CULTURAL CONTEXT IN ENGINEERING DESIGN: EXPLORING THE INFLUENCE OF COMMUNICATION ON DESIGN PRACTICES

Abstract

Just as engineering designs are made for diverse parts of the world, engineers themselves come from all over and view design through their own cultural lens. Culture impacts how designers perceive themselves, their self-efficacy, and the way they interpret the design task at hand. Studies have shown how cultural values and behavior (i.e., cultural context) impact communication patterns, as well as learning strategies [1], [2]. Halls’ information processing continuum shows how some cultures communicate explicitly through written and spoken words (low-context), while others communicate with a common awareness of nonverbal cues (high-context) [3]. Engineering design problems, briefs, and process documentation are typically delivered in a written format (e.g., email, typed document), outside of client presentations and marketing materials. Designers from more low-context cultures are comfortable in a low-context learning environment (e.g., explicitly written instructions), whereas those from more high-context cultures benefit from face-to-face interactions [4]. These communicative differences between high- and low-context cultures impact cross-cultural collaboration within global companies and virtual teams. Low-context cues become the preferred mode of communicating in these environments, as face-to-face is deemed less efficient and requires more resources. This study examined whether a more interactive and engaging method of communicating a design task would impact solution quality and self-efficacy, while also monitoring whether the designer’s culture and/or familiarity with the design problem also impacted these factors. Mechanical engineering undergraduate students and engineering professionals were recruited from the United States, Chile, Israel, South Korea, Mexico, Japan, Australia, Canada, New Zealand, and South Africa to complete a design task and respond to self-perception questions online. Participants were presented with the design problem in one of two modes: written (low-context) or video (high-context). Results showed that delivery modality and cultural context did impact design solution quality and self-efficacy; however, differences were found between professionals and students. Results from this study could influence information delivery methods used in engineering courses and professional settings by heightening awareness of culturally diverse communication patterns to ultimately support the design process.