Case studies in professional-oriented education: engaging with sustainability and complexity

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dc.contributor.author MacAskill, Kristen
dc.contributor.author Tilley, Catherine
dc.date.accessioned 2021-08-04T14:46:06Z
dc.date.available 2021-08-04T14:46:06Z
dc.date.issued 2021-06-14
dc.identifier.citation MacAskill, K. and Tilley, C. (2021) ‘Case studies in professional-oriented education: engaging with sustainability and complexity’, EESD2021: Proceedings of the 10th Engineering Education for Sustainable Development Conference, 'Building Flourishing Communities', University College Cork, Ireland, 14-16 June. en
dc.identifier.startpage 1 en
dc.identifier.endpage 8 en
dc.identifier.issn 2737-7741
dc.identifier.uri http://hdl.handle.net/10468/11664
dc.description.abstract Case studies have been used in management teaching for nearly a century, and have deeper roots in the teaching of other professions, including law and medicine. Cases have considerable value as a teaching method but there has been increasing criticism of the limitations of many of the case studies currently available. There are challenges that are particularly relevant to today’s professional students who are often working at the complex interface between technical and social issues. First, many cases have a clear disciplinary label and do not embrace multi-disciplinarity. Second, most cases are focused on organising and analysing issues and arrive at a decision, usually placing primacy on the outcomes for a single company, and do not capture the complexity created by social and environmental considerations. This is problematic when it comes to considering how to address issues associated with sustainability and resilience in the built environment. This paper reports on a revised, piloted case study model that addresses the shortcomings of existing typical cases, focusing on exploring problems rather than making specific decisions. The pilot case, on engineering decisions in disaster recovery, was based on insights developed through a research project. Similar to other case teaching, the lecturer becomes a facilitator to help participants through the case, rather than specifically teach material. This proved to be a successful way of exploring a complex problem space where there is no right answer, only lessons that can be drawn from the tensions presented. Drawing on this experience, this paper outlines what this means for the roles of teachers and post-graduate training in advancing professional-oriented education in engineering and the built environment. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.relation.ispartof EESD2021: Proceedings of the 10th Engineering Education for Sustainable Development Conference
dc.relation.uri https://www.eesd2020.org/
dc.relation.uri http://hdl.handle.net/10468/11459
dc.rights © 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject Engineering education en
dc.subject Sustainability en
dc.subject Built environment en
dc.subject Case studies en
dc.subject Case teaching en
dc.title Case studies in professional-oriented education: engaging with sustainability and complexity en
dc.type Conference item en
dc.internal.authorcontactother Edmond P. Byrne, Engineering, University College Cork, Cork, Ireland. +353-21-490-3000 Email: e.byrne@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Accepted Version en
dc.description.status Peer reviewed en
dc.internal.conferencelocation Cork, Ireland en


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© 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License Except where otherwise noted, this item's license is described as © 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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