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Article
Publication date: 1 September 2005

N. Lourdel, N. Gondran, V. Laforest and C. Brodhag

Owing to its complexity, sustainable development cannot be simply integrated as a supplementary course within the engineers' curricula. The first point of this paper aims to…

1682

Abstract

Purpose

Owing to its complexity, sustainable development cannot be simply integrated as a supplementary course within the engineers' curricula. The first point of this paper aims to focalise on how to reflect pedagogically. After dealing with these questions, a tool that can evaluate the student's understanding of sustainable development concepts will be presented.

Design/methodology/approach

The analysis of a student's sustainability comprehension, based on cognitive maps, has been developed. The students are asked to write and connect by arrows all the terms that they associate with the concept of sustainable development. The assessment of the aforementioned cognitive maps is based on an approach via semantic category.

Findings

This study shows that the students' perception of sustainable development before the training seems mainly focalised on environmental and economical aspects. After the SD course, an increase in the number of words quoted is noted for each category (social and cultural aspects; the stakeholders, the principles of sustainable development and the allusions to complexity, temporal and spatial dimensions). Their vision seems richer and wider. The training seemed useful to help the students who did not associate sustainable development with diverse dimension to improve this perception.

Research limitations/implications

To reduce the length of the elaboration of the maps, there is no preliminary training for the construction of maps. To simplify this elaboration, only one type of arrows is used to connect words. To minimise the time of analysis of the maps, the relevance of the relations made between the words is not verified. Besides, the classification of words within the semantic categories implies a certain level of subjectivity.

Practical implications

This cognitive map method can be a useful tool to improve learning in quantitative terms but also in qualitative terms. Identifying knowledge gaps and misunderstood ideas allows the improvement in the training.

Originality/value

This study presents a new method that can be used to evaluate the impact of training sessions on students. Another advantage is to analyse how the students' knowledge is interconnected. This seems particularly interesting because the study of this transdisciplinary concept also necessitates an integrated vision.

Details

International Journal of Sustainability in Higher Education, vol. 6 no. 3
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 17 April 2007

Nathalie Lourdel, Natacha Gondran, Valérie Laforest, Bruno Debray and Christian Brodhag

Owing to its complexity, sustainable development (SD) cannot be simply integrated as a supplementary course within the engineer's curricula. The first aim of this paper is to…

2550

Abstract

Purpose

Owing to its complexity, sustainable development (SD) cannot be simply integrated as a supplementary course within the engineer's curricula. The first aim of this paper is to focus on how to reflect pedagogically this complexity. After dealing with these questions, the paper aims to present a tool that can evaluate the student's understanding of SD concepts.

Design/methodology/approach

A method of analysis of a student's sustainability's comprehension, based on cognitive maps, has been developed. The students are asked to write and connect by arrows all the terms that they associate to the concept of SD. The assessment of the aforementioned cognitive maps is based on an approach via semantic category.

Findings

This study shows that the students' perception of SD before the training seems mainly focalised on environmental and economical aspects. After the SD course, an increase of the number of words quoted is noted for each category (social and cultural aspects; stakeholders, principles of SD and allusions to complexity, temporal and spatial dimensions). Their vision seems richer and wider. The training seemed successful to help the students who did not associate SD to diverse dimension to improve this perception.

Practical implications

This cognitive map method can be a useful tool to improve learning in quantitative terms but also in qualitative terms. Identifying knowledge gaps and misunderstood ideas allows the improvement in the training.

Originality/value

This study presents a new method that can be used to evaluate the impact of training sessions on students. Another advantage is to analyse how the student's knowledge are interconnected. This seems particularly interesting because the study of this transdisciplinary concept as well, necessitates an integrated vision.

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 11 April 2008

Abbas El‐Zein, David Airey, Peter Bowden and Henriikka Clarkeburn

The aim of this paper is to explore the rationale for teaching sustainability and engineering ethics within a decision‐making paradigm, and critically appraise ways of achieving…

2699

Abstract

Purpose

The aim of this paper is to explore the rationale for teaching sustainability and engineering ethics within a decision‐making paradigm, and critically appraise ways of achieving related learning outcomes.

Design/methodology/approach

The paper presents the experience of the School of Civil Engineering at the University of Sydney in teaching environmental sustainability and engineering ethics to third‐year undergraduate students. It discusses the objectives of the course and the merits and drawbacks of incorporating ethics and sustainability in the same teaching framework. In addition, it evaluates ways of incorporating theoretical and applied perspectives on sustainability.

Findings

Ethics and sustainability overlap but do not coincide; incorporating them in the same engineering course can be effective, provided that points of linkage are clearly recognized in the syllabus, a suitable combination of theory and practical applications is drawn upon and adequate teaching methods, including decision‐making case problems, are used.

Research limitations/implications

While environmental sustainability, economic rationality and ethical reasoning can be easily fitted into the syllabus, social sustainability is more difficult to teach because it requires a significant conceptual departure from deep‐seated preconceptions on the part of students and teachers, and does not lend itself easily to conventional classroom activity, such as lectures and weekly workshops. Further research on effective ways of incorporating social sustainability in engineering curricula is therefore needed.

