conflicts, Defines Alternative Actions, and Predicts Outcomes

5.8 Suggestions for Integrating the Specialized Topic of this Chapter into Academic Courses and Industry Training Classes

5.9 Conclusion: The Authors Invite Further Research and Contributions

References

Note

SECTION III ONLINE CONTEXTS

6 Autonomous Learning and New Possibilities for Intercultural Communication in Online Higher Education in Mexico

6.1 Introduction

6.2 The Nature and Characteristics of Autonomous Learning

6.3 Understanding and Applying Autonomous Learning

6.4 The Role of ICTs in Autonomous Learning

6.5 The Culture of Autonomous Learning Inside Institutions of Higher Education

6.6 Conclusion

References

7 E-Learning and Technical Communication for International Audiences

7.1 Teaching Technical Communication and E-Learning: An Introduction

7.2 An Overview of Learning Pedagogies

7.3 Intercultural Communication Pedagogies

7.4 The Irish Context for Technical Communication and E-Learning

7.5 The Configuration of our Program

7.6 The Assignments in the MA Program

7.7 Connecting Student Work to Different Contexts

7.8 Conclusion

References

8 Teaching and Training with a Flexible Module for Global Virtual Teams

8.1 Introduction

8.2 The Origins of the Approach Presented in This Chapter

8.3 International Virtual Communication and Experiential Learning

8.4 Teaching the Topic

8.5 Observations/Reflections/Theory Development for All Classes

8.6 Global Virtual Team Teaching Module

8.7 Conclusion

References

SECTION IV EDUCATIONAL CONTEXTS

9 Strategies for Developing International Professional Communication Products

9.1 Introduction to International Technical Communication

9.2 Review of the Literature

9.3 The International Technical Communication Course

9.4 Conclusion

References

10 Teaching Cultural Heuristics Through Narratives: A Transdisciplinary Approach

10.1 A Transdisciplinary Approach for Global Engineers

10.2 Overview of Cultural Heuristics

10.3 Critiques and Counter-Critiques of Cultural Heuristics: How to Move Forward from Misguided Debates

10.4 Overview of Cultural Narratives

10.5 Implement the Transdisciplinary Approach: Teach Cultural Heuristics Through Narratives

10.6 Potential Limitations: How to Select Quality Cultural Narratives

10.7 Conclusion

References

11 Assessing Intercultural Outcomes in Engineering Programs

11.1 Introduction

11.2 An Introduction to the Literature of Outcome Assessments

11.3 Exploring Some Limitations to Intercultural Assessment Research

11.4 Strategies for Quality Assessment of Intercultural Learning Outcomes

11.5 Developing an Assessment Plan

11.6 Quality Assessment

11.7 Developing Intercultural Competence in Students

11.8 An Example of Intercultural Assessment

11.9 Assessing Intercultural Outcomes in Engineering Programs

11.10 Conclusion

References

Notes

Biographies

Editor Biographies

Author Biographies

Index

IEEE PCS PROFESSIONAL ENGINEERING COMMUNICATION SERIES

EULA

List of Tables

Chapter 1

Table 1.1

Chapter 3

Table 3.1

Table 3.2

Chapter 7

Table 7.1

Table 7.2

Chapter 8

Table 8.1

Table 8.2

Chapter 9

Table 9.1

Table 9.2

Table 9.3

List of Illustrations

Chapter 3

Figure 3.1

Act Now HIV/AIDS awareness and prevention campaign (See http://www.interactiveimage.info/).

Top

: The original printed image designed in a participatory manner with and for Kenyans in Kusa, Kenya;

Rows two through four

: The redesign of the original image with global users in the United States and elsewhere (through information and communication technologies (ICTs) for remote collaboration). The image on the

left in the second row

is the first of four screens that guide the viewer through a process of learning about the campaign and the functionality of an interactive version of the original image where viewers can customize the image to their cultural preference (

see the image on the right in the third row

) before disseminating it to their social networks or printing it for display via a local community bulletin board (via the screen on the

bottom

).

Figure 3.2

Show AIDS the Red Card HIV/AIDS awareness and prevention campaign used in Kumasi, Ghana.

