Complex evaluation of sustainability in engineering education: case &amp; analysis

Staniškis, Jurgis Kazimieras; Katiliūtė, Eglė

doi:10.1016/j.jclepro.2015.09.086

Cited by 79 publications

(45 citation statements)

References 20 publications

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“…This dimension represents the student dimension in Table 2 because it seems like developing the sustainability curriculum for the students, how the education may cater to the industrial demand, marketability and comparability with other institutions. Authors found four countries that discussed on sustainability in student dimension such as the USA by Anthony [18], Malaysia by Wilfredo and Crystal [2], Omidreza et al [4] and Rosazman and Velan [13], China by Hongwei et al [26], and Europe by Roorda [14], Manuel et al [23] and Staniskis and Katiliute [25]. Additionally, Missimer and Connell [22] focused on complex evaluation of sustainability in engineering education in Kaunas University Technology, Lithuania and Blekinge Institute of Technology, Sweden respectively.…”

Section: Methodsmentioning

confidence: 99%

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2018

IJBM

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Abstract:The aims of this study are; (1) to review the sustainable development and sustainability practices for the Higher Education Institute (HEI) and (2) to present a conceptual framework of the dimensions of sustainability practices for the National Defence University of Malaysia (NDUM). This study uses a comprehensive literature review on sustainable development and sustainability practices in the HEI from year 1997 to 2016 at the national and international levels. This study identifies nine dimensions of the conceptual framework of sustainability practices for the NDUM which include: (1) Corporate Governance, (2) Students, (3) Staff, (4) Societal, (5) Environment, (6) Companies, (7) Health and Well-being, (8) Economic and Wealth, and (9) Continuous Improvement. This study can be extended to the construction of a survey to identify the items involved in each dimension of sustainability practices of the HEI in detail. In addition, this study can be lengthened to the creation of a sustainability index for the HEI to be used as a key performance index. Finally, this study can also be used for empirical studies to investigate the relationship between dimensions, regression and comparative study on sustainability practices among the HEI.

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Section: Methodsmentioning

confidence: 99%

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2018

IJBM

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“…Engineering education already deals, in varying degrees, with the environment, professional ethics and behaviours, matters of health and safety, as well as discipline specific problems related to engineering processes and practices. (Staniskis, J.K. and Katiliute, E., 2016).…”

Section: Challenges Of Successful Managers Of Small Companies In Regimentioning

confidence: 99%

The Role of Economics in Education for Sustainable Development; The Baltic States' Experience

Atstāja

Susniene²,

Järvis³

2017

IJoES

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“…It involves thinking positively of social responsibility, avoiding harm, and consciously choosing to do good [2]. Since the engineering practice deals with the environment, professional ethics and behaviours, matters of health and safety, and discipline [3], additionally, this paper advocates the need to foster sustainable development (SD) and socio-professional ethics (SPE) (the two Ss) in the engineering practice. In this context, sustainable development corresponds to "development that meets the needs of the present without compromising the ability of future generations to meet their own needs" [4] and socio-professional ethics translate to the set of values governing the conduct of engineers in their role as professionals as well as individuals.…”

Section: Introductionmentioning

confidence: 99%

Fostering Professional Competencies in Engineering Undergraduates with EPS@ISEP

et al. 2019

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Engineering education addresses the development of professional competencies in undergraduates. In this context, the core set of professional competencies includes critical thinking and problem solving, effective communication, collaboration and team building, and creativity and innovation—also known as the four Cs—as well as socio-professional ethics and sustainable development—referred in this paper as the two Ss. While the four Cs were identified by the associates of the American Management Association based on the needs of the society, professional associations, and businesses; this paper proposes the two S extension to ensure that future engineers contribute to the well-being of individuals and the preservation of life on Earth. It proposes a tangible framework—the 4C2S—and an application method to analyse the contributions made by engineering capstone programmes to the development of these core competencies in future engineering professionals. The method is applied to an engineering capstone programme—the European Project Semester (EPS) offered by the Instituto Superior de Engenharia do Porto (ISEP)—and a specific project case—EPS@ISEP Pet Tracker project developed in 2013, constituting, in addition, a road map for the application of the 4C2S framework to engineering capstone programmes. The results show that EPS@ISEP complies with the 4C2S framework.

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Complex evaluation of sustainability in engineering education: case & analysis

Cited by 79 publications

References 20 publications

Untitled

Untitled

The Role of Economics in Education for Sustainable Development; The Baltic States' Experience

Fostering Professional Competencies in Engineering Undergraduates with EPS@ISEP

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