Originality/value

The paper evaluates sustainability issues within the context of civil engineering education.

Details

International Journal of Sustainability in Higher Education, vol. 9 no. 2
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 9 July 2021

Cheryl Desha, Savindi Caldera and Deanna Hutchinson

This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable…

622

Abstract

Purpose

This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design.

Design/methodology/approach

A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”.

Findings

This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills.

Research limitations/implications

The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation.

Practical implications

The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes.

Originality/value

Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 5
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 28 June 2018

Nathan Daniel McWhirter and Tripp Shealy

This paper aims to introduce a case-based module teaching sustainable engineering, linking the Envision rating system with behavioral decision science. Three complete modules are…

498

Abstract

Purpose

This paper aims to introduce a case-based module teaching sustainable engineering, linking the Envision rating system with behavioral decision science. Three complete modules are publicly available in a repository for any instructor to adapt, use and review.

Design/methodology/approach

A case study was written about the Tucannon River Wind Farm, a project-certified Gold by the Institute for Sustainable Infrastructure’s Envision™ rating system. The case was used as the basis for an in-class PowerPoint module to achieve student learning outcomes related to sustainability.

Findings

Before and after surveys showed significant (p < 0.05) learning increases. Word clouds show changes in student perceptions of sustainable design. Rubric scoring of writing assignments and concept maps yielded valuable insights and improvements and demonstrated the overall validity of the module approach.

Research limitations/implications

Modules lasting only one or two class days must be well-integrated into courses and curricula to promote greater learning value. Concept mapping may be a useful addition but involves a learning curve for both instructors and students.

Practical implications

By offering instructors access to a set of case-based modules, it becomes more practical for them to teach about sustainable infrastructure and decision-making.

Social implications

The module exemplifies a project owner and an engineering firm strongly committed to social and environmental sustainability. Envision’s Quality of Life and Leadership categories emphasize community well-being, involvement and collaboration.

Originality/value

This module offers a unique transdisciplinary focus meeting several needs in engineering education on sustainability, complex problems and decision-making.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 5
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 11 July 2008

Francisco J. Lozano‐García, Guillermo Gándara, Orietta Perrni, Mario Manzano, Dora Elia Hernández and Donald Huisingh

The purpose of this paper is to present information about a team‐teaching course on sustainable development (SD) for educators in an institution of higher education, Monterrey…

5327

Abstract

Purpose

The purpose of this paper is to present information about a team‐teaching course on sustainable development (SD) for educators in an institution of higher education, Monterrey Campus of ITESM in México.

Design/methodology/approach

Four faculty members were invited to work together with the Sustainable Campus Programme coordinator in the process of developing the “Educate‐the‐Educator's” SD course. The course was structured using lectures, readings, class role play activities, homework, and general discussion. Additionally, a workshop‐format was woven throughout the course; its function was to help the educators incorporate SD issues within their own courses.

Findings

It was found that a multi‐disciplinarily developed and delivered course is an effective vehicle for educating educators on SD. Documentation of some facets of the learning process further helped the “students” and the course leaders to better understand the whole learning process.

Originality/value

The paper's value rests on the interconnected structure, showing resonance with the triple bottom line, as well as many other dimensions linked with sustainable development. This structure increased the course participants' comprehension of sustainability. Furthermore, the use of concept maps and digraph theory to evaluate “faculty participants'” comprehension of the interconnections and dimensions of SD proved to be a successful innovation.

Details

International Journal of Sustainability in Higher Education, vol. 9 no. 3
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 5 May 2022

Sameh Monna, Aline Barlet, Muhannad Haj Hussein, Denis Bruneau, Adel Juaidi and Mutasim Baba

This study aims to evaluate the current state of sustainability education and research capacity at engineering faculties. More specifically, this research is intended to provide…

269

Abstract

Purpose

This study aims to evaluate the current state of sustainability education and research capacity at engineering faculties. More specifically, this research is intended to provide new and much-needed information about sustainability knowledge, teaching and research activities.

Design/methodology/approach

The first method used is a questionnaire survey completed by teachers and researchers about their activities dealing with sustainability and the second is based on a systematic literature review at the SCOPUS database for scientific publications on sustainability by Palestinian universities in the Palestinian context, and the number of publications in fields related to sustainability in Scopus indexed journals.

Findings

Some institutions include more sustainability topics in their teaching courses and research activities than others. The number of courses per teaching staff and department and the sustainability contents vary among the selected universities. Teaching activities focus on environmental sustainability, especially on energy, thermal and water efficiency. The number of Scopus indexed publications in fields related to sustainability in the past 20 years is low. The highest number of published papers was those focused on environmental sustainability.

Practical implications

This study has implications for university researchers and educators by identifying the gaps between the teaching and research conducted and the UN Sustainable Development Goals for 2030. For policymakers, the study shows that the status of sustainability in higher education, mainly at engineering schools, is still in great need for universities’ and government’s support, for example, to increase the number of published papers, number of courses and master programmes addressing sustainability.