Top

: Image designed in a participatory manner with Ghanains during the Summer of 2010;

Bottom left:

The red card referenced in

top

image, designed in the USA in 2011 and tested with Ghanaians in Ghana during the Summer of 2011;

Bottom right

: the next iteration of the red card designed in the USA in 2012 that includes an HIV/AIDS Adinkra symbol designed in a participatory manner with Ghanaians in Ghana Summer of 2011.

Figure 3.3

Sample student evaluation form 1.

Figure 3.4

Sample student evaluation form 2.

Chapter 4

Figure 4.1

Oracle VM Virtual Box Manager.

The Oracle Virtual Box Manager displays a list of operating systems available to run on the Virtual Box platform as well as information about each OS.

Figure 4.2

Login screen for LinEx.

Once the LinEx operating system is launched within Oracle's Virtual Box, users are greeted with a login screen to begin using the OS.

Chapter 5

Figure 5.1

Research on the ethics of intercultural communication.

Little research and few resources exist on teaching the ethics of intercultural communication to a technical audience.

Figure 5.2

The concentric-ring model.

In the concentric-ring model, the core values are strongest [36].

Figure 5.3

The hierarchical value model.

In the hierarchical value model, the critical shared values are backed by law, whereas the important shared values are “enforced” only by social opinion [36].

Figure 5.4

The IEEE Code of Ethics.

The IEEE Code of Ethics focuses on the integrity of the profession, which includes cultural awareness (authors' interpretation) [37].

Figure 5.5

The STC's Ethical Principles.

Within the STC's Ethical Principles, cultural sensitivity falls under fairness (authors' interpretation) [38].

Figure 5.6

The Harris Corporation Code of Conduct.

In the Harris Corporation Code of Conduct, inclusivity and customer focus both demand cultural sensitivity (authors' interpretation) [39].

Figure 5.7

The Lockheed Martin Corporation Code of Ethics and Business Conduct.

In the Lockheed Martin Corporation Code of Ethics and Business Conduct, performance is measured in customer satisfaction, and inclusivity and tolerance fall under respect (authors' interpretation) [40].

Figure 5.8

The NSPE Code of Ethics.

The NSPE Code of Ethics places the greatest emphasis on the public good without specifically addressing intercultural conflicts (authors' interpretation) [41].

Figure 5.9

The ASCE Code of Ethics.

The ASCE Code of Ethics, like that of the NSPE, charges engineers to pursue actions that are for the greater good of the public (authors' interpretation) [42].

Figure 5.10

Process flow for value analysis.

A systematic process flow for value analysis applies the perspective of multiple value models as well as cultural differences to identify and resolve ethical conflicts in intercultural technical communication [36].

Figure 5.11

Situation 1: Ethics unit in an intercultural communication course. The ethics of intercultural technical communication would likely occupy just one or two sessions in a one-semester course in intercultural communication for engineers/ scientists.

Figure 5.12

Situation 2: Ethics module in intercultural communication unit in an engineering or science course. The ethics of intercultural technical communication would likely be a 30-minute module within a two-lesson unit on intercultural communication in a one-semester engineering or scientific content course.

Figure 5.13

Situation 3: Integrating intercultural ethics into industry training courses. In industry training, the most thorough treatment of the ethics of intercultural technical communication would likely occur in the “intercultural communication” and “diversity” modules of an ethics course (a), with “lighter” treatment in the ethics module of a course on intercultural communication (b), or diversity (c).

Chapter 6

Figure 6.1

Integration of Concepts Relationships [16]

Chapter 8

Figure 8.1

Lewinian experiential learning model.

The Lewinian Model captures the essential parts of the experiential learning process [17]. (Description in quotation marks added by this author.)

Figure 8.2

Experiential learning applied in global virtual team project.

The rich learning context of global virtual teams supports improving competence in many skills simultaneously.

Figure 8.3

Module of critical task categories supporting global virtual team projects.

Using this module, educators and trainers can construct projects among their students and students at other international sites.

Chapter 9

Figure 9.1

Instructions for cultural briefing assignment.

The purpose of this assignment is to apply cultural theories to workplace communication practices.

Figure 9.2

Feasibility report assignment.

Students select an information product from their work setting and assess the feasibility of making the product ready for distribution in a global market.

Figure 9.3

Translation assignment.

Students select an information product from their work setting and prepare it for translation into Spanish and Japanese.

