A Comparative Case Study of Engineering Competitions between China and the United States

Engineering competitions have emerged as challenging and motivating forms of practical educational activities worldwide. However, differences exist in the perception, development and operation of engineering competitions across different cultural contexts. Guided by Activity Theory, this study constructed a basic activity model for engineering competitions, focusing on two dimensions: resource flow and rule constraints. A comparative case study was conducted to examine engineering competitions in China and the United States from a horizontal perspective, considering the two dimensions. The findings reveal shared similarities in the emphasis on engineering design competitions and consistent evaluation factors for similar types of competitions. As for the differences, engineering competitions in China are predominantly driven by national policies, with a primary focus on the electronic information field. Participants and communities prioritize competition results, which has led to a well-established institutionalized resource flow system, high participation rates, and extensive involvement in universities. However, excessive motivation can sometimes lead to utilitarian problems. Conversely, engineering competitions in the United States are primarily driven by engineering professional societies and encompass a broader range of fields. Participants and communities prioritize competition processes, but the attitudes towards engineering competitions vary among universities and competitions. The noninstitutionalized resource input may result in unequal access to competition opportunities, especially for financially disadvantaged students. In conclusion, recommendations for optimizing engineering competitions as a tool for enhancing the engineering students' abilities and professional development were given.