Originality/value

This paper provides a current status for integrating sustainability education and research at engineering schools. The output of this study can be useful for future research to analyse higher education institutions’ impacts on sustainable development.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 7
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 24 October 2022

Tochukwu Ben C. Onyido, Zoe Allman, Pamela Hardaker, Deepa Rughani and Allan Letinov

The paper looks at the feasibility of university placements supporting small and medium-scale enterprises (SMEs) to operate in a sustainable manner. Due to size and resource…

220

Abstract

Purpose

The paper looks at the feasibility of university placements supporting small and medium-scale enterprises (SMEs) to operate in a sustainable manner. Due to size and resource constraints, many SMEs may regard sustainability more as a burden than a value-adding commercial strategy.

Design/methodology/approach

A two-year study was conducted on the sustainability-themed placements of 101 students of De Montfort University, United Kingdom, in SMEs. The placements were designed with the purpose of acting as a traditional work experience scheme while also equipping students with learning, skills and orientation with which to act as sustainability champions within companies. The study combined the use of students' reflections (via tools such as monthly logbooks) with interviews and questionnaire surveys of both employers and students, in order to evaluate the outcomes of the placements.

Findings

Students engaged with the sustainability aspect of their placements mainly by obtaining information on the sustainability performance of SMEs, with significant engagement also occurring in the areas of sustainability advocacy (e.g. proposing socio-environmental plans to companies) and initiatives/action.

Practical implications

Placements can potentially serve as a means of knowledge generation for universities while providing SMEs with cost-effective staff and innovation sustainability resources.

Originality/value

A circular approach to university placement programmes is proposed whereby the knowledge gained from previous placements about SMEs' sustainability performance is used to prepare later cohorts of placement students with a pragmatic understanding of challenges and opportunities related to the implementation of sustainability by SMEs.

Details

Education + Training, vol. 64 no. 8/9
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 6 July 2012

Karel F. Mulder, Jordi Segalàs and Didac Ferrer‐Balas

The purpose of this paper is to analyse the process of changing engineering universities towards sustainable development (SD). It outlines the types of changes needed, both in…

1944

Abstract

Purpose

The purpose of this paper is to analyse the process of changing engineering universities towards sustainable development (SD). It outlines the types of changes needed, both in respect of approaches, visions, philosophies and cultural change, which are crucial for engineering universities which want to implement sustainable development as part of their progammes.

Design/methodology/approach

The paper describes various experiences which show how SD education programmes can be implemented at universities, and some of the challenges faced in efforts towards achieving such a goal. It considers the various processes involved and raises some questions which can help to understand how universities, as learning organisations, can engage in the implementation of SD programmes.

Findings

The paper has established that engineers have to learn to think long term and position their activities in a pathway towards long‐term sustainable solutions. This requires insight into the social environment of engineering as a technology, and the extent to which engineers should know about the intricacies of SD problems.

Originality/value

The paper shows that engineers should understand the complexities of the societal setting in which they are developing solutions, and the complexities of making short‐term improvements that fit into a long‐term SD.

Details

International Journal of Sustainability in Higher Education, vol. 13 no. 3
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 18 November 2013

Dalia Khalil, Omar Ramzy and Rasha Mostafa

The aim of this paper is to measure students' perception towards sustainable development (SD) concept. The paper highlights students' perception before and after joining…

1536

Abstract

Purpose

The aim of this paper is to measure students' perception towards sustainable development (SD) concept. The paper highlights students' perception before and after joining Heliopolis University (HU). Also, the research underscores different activities, facilities and methods HU is implementing to sharpen the delivery of SD concept. Furthermore, the study emphasizes on the extent to which students are anticipating implementing SD concept in their life.

Design/methodology/approach

The research paper is an exploratory qualitative research design. The sample frame was the database of HU. A non-probability convenient sampling approach was applied to select 26 elements of the study. In-depth personal interviews were conducted. Questions were coded to facilitate analysis and to link respondents' answers with different questions. Accordingly, 12 structured open-ended questions were designed to gain clear insights regarding students' awareness of SD. Personal interviews took place at the end of fall semester 2012.

Findings

Students' responses were classified into observations and realization, needs and suggestions, and future plans. All students confirmed interest to apply SD in their lives.

Research limitations/implications

This research is limited only to HU students, which is considered a limitation of the research findings. Another limitation is that the study is an exploratory qualitative research, which could be enhanced if a conclusive design is applied. However, both limitations are considered within the context of conducting future research. One is related to the expansion of the sample frame to include more diversified students, and the other to conduct a conclusive research for fine-tuning the results and recommendations.

Originality/value

The paper's value stems from measuring multi-disciplinary freshmen perception regarding SD concept at HU, which is the first non-for-profit university in Egypt and the Middle East declaring SD as its overall guiding principle and specialization. Moreover, the paper provides insights on SD concept from a developing country perspective.

Details

Sustainability Accounting, Management and Policy Journal, vol. 4 no. 3
Type: Research Article
ISSN: 2040-8021

Keywords

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