We need more international collaboration between engineers – here's how to make it happen

At a time when the post-Cold War world order is being dismantled by the Russian invasion of Ukraine, and the resulting economic pain from escalating energy costs and impending food shortages is increasing for many nations, it is hard to imagine that global collaboration is high on most government agendas.

Yet greater worldwide cooperation is exactly what we need to tackle the most pressing challenges faced by society. Challenges such as climate change, sea level rise, biodiversity loss and future pandemics do not respect national borders and they will require large-scale collaboration to solve, in direct contradiction of current trends of growing nationalism and isolationism.

Earlier this year, as part of our 175th anniversary celebrations, the IMechE published The Future of International Collaborative Engineering – A Manifesto, for which I was the Institution’s lead author. This report considered the future of international engineering collaboration within a world emerging from the Covid-19 pandemic. It explored what the profession can do to ensure that future engineers have the knowledge and skills necessary for successful multi-discipline, multi-sector, multi-nation collaborative engagement.

The research work undertaken with members for the report revealed that such skills include having an ability to perceive cultural sensitivities and build and manage teams accordingly, as well as create working environments that help engender mutual awareness of, and respect for, cultural differences and alternative behavioural norms. Crucially, they also include being able to communicate effectively across countries, industries and non-engineering professional disciplines. The report emphasised that it is critical for all engineers to be given a thorough grounding in these issues at the beginning of their career journey.

Surprisingly, despite this clear need, it was found that within the course accreditation criteria of the engineering profession there is no specific requirement to develop knowledge and skills in relation to collaboration. However, our research encountered good examples of innovative teaching practice that attempts to develop some of these within the constraints of existing curricula. Learning outcomes being used to deliver such innovations included group working exercises, and dissertation or project work.

The report recommended that we follow the example of these innovators and focus on integrating the development of knowledge and skills for collaborative working into existing course modules. 

The need for cross-sector, cross-discipline and cross-border engineering collaboration has arguably never been so acute. Let’s build on our ‘manifesto,’ work towards reversing isolationism, and catalyse innovation in the delivery of the knowledge and skills needed to underpin successful international collaboration, thereby helping society solve the pressing environmental, health and socio-economic challenges we face in the decades ahead.