Global Design Teams and Professional Development and Issues in Engineering Education (original) (raw)

Despite the broad scope of the areas covered in this summary, the papers are remarkably cohesive. Three papers in the set give overviews of these topics, each from a different perspective. [Devon et al.] identify the elements of global design and discuss their implications for design education. [Sheldon] reviews the design research literature, studies its relevance to industrial practice, and identifies areas of critical importance to industry. [Torlind et al.] present a series of case studies and develop a list of findings and research challenges for collaborative design. Each paper presents a list of research areas and challenges. I have combined the lists and organized the discussion of the papers around the integrated list. Many of the papers overlap several categories. For example, almost all the papers on global design teams address educational issues and professional practice. GLOBAL DESIGN TEAMS The critical elements for global design teams identified by [Devon et al.] include the need for global benchmarking, the 24 hour clock, as well as accounting for cultural diversity, for different national standards, and for the global economy.