Suchergebnisse

Sustainability is a normative topic framed by disciplinary perspectives. This can be problematic as the tools that are used and applied to meta-problems and 'grand challenges' associated with societal (un)sustainability, and which may result in proposed 'sustainable solutions', are framed through the lens of the 'object world' disciplinarian. Traditional engineering education and practice has tended to frame problems in narrow techno-economic terms, often neglecting broader social, environmental, ethical and political issues; or what might be termed the social complexities of problems (Bucciarelli, 2008; Mulder et al., 2012). This reductionist approach has sought to close down risk and uncertainty through deterministic modelling and design, resulting in frameworks/models which provide an air of misplaced confidence but which are incapable of accounting for (or recognising) unknowability, and can thus lead to behaviour which ironically, results in increased fragility, rather than promoting increased robustness or resilience. Researchers in the social sciences and humanities are inherently more comfortable and adept with dealing with complexity, uncertainty and unknowability. This paper is posited in this context, whereby chemical engineering and sociology students taking respective disciplinary sustainability/environmental modules were brought together to work on a common assignment dealing with some aspect of sustainability. This paper reflects on this collaborative exercise, including the experiences of the students themselves, alongside some challenges and successes. It concludes that transdisciplinary approaches to learning are not just desirable in addressing wicked and meta-problems when addressing challenges of (un)sustainability, but represent a sine qua non for building the social capacity in confronting these issues. ; Non UBC ; Unreviewed ; Faculty ; Other

PurposeThe purpose of this paper is to ascertain the engagement and response of students to the teaching of engineering ethics incorporating a macro ethical framework whereby sustainability is viewed as context to professional practice. This involves incorporating a broader conception of engineering than is typically applied in conventional teaching of engineering ethics.Design/methodology/approachA real life wicked problem case study assignment was developed. Students' understanding and practical application of the concepts were considered. A survey was conducted to gauge students' appreciation of the professional importance and their enjoyment of the subject matter.FindingsIt was found that students appreciate and enjoy a macro ethical sustainability informed approach, but find it more challenging to apply in practice.Practical implicationsThe paper demonstrates an approach to the teaching of engineering ethics using a practical example, which can help broaden engineers' self‐perceived role towards one where sustainability is context. It also shows how students can find such an approach to teaching ethics to be both enjoyable and relevant.Social implicationsEngineers educated to perceive the importance of engaging with macro ethical issues as part of professional practice will be significantly better placed to inform public and industry policy towards greater good and engage with other professional and expert groups.Originality/valueIn this paper, an approach to engineering ethics which diverges from the traditional is proposed. This can be of value to those involved in the teaching of engineering ethics, particularly those seeking to incorporate sustainability and other macro ethical issues.

This paper is presented within the broader theme of considering what non-engineering-discipline specific sustainability / sustainability development (SD) knowledge and competences should be included in engineering education, in particular for four year undergraduate or four to five year integrated master's programmes. Over the last 20 years, sustainability / SD has grown in importance, and consequently many engineering programmes have endeavoured to integrate it within their programmes. The UCC chemical engineering is one of these programmes. The inclusion of sustainability / SD content inherently contains engineering discipline specific content, but also includes content that is non-discipline specific and could potentially be undertaken by any engineering student. This paper looks at the University College Cork (UCC) Process and Chemical Engineering programme, and outlines the content that is considered as non- discipline specific. This includes the following which are briefly outlined in more detail within the paper: Basic concepts in sustainability and SD: What is it all about? The importance of framing; The environmental dimension, ecological systems thinking and importance of ecological limits; The role of environmental legislation; Humanity's grand challenges; the food-energy-water nexus and climate change; The game-changer: The socio-economic dimension (including ecological economics); its essential role in transitioning to and maintaining a sustainable society; its impact on engineering and to what extent engineering can have influence on the socio-economic dimension; Holistic thinking; inherent interconnectedness, life cycle thinking and assessment; Energy, its importance and its commonality to all engineering disciplines, and beyond; Acquiring soft skills of critical thinking, communication, working with others, embracing uncertainty and complexity; Transdisciplinarity, emergent knowledge, and the need to be able to work with others outside our disciplinary "silo"; Values, ethics and the normative nature of sustainability choices and narratives; Worldviews, paradigms, and links with consumptive growth (material, energy, information); Transformational change; going beyond the quantitative and reductionist and the role of narrative, imagination, myth and metaphor in precipitating authentic societal and cultural change.

PurposeThis paper aims to present key findings from an inquiry into engineering accreditation and curricula renewal. The research attempted to ascertain conceptions of requisite sustainability themes among engineering academics and professionals. The paper also reflects on the potential role of professional engineering institutions (PEIs) in embedding sustainability through their programme accreditation guidelines and wider implications in terms of rapid curricula renewal.Design/methodology/approachThis research comprised an International Engineering Academic Workshop held during the 2010 International Symposium on Engineering Education in Ireland, on "accreditation and sustainable engineering". This built on the findings of a literature review that was distributed prior to the workshop. Data collection included individual questionnaires administered during the workshop, and notes scribed by workshop participants.FindingsThe literature review highlighted a wide range of perspectives across and within engineering disciplines, regarding what sustainability/sustainable development (SD) themes should be incorporated into engineering curricula, and regarding language and terminology. This was also reflected in the workshop discussions. Notwithstanding this diversity, clusters of sustainability themes and priority considerations were distilled from the literature review and workshop. These related to resources, technology, values, ethics, inter‐ and intra‐generational equity, transdisciplinarity, and systems and complex thinking. Themes related to environmental and economic knowledge and skills received less attention by workshop participants than represented in the literature.Originality/valueThis paper provides an appreciation of the diversity of opinion regarding priority sustainability themes for engineering curricula, among a group of self‐selected engineering academics who have a common interest in education for SD. It also provides some insights and caveats on how these themes might be rapidly integrated into engineering curricula.