Integrating social sustainability in engineering education at the KTH Royal Institute of Technology

2015 ◽  
Vol 16 (5) ◽  
pp. 639-649 ◽  
Author(s):  
Karin Edvardsson Björnberg ◽  
Inga-Britt Skogh ◽  
Emma Strömberg
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Social Sustainability ◽  
Economic Incentives ◽  
Social Dimension ◽  
Royal Institute ◽  
Structured Interviews ◽  
Pedagogical Tools ◽  
Content Type ◽  
Institute Of Technology

Purpose – The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm. Design/methodology/approach – Semi-structured interviews were conducted with programme leaders and teachers from four engineering programmes. The paper focuses on how the concept of social sustainability is defined and operationalised in the selected engineering programmes, how social sustainability is integrated and taught, and what resources are required to support teachers and programme leaders as social sustainability educators. Findings – The findings show that programme leaders and teachers at KTH struggle to understand the concept of social sustainability. The vague and value-laden nature of the concept is considered a challenge when operationalising educational policy goals on social sustainability into effective learning outcomes and activities. A consequence is that the responsibility for lesson content ultimately falls on the individual teacher. Study visits and role-play are seen as the most effective tools when integrating social sustainability into the engineering curriculum. Allocation of specific resources including supplementary sustainability training for teachers and economic incentives are considered crucial to successful integration of social sustainability. The findings indicate that social sustainability education needs to be built on a theoretical foundation. It is therefore suggested that a literature canon be established that clarifies the contours of social sustainability. Practical implications – The findings of the paper can be used as a basis for discussion regarding measures for improving social sustainability training in engineering education, a subject which has attracted relatively little attention, to date. Originality/value – There is a noticeable lack of empirical research on how technical universities integrate social sustainability into engineering education. The paper provides an account of how actors directly involved in this work – programme leaders and teachers – define and operationalise the social dimension of sustainable development in their engineering curricula, the pedagogical tools they consider effective when teaching social sustainability issues to engineering students, and the resources they believe are needed to strengthen those efforts.

scholarly journals Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education

2019 ◽  
Vol 11 (24) ◽  
pp. 7236 ◽  
Author(s):  
Anna-Karin Högfeldt ◽  
Anders Rosén ◽  
Christine Mwase ◽  
Ann Lantz ◽  
Lena Gumaelius ◽  
...  
Keyword(s):  
Engineering Education ◽  
Social Values ◽  
Organizational Structures ◽  
Royal Institute ◽  
International Policy ◽  
Education Change ◽  
Global Challenges ◽  
New Knowledge ◽  
Institute Of Technology ◽  
The University

The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.

The failure of non‐binding declarations to achieve university sustainability

2007 ◽  
Vol 8 (3) ◽  
pp. 301-316 ◽  
Author(s):  
S.A. Bekessy ◽  
K. Samson ◽  
R.E. Clarkson
Keyword(s):  
Best Practice ◽  
Small Scale ◽  
Structured Interviews ◽  
Pilot Studies ◽  
Content Type ◽  
Institute Of Technology ◽  
University Leaders ◽  
The University ◽  
The Impact ◽  
Insight Into

PurposeThis paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.Design/methodology/approachA case study of Royal Melbourne Institute of Technology (RMIT) University is presented, analysing the reasons for lack of progress towards sustainability and evaluating best ways forward. Using a timeline and analysis of historical records for the 12 years since RMIT first engaged in the sustainability agenda, major trends in the process of implementing policies are identified. Secondly, 15 semi‐structured interviews with university leaders and key sustainability stakeholders from across the university are analysed to provide insight into how and why the university has failed to achieve sustainability.FindingsNew implications for successfully achieving sustainability arise from these findings. Accountability is a key issue, as RMIT appears to reap benefits from being signatory to declarations without achieving genuine progress. To ensure that declarations are more than simply greenwash, universities must open themselves up to scrutiny of progress to determine whether commitments have been honoured.Practical implicationsRelying on small‐scale “club” activities establishing demonstrations and raising awareness is unlikely to lead to permanent change. The evidence of RMIT's engagement with sustainability shows that, for example, even when successful pilot studies are conducted, these initiatives may do little to affect the mainstream practices of a university unless certain conditions exist. Furthermore, given the on‐paper commitments institutions have made, and the role of the university in society, small‐scale and gradual changes in university practice are a far from adequate response to the urgent sustainability imperative.Originality/valueThe initial engagement of RMIT University with the sustainability agenda 12 years ago marked it as a world leader in sustainability best‐practice. Analysing how and why such a disappointing lack of action has resulted from such promising beginnings provides insight into future directions for implementing sustainability in universities. The paper argues that considering the key responsibility of universities in leading the sustainability agenda, a more systemic and serious response is required.

