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Abstract
ABSTRACT The efforts of various agencies striving to maintain a certain level of quality have played a crucial role in making the globalisation of engineering education possible. Various approaches have arisen in different contexts as a result of these efforts. This study compares approaches to engineering education by conducting a cross-case analysis of the chemical and mechanical engineering curriculum implemented in two countries with ABET-accredited programmes. Our data sources are academic catalogues and engineering programmes’ websites. The research purpose is to compare curriculum, college and department-level mission, vision, programme outcomes, and graduation requirements to provide insight into similarities and differences between these two systems. Our findings showed that the programmes were similar in mission and vision, curriculum objectives, and graduation requirements. The curricula differ in internship requirements, elective courses, course categories, lab credits, grading metrics, and required total credits for basic science and mathematics. Furthermore, we explored both institutions’ curricula regarding developing dimensions of global competence in engineers. From that global perspective on engineering education, the curricula at both universities need revisions despite meeting ABET requirements.
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