Purpose -This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be. Design/methodology/approach -The paper briefly reviews literature regarding behavioral change for long-term benefits. It identifies four motivators that could be effective to make people pursue longer-term objectives. It identifies if these motivators were present in five cases of successful SD education. Findings -The four motivators for students that were identified in the literature review (a sense of autonomy, a challenge of reflection on the future role, connection with others, self-fulfillment, focus on the individual learning need) could be observed in the cases of successful SD education, although to various degrees. Individual autonomy in learning was not observed, but group autonomy was present in all cases. Research limitations/implications -The case studies were all electives. It is unclear how the motivators could work out in mandatory courses. Moreover, the curriculum as a whole will affect the success of single courses. Successful courses being "the exception" of the curriculum might be judged differently if they would be part of the curriculum in which such courses would be the main stream. Further research is required to check if the motivators are effective in mandatory and not specifically SD-targeted courses. It is also not clear how various motivators could be applied most effectively in a curriculum. Practical implications -The paper gives guidance to lecturers and educational managers to design attractive and effective SD education. Originality/value -The paper treats SD education from a novel perspective: how to convey a credible behavioral message, and how to motivate students for education for SD.

Journal of Fluid Mechanics, vol. 471 (2002), pp. 203–217

No abstract

Avoidable endogenous/exogenous parts of the exergy destruction in the components of an energy conversion system can be computed by applying advanced exergy analysis. Their calculation is crucial for the correct assessment of the real thermodynamic enhancement achievable by the investigated energy conversion system. This work proposes a new approach to estimate the avoidable exergy destruction rates of system components, being more rigorous compared to the conventional method due to the elimination of the need for the implementation of theoretical assumptions associated with the idealization of processes. An open-source web-based interactive tool was implemented to contrast the results of the conventional advanced exergy analysis to those involving the new approach for avoidable exergy destruction estimation. The comparison was based on the same case study, i.e., a refrigeration system selected from the literature. It was observed that the developed tool can be properly employed for comparing the two approaches within exergy analyses, and the results obtained presented some differences for the compressor and the condenser. Compared to the new approach, the existing methodology of advanced exergy analysis suggests lower values of the avoidable part of exergy destruction, which can be reduced by improving the efficiency of the compressor and the condenser. Moreover, the avoidable parts of exergy destruction, which could be removed within these components by improving the efficiencies of the remaining components, were higher in the case of the application of the existing advanced exergetic analysis as compared with the findings obtained by the proposed approach. These differences were due to the impossibility of the existing advanced exergy analysis to implement complete thermodynamic “idealization” for the condenser and evaporator.

No abstract