eLancing motivations

2017 ◽  
Vol 41 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Abubakar Mohammed Abubakar ◽  
Belal Hamed Taher Shneikat
Keyword(s):  
Problem Solving ◽  
Geographical Location ◽  
Economic Incentives ◽  
Structured Interviews ◽  
Content Type ◽  
Decentralized System ◽  
Family Balance ◽  
Economic Production ◽  
Managerial Implications ◽  
Work Family

Purpose eLancing is a networked online platform used for distributive problem-solving, economic production and service delivery. The platform includes websites/marketplaces where individuals interested in being hired, and clients looking for individuals to perform some type of work meet. eLancing boasts millions of users and billions of dollars in transactions, and it involves fundamental changes in the nature of work. The motivations of this research stems from the credo and notion in which the advances in technology are transforming firm and market structures, employee-employer relationship and the increased intimacy with decentralized system. In order to explore new applications for the eLancing model, there must be a better understanding of why individuals participate in eLancing activities. The paper aims to discuss these issues. Design/methodology/approach In total, 48 semi-structured interviews were conducted online with workers at elance.com. Findings Ten primary motivators for participation emerged that include following: work-family balance, flexibility and autonomy; economic incentives; skills development; trust and transparency; geographical location; unemployment, equality and disability; higher returns; reputation; passion and enjoyment in problem-solving; and revenge. Originality/value The current study has added rich qualitative data to the scanty eLancing literature and managerial implications are discussed.

scholarly journals Light Blue Walls and Tan Flooring: A Culture of Belonging in Engineering Making Spaces (or Not?)

2021 ◽  
Vol 11 (9) ◽  
pp. 559 ◽  
Author(s):  
Idalis Villanueva Alarcón ◽  
Robert Jamaal Downey ◽  
Louis Nadelson ◽  
Jana Bouwma-Gearhart ◽  
YoonHa Choi
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Closed Loop ◽  
Research Question ◽  
Faculty Members ◽  
Boundary Crossing ◽  
Institutions Of Higher Education ◽  
Structured Interviews ◽  
Equity And Access ◽  
Management Staff

The motivation for this exploratory qualitative study is to understand what a culture of belonging may look like across six engineering education making spaces in institutions of higher education in the U.S. The research question for this study was: In what ways are the management, instructors, and staff operating engineering education making spaces influencing a culture of belonging (if any) for engineering students? We examined the transcripts of semi-structured interviews of 49 faculty members and 29 members of management/staff of making spaces, using thematic coding. From the data, we identified four themes that described the culture of belonging being created in these six engineering making spaces: (a) a ‘closed loop’ culture for inclusion, diversity, equity, and access; (b) a ‘transactional, dichotomous’ culture; (c) a ‘band-aid, masquerading’ culture; (d) a potential ‘boundary-crossing’ culture. Our primary conclusion was that created cultures in engineering making spaces are extensions of normative cultures found in traditional engineering classrooms. Additionally, while making spaces were attempting to change this culture in their physical infrastructures, it was deemed that the space leadership needs to expand hiring strategies, the nature of making activities, the ambient/physical appearance of the space, disciplines, and required expertise, to create a truly inclusive and equitable culture of belonging.

scholarly journals Curriculum integration of sustainability in engineering education – a national study of programme director perspectives

2020 ◽  
Vol 21 (5) ◽  
pp. 877-894
Author(s):  
Ola Leifler ◽  
Jon-Erik Dahlin
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Engineering Education ◽  
Engineering Students ◽  
Core Competencies ◽  
Deep Understanding ◽  
Learning Objectives ◽  
National Study ◽  
Content Type ◽  
Sustainability In Higher Education

Purpose This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges. Design/methodology/approach The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum? Findings Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes. Originality/value This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula.