Source:

Adapted from Reference 47 with permission.

Chapter 11

Figure 11.1

Logic model components. (This model illustrates how to adapt the components of the program logic model to the internationalization of higher education.)

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A Note from the Series Editor

The Professional Engineering Communication series grows by one more with this collection that was edited by Kirk St.Amant and Madelyn Flammia, titled Teaching and Training for Global Engineering. As part of this series, brought to you by the IEEE Professional Communication Society (PCS) and with Wiley-IEEE Press, we aim to bring to you a wealth of information, hard-earned knowledge, wise observations, and thoughtful perspectives about approaching engineering and technical communication teaching and training for global work.

Experienced practitioners will tell you that communication is the cornerstone to solid, technical, and successful international or global work. And, in order to get communication to function properly, it must be as planned for and thought about as the technical bits. This amazing collection of experts will bring perspectives and expertise that will enlighten your communication efforts at every level, at every part of the workflow.

Over the years, I have had the happy opportunity to use information from each and every one of the authors in this collection as I teach at universities and train professional engineers and technicians. In the past decade or so, I have also had the joy of meeting most of these authors face-to-face and learn from them in their talks and workshops. This book is a powerhouse of the best and brightest in technical and engineering communication perspectives today.

Take these viewpoints and nuggets of knowledge and transform them into something that will work for your specific situation. Use their expertise to your own advantage… as a place to begin to thoughtfully morph what you do into something even stronger than it already is.

This set of authors enriches greatly our series, which has a mandate to explore areas of communication practices and application as applied to the engineering, technical, and scientific professions. Including the realms of business, governmental agencies, academia, and other areas, this series has and will continue to develop perspectives about the state of communication issues and potential solutions when at all possible.

While theory has its place (in this book and this series), we always look to be a source where recommendations for action and activity can be found. All of the books in the fast-growing PEC series keep a steady eye on the applicable while acknowledging the contributions that analysis, research, and theory can provide to these efforts. There is a strong commitment from the Professional Communication Society of IEEE and Wiley to design a set of information and resources that can be carried directly into engineering firms, technology organizations, and academia alike.

For the series, we work with this philosophy: at the core of engineering, science, and technical work are problem solving and discovery. These tasks require, at all levels, talented and agile communication practices. We need to effectively gather, vet, analyze, synthesize, control, and design communication pieces in order for any meaningful work to get done. This book, with such a strong chorus of expert voices, contributes deeply to that vision for the series.

Traci Nathans-Kelly, Ph.D.

Series Editor

Foreword

One Person’s Perspective on Culture and Communication Practices

Why Are You Reading This Book?

You're reading this book, very likely, because you are an academic or a trainer, a student, or a practitioner who understands the importance of the global reach and interconnectedness of business. It's a cliché of sorts to say that the world is a global village. However, it would be hard to imagine a job today or in the foreseeable future in which our ability to communicate well with coworkers, managers, and our customers all over the world is not critical to our success and to the success of the companies for whom we work.

Why Is It Important to Consider Culture?

Experience is the best teacher. My experience in being exposed to and confused by the complexities of communication across cultures taught me that I needed to get educated so that I could become a better interpreter of the communication contexts in which I found myself. In sharing some of my stories, I hope to demonstrate the importance of considering, and learning about, cultures different from our own.

My first story comes from my early days as a professor of business and technical writing at an engineering-focused college. Seeking the opportunity to gain real-world experience with engineers, I accepted a short-term consulting job to work with Japanese engineers at a manufacturing facility in Georgia. These engineers were in training for management positions in Japan, and the first step in their training was to serve on a 2-year assignment in the United States. The plant manager was from the United States, as were most of the workers at the plant.

The focus of the work was to help the Japanese engineers converse more comfortably and fluently with their coworkers and managers from the United States on both technical/engineering topics as well as any other topics that might be useful. The opportunity to work with Japanese engineers was exciting; the location of the plant, however, was challenging in that it required a two-hour drive each way. Nonetheless, I enjoyed getting to know the Japanese engineers and seeing them progress rapidly in their English proficiency. However, when the plant manager asked me whether I would be interested in extending my contract for a longer period of time, I declined because I had underestimated the time commitment and the need to focus on my responsibilities as a new professor.