Global Partnerships in Engineering: Tackling Barriers to Collaboration

Why Collaboration Matters

Transnational collaboration is essential for advancing knowledge exchange, capacity building, and sustainable development. For Egypt (a rapidly growing economy with significant infrastructure needs) such partnerships can help address gaps in engineering education and improve productivity. However, the research reveals that these collaborations face complex barriers that must be addressed to unlock their full potential.

Study Approach

The research adopted a qualitative methodology, combining document analysis of institutional policies and curricula with group panel discussions involving 49 participants, including academics, students, and industry practitioners. This inclusive approach ensured diverse perspectives on the challenges of collaboration.

Key Barriers Identified

The findings highlight four interconnected themes:

1. Local Context
   Cultural and language differences create reluctance to engage with foreign partners. Many participants expressed a preference for collaboration with Arab countries due to cultural affinity, limiting openness to partnerships with UK institutions.
2. Curriculum Design
   Engineering programs often lack critical OSHW content, particularly Design for Safety (DfS) and Mental Health and Wellbeing (MHW). Teaching methods remain traditional, with limited practical learning opportunities, making integration of innovative approaches difficult.
3. Resource Constraints
   High costs, limited funding, and time zone differences pose significant challenges. Regional disparities within Egypt exacerbate these issues, as students in smaller cities have less access to practical learning environments compared to those in Cairo.
4. Attitudinal Factors
   While interest in collaboration exists, preferences vary. Some students favour face-to-face learning and practical experiences, while others are open to blended models. Scepticism about online learning persists, underscoring the need for flexible partnership strategies.

Recommendations for Action

The paper advocates for co-creating culturally sensitive curricula, focusing on shared priorities and national needs. It recommends adopting innovative teaching methods such as active learning and blended delivery models and addressing resource challenges through funding strategies and capacity-building initiatives. Training academics to secure international research funding and designing partnerships that incorporate practical learning are also emphasized.

Conclusion

Transnational collaboration in engineering education offers immense potential for improving OSHW and supporting sustainable development. Success, however, depends on overcoming cultural, structural, and resource-related barriers. By fostering mutual respect, curriculum innovation, and sustainable strategies, universities can unlock the benefits of global partnerships and drive meaningful change in engineering education.

Author: Dr Nnedinma Umeokafor, Associate Professor of Project and Safety Innovations, University of Greenwich.