Articulating a Succinct Description: An Applied Method for Catalyzing Cultural Change

2021 ◽  
Vol 80 (2) ◽  
pp. 128-139
Author(s):  
Coleen Carrigan ◽  
Noah Krigel ◽  
Mira Banerjee Brown ◽  
Michelle Bardini
Keyword(s):  
Engineering Education ◽  
Cultural Change ◽  
Engineering Students ◽  
Cultural Beliefs ◽  
Pedagogical Tools ◽  
Race And Gender ◽  
Research Findings ◽  
Group Members ◽  
And Gender

Articulating a Succinct Description uses ethnographic data to create case study interventions facilitated with people who belong to the culture with whom the ethnographer is engaged. We do so in order to disseminate research findings, address problems presented in the case, and collect additional data for further collective analysis. Further, Articulating a Succinct Description is designed as a means of intervention for underrepresented group members to be heard and gain support and promote equity engagement among majority members in efforts to create more inclusive cultures. In this paper, we validate this method using findings from its application with engineering students at a public university. This method allowed us to view engineering culture not as monolithic, but rather as one with multiple sets of cultural beliefs, values, and behaviors. In particular, we noted a behavior among students we’ve called Swing Staters, who expressed meritocratic beliefs, yet, who we argue, may be critical to reducing bias in engineering education. These findings, analyzed along interwoven threads of race and gender, demonstrate the efficacy of the Articulating a Succinct Description method and contribute to efforts in engineering education to advance pedagogical tools to reduce bias and exclusions in these fields.

scholarly journals The impacts of work-life-balance (WLB) challenges on social sustainability

2018 ◽  
Vol 40 (5) ◽  
pp. 868-888 ◽  
Author(s):  
Rahman Mushfiqur ◽  
Chima Mordi ◽  
Emeka Smart Oruh ◽  
Uzoechi Nwagbara ◽  
Tonbara Mordi ◽  
...  
Keyword(s):  
Institutional Environment ◽  
High Stress ◽  
Social Sustainability ◽  
Work Life ◽  
Work Life Balance ◽  
Medical Doctors ◽  
Structured Interviews ◽  
Life Balance ◽  
Content Type ◽  
High Stress Level

Purpose The purpose of this paper is to examine the implications of work-life-balance (WLB) challenges for Nigerian female medical doctors. This study focusses on Nigeria, which its peculiar socio-cultural, institutional and professional realities constitute WLB as well as social sustainability (SS) challenge for female medical doctors. Design/methodology/approach Relying on qualitative, interpretivist approach and informed by institutional theory, this study explores how Nigeria’s institutional environment and workplace realities engender WLB challenges, which consequently impact SS for female doctors. In total, 43 semi-structured interviews and focus group session involving eight participants were utilised for empirical analysis. Findings The study reveals that factors such as work pressure, cultural expectations, unsupportive relationships, challenging work environment, gender role challenges, lack of voice/participation, and high stress level moderate the ability of female medical doctors to manage WLB and SS. It also identifies that socio-cultural and institutional demands on women show that these challenges, while common to female physicians in other countries, are different and more intense in Nigeria because of their unique professional, socio-cultural and institutional frameworks. Research limitations/implications The implications of the WLB and SS requires scholarship to deepen as well as extend knowledge on contextual disparities in understanding these concepts from developing countries perspective, which is understudied. Originality/value This study offers fresh insights into the WLB and SS concepts from the non-western context, such as Nigeria, highlighting the previously understudied challenges of WLB and SS and their implications for female doctors.

Design and management of recycling facilities for household and community recycling participation

Facilities ◽  
2016 ◽  
Vol 34 (5/6) ◽  
pp. 350-374 ◽  
Author(s):  
Kin Wai Michael Siu ◽  
Jia Xin Xiao
Keyword(s):  
Hong Kong ◽  
Case Studies ◽  
Economic Incentives ◽  
Social Contexts ◽  
Field Observations ◽  
Structured Interviews ◽  
Content Type ◽  
Public Facilities ◽  
Holistic Understanding ◽  
Recycling Facilities

