Educating engineers to embrace complexity and context

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dc.contributor.author Byrne, Edmond P.
dc.contributor.author Mullally, Gerard
dc.date.accessioned 2016-04-11T15:56:53Z
dc.date.available 2016-04-11T15:56:53Z
dc.date.issued 2014-10
dc.identifier.citation Byrne, E.P. and Mullally, G. (2014) 'Educating engineers to embrace complexity and context', Proceedings of The Institution of Civil Engineers, 167 (6), pp. 241-248. doi: 10.1680/esu.14.00005 en
dc.identifier.volume 167 en
dc.identifier.issued 6 en
dc.identifier.startpage 241 en
dc.identifier.endpage 248 en
dc.identifier.issn 1478-4629
dc.identifier.uri http://hdl.handle.net/10468/2442
dc.identifier.doi 10.1680/esu.14.00005
dc.description.abstract Education represents a key intervention point in encouraging the emergence of a professional engineering ethos informed by a sustainability ethic. In terms of establishing an appropriate relationship between sustainability and education, many would contend that incorporating sustainability as merely add-on material to already overcrowded curricula is insufficient. Instead sustainability should actually be a leading principle for curricula. Traditional reductionist models of engineering education seek to extinguish context and uncertainty and reduce complexity across socio-economic and ecological domains. They therefore constitute a wholly inadequate response to the need for fit-for-purpose, twenty-first century graduates required to address broader sustainability issues. This paper presents research from an undergraduate module at University College Cork, Ireland. The module is aimed at developing students' conceptions of complexity, uncertainty, risk, context and ethics as foundational bases for productively engaging with sustainability. The paper also highlights some problematic issues. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher ICE Publishing en
dc.relation.uri http://www.icevirtuallibrary.com/doi/10.1680/esu.14.00005
dc.rights © ICE Publishing 2014, all rights reserved. en
dc.subject Education en
dc.subject Educating en
dc.subject Engineers en
dc.subject Complexity en
dc.subject Sustainability en
dc.subject Context en
dc.title Educating engineers to embrace complexity and context en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Edmond Byrne, Process & Chemical Engineering, University College Cork, Cork, Ireland. +353-21-490-3000 Email: e.byrne@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2014-11-03T12:36:02Z
dc.description.version Published Version en
dc.internal.rssid 265497808
dc.description.status Peer reviewed en
dc.identifier.journaltitle Proceedings of The Institution of Civil Engineers en
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dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress e.byrne@ucc.ie en


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