Major challenges to engineering education for sustainable development

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.Abstract Scholars and professionals committed to fostering sustainable development have urged a re-examination of the curriculum and restructuring of research in engineering-focused institutions of higher learning. This article will address the following themes and questions: How can multi-and trans-disciplinary teaching and research coexist in a meaningful way in today's university structures? Does education relevant to sustainable development require its own protected incubating environment to survive, or will it otherwise be gobbled up and marginalized by attempting to instil it throughout the traditional curriculum? What roles can national and EU governments have in accelerating the needed changes? How can it be made safe for courageous students to take educational paths different from traditional tracks, even if technical options exist to do so? What can one learn from comparative analysis of universities in different nations and environments?

What do final year engineering students know about sustainable development?

“…It is widely accepted that engineers can play a key role in delivering sustainability [1] [2] with some arguing that they are uniquely placed to take a lead in moving towards sustainability [3]. As Johnston puts it "engineers really are necessary to make sustainability work" [4].…”

“…As Johnston puts it "engineers really are necessary to make sustainability work" [4]. Moreover, Ashford argues that a specific focus should be given to engineers to achieve SD since they drive any kind of development [2].…”

Engineering in the Community: Critical Consciousness and Engineering Education

“…The discourse of sustainable development has already found its place in education in general, and in engineering education in particular: "The focus is on engineering, more than on natural and physical sciences or on social science, because the activities that drive the industrial state -the activities that implement scientific advance -are generally rooted in engineering" [14]. The demands of sustainable development are often criticized as being guidelines which social actors are not obligated to abide by or participate in.…”

Integration of sustainable development in sanitary engineering education in Sweden

“…Today, engineering education is rather compartmentalised, which may result in engineers searching for narrowly defined problem solutions (Ashford 2004). SD has, in this context, been introduced into specific courses added to the curriculum.…”

“…Several researchers argue that a responsible way of working as an engineer ought to be more proactive and innovative, not merely improving efficiency in existing artefacts, infrastructure and systems (Ashford 2004, Mitchell et al 2004, Fokkema et al 2005.…”