Purpose This paper aims to address convenience as a prominent feature of a scheduled society and examines the nature of convenience, identifies the waste collection system and recycling programmes in some densely populated areas in Asia and discusses the existing barriers to enhancing the convenience of the recycling facilities in Hong Kong. The paper further identifies some recommendations for the policy and design of recycling practices and facilities. Design/methodology/approach In this qualitative study, two districts in Hong Kong from 2013 to 2014 were used as case studies. The research methods included field observations, semi-structured interviews and ethnographic research. The locations for field observation included lobbies, corridors, lifts, ground floors and streets. Direct interviews were conducted with residents, cleaners, government officials and expert planners and environmentalists. In-depth interviews and observations were conducted with six families following the interviews to identify important issues that might have been ignored in the semi-structured interviews and field observations. Findings A holistic understanding of convenience in a scheduled society is effective in the design of high-quality recycling facilities. In terms of convenience, the gap between recycling and not recycling is rather obvious in Hong Kong. Therefore, it is necessary and important to adjust the difference in the degree of convenience regarding refuse disposal and recyclable collection. In addition, the enhancement of economic incentives could shift the degree of convenience and encourage public participation in recycling. The challenges of specific living conditions and social contexts should also be taken into account to enhance the convenience of recycling. Research limitations/implications Further case studies are expected in other countries and cities with the purpose of gaining an in-depth understanding of the means by which to approach the convenience of recycling programmes within various social contexts. Comprehensive and continuous studies on these factors are recommended throughout the design and implementation processes to account for constantly changing situations. A clear understanding of convenience from the perspective of the users is important. Practical implications The findings provide reference and direction for a holistic approach to the design and management of recycling facilities in Hong Kong. The findings also advocate the consideration of convenience from the perspective of the users. Social implications The findings illustrate how to design and manage public facilities for waste recycling in ways that encourage household and community participation in terms of convenience. Originality/value The paper identifies the manner by which the culture of convenience and an institutionalised rhythm influence recycling practices. Although substantial studies on recycling indicate that convenience is a necessary characteristic of designs and services, the nature of convenience and the means by which to approach convenience in terms of public facilities are seldom discussed. The paper proposes several recommendations on the basis of the studies of the refuse collection programmes in other areas of Asia and case studies in Hong Kong. The findings provide insights for policymakers, researchers and designers to improve the design of public facilities.

scholarly journals Retooling Engineering for Social Justice: The use of explicit models for analytical thinking, critical reflection, and peer-review in Swedish engineering education

2017 ◽  
Vol 5 ◽  
pp. 13-29 ◽  
Author(s):  
Katarina Larsen ◽  
Johan Gärdebo
Keyword(s):  
Social Justice ◽  
Engineering Education ◽  
Peer Review ◽  
Critical Reflection ◽  
Engineering Students ◽  
City Planning ◽  
Pedagogical Tools ◽  
Analytical Thinking ◽  
Wide Range ◽  
Practical Experiences

This paper engages with social justice in engineering education based on pedagogical tools aimed at improving analytical reading, writing and critical reflection in course activities. The authors conceptualizes analytical thinking, critical reflection, and web-based peer review as tools for transformation of student learning, and apply these tools as instructions to engineering students studying city planning in Stockholm, Sweden. Students were asked to use the tools to critically analyze the role of national identities, social vis-à-vis technological engineering, and what politics have shaped Swedish society. In studying these aspects of city planning, the authors argue for a shift in attention toward the practices of engineers’ work around issues of social justice, an argument reinforced by the results of textual analysis of student essay reflections on social justice in city planning. The results are a wide range of themes of critical reflection made by students arising from course activities. These included balancing social and environmental justice, like suburban segregation, planning ideals and, in some cases, challenges for the planning profession. We argue that these are valuable lessons for engineers, which can be achieved by combining practical experiences of planning practices with tools for advancing critical and analytical skills of engineering students. By analyzing engineering students’ views on solutions and challenges of addressing social justice in practice, we can improve our understanding of the engineering skills required to work with social justice. In this way, the study complements discussion and critiques of the relationships between society and engineering outlined in the rhetoric of engineering grand challenges, and contributes by discussing new roles for engineers in facing day-to-day challenges working with social justice.

scholarly journals Exploring the effectiveness and the transversal competency retention of a game-based learning activity one year after student participation

2021 ◽  
Vol 1 (1) ◽  
pp. 94-112
Author(s):  
Mariana Leandro Cruz ◽  
Gillian N. Saunders-Smits
Keyword(s):  
Engineering Education ◽  
Risk Taking ◽  
Exploratory Study ◽  
Engineering Students ◽  
Learning Activity ◽  
Game Based Learning ◽  
Structured Interviews ◽  
University Of Technology ◽  
Teaching Interventions ◽  
One Year

Most studies in engineering education focus on the effectiveness of the teaching interventions and what transversal competencies engineering students gain from those interventions immediately after they take place. This study explores the effectiveness of an existing game-based learning activity and the competency retention of the participating students one year after its implementation. Semi-structured interviews were conducted to nine students who participated in the activity at Delft University of Technology, The Netherlands. The findings showed that students remembered and benefited from the activity. This exploratory study indicated that this activity is valid to retain students transversal competencies because it provides active learning, engagement, rules, risk-taking, cooperation and competition, and it can be plugged-and-played in any engineering context. This study encourages researchers in the field of engineering education to conduct transversal competency retention studies, which are fundamental to understand how the teaching practices shape students’ competencies in the period after their participation.

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