Engineering Education in Sustainable Development by Guest Editor: Karel Mulder

By Guest Editor: Karel Mulder

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Environmental research continued to rise in absolute terms and its proportion with respect to the total university research is some 30 per cent. This is in spite of major increases in disciplines that are not very strongly related to the environment, such as ICT. The slow but continued progress in the consolidation of waste management is a positive step, although it has been detected that decisive action needs to be taken regarding waste minimization and awareness promotion in order to complement the actions undertaken to date.

Research in 1992 by the Institution of Engineers Australia (IEAust) found that those surveyed thought “professional engineer” ranked below “engineer” in public esteem, and both ranked below scientist. Beder (1998) focused on the way the loyalty of modern engineers was divided between their employers and their profession (and its ethical code). Beder offered credible evidence that the profession took a distant second place. Although the IEAust responded at the time with a promotion campaign, it was acknowledged that the real response to this dilemma must come from the institutions that initially shape the values and attitudes of future engineers.

Bijma Arcana Consultancy, Delft, The Netherlands Keywords Sustainable development, Higher education, Curricula, Case studies, The Netherlands Abstract When sustainable development (SD) is only taught in specific courses, it is questionable if engineering students are able to integrate it into their engineering practices and technical designs. g. design courses, materials courses or processing technology. The SD education plan adopted by the board of Delft University of Technology (DUT) in 1998 was based on this philosophy.

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