Shared Foundations, Divergent Priorities: United States and Korean Faculty Beliefs about Engineering and University Education

This study explores the beliefs of engineering faculty in the United States (U.S.) and South Korea regarding the nature of engineering and the purpose of university education. It analyzed open-ended survey responses from 23 faculty members—12 from the U.S. and 11 from South Korea. Faculty in both countries consistently defined engineering as a problem-solving discipline based on scientific and mathematical principles aimed at benefiting society. However, notable differences also emerged. U.S. faculty emphasized ethical responsibility, environmental sustainability, design thinking, and teamwork, while Korean faculty focused on economic efficiency and technical competence. Concerning the purpose of university education, U.S. faculty valued holistic student development, including personal growth, critical thinking, and lifelong learning (LLL), whereas Korean faculty prioritized disciplinary expertise and professional readiness. These findings highlight both the similarities and differences in faculty beliefs and how these perceptions can potentially influence ideas about engineering education. The study adds to ongoing discussions on curriculum design, faculty development, and international collaboration within engineering and engineering education.