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Mainstreaming occupational safety and health into university educationE u r o p e a n Ag e n c y f o r Sa f e t y a n d He a l t h a t Wo r kInter-Institutional Group (IIG). The project was also promoted in the EngineeringEducation Conference in 2006 (EE2006) on ‘Innovation, good practice and researchin engineering education’. In addition, a seminar on ‘Risk education for engineers’ washeld in London at the headquarters of the IMechE in 2007.OtherThe project team has continued to liaise with the chair of the Engineering Inter-Institutional Group (IIG) on safety who is leading a project to develop a multimediaresource for universities. This project has produced an e-learning package‘Engineering a safer future’, designed to form a basis for the teaching of health andsafety risk management to young engineers. It incorporates video material to presentreal-life stories, a hazard-spotting exercise in a virtual environment, briefing materialsand interactive tutorials, and exercises with feedback on the answers. A demonstrationCD has been produced which contains a sample of e-learning material.The two projects continue to complement one another very well. Liaison alsocontinues with the British Standards Institution (BSI), which is developing educationalmaterials.Results and evaluationThere has been good anecdotal evidence, from the project leader’s attendance at aselection of the laboratory exercises, that students are beginning to seriously considerrisk issues. Student feedback has been positive. In general it has been noted that itis difficult for academics to convince students of OSH issues. Therefore it would bebetter to use OSH professionals to teach these issues – students seem to get moreout of this teaching.Problems facedThere was no formal testing of the validity of the risk awareness questionnaire dueto time constraints. Using a reliable and valid questionnaire would be importantbecause it would give more confidence to believe that the project, based on rigorousevaluation, is effective in achieving the learning outcomes.The process was not without its difficulties, namely: promotion of the risk themeto other members of staff who did not view it as a priority; overcoming competingdemands for time on the curriculum; gaining the support from other members ofstaff to allow development and implementation of new materials for inclusion intheir modules; and remaining focused on the key objectives. Other drawbacks of theproject are related to resources (time and money) available through the universityand lack of expertise.In general more help, additional funding and visiting lecturers would be needed ifthis programme were to be extend to other universities. The Health and SafetyLaboratory and the University of Liverpool are also developing an e-learning formatof the module for other universities to use.Success factorsThere are several factors leading to its success:OO It coincided with the time when the department was planning to reform itsundergraduate programmes.64
Mainstreaming occupational safety and health into university educationOOOOOOOOOOIt complemented the department’s new direction of providing future Liverpoolgraduates with skills and expertise that are up-to-date and relevant to the needs ofthe modern industry.It was linked to the requirements of engineering professional associations.It used real case studies and active learning methods such as laboratory exercisesand role play.Most importantly, despite some resistance, the project team managed to get thesupport of the members of staff in the department for the project.The project has also shown how essential the collaboration between academiaand industry is in health and safety education.E u r o p e a n Ag e n c y f o r Sa f e t y a n d He a l t h a t Wo r kTransferabilityThe practice could be easily transferred to other academic institutions, though thevalidity of the risk awareness questionnaire should be established without delay. Aspolicies and legislation differ between countries, modifications may be needed ifapplied to other countries.Further informationNicola StaceyRisk ManagementHSL, Harpur HillBuxton SK17 9JN UKemail: nicola.stacey@hsl.gov.uktel: +44 (0)1 29 82 18 327fax: +44 (0)1 29 82 18 391http://www.hsl.gov.ukOOBeer, Johnston and DeWolf, Mechanics and Materials, McGraw Hill, 2004.OOHSE and DETR, Revitalizing health and safety – strategy statement, HMSO OSCSG0309,2000.OOLee JF, Education of undergraduate engineers in risk concepts – scoping study, HSEBooks C2.5 10/99.OO Risk education for engineers: Selection of pdf files and papers. Vol 2, July 2007 (CD)(Can be ordered from the HSL)OOSchleyer GK, Duan RF, Stacey N and Williamson J. Risk education in engineering.Development of year one materials. HSL/2006/61: http://www.hse.gov.uk/research/hsl_pdf/2006/hsl0661.pdf?ebul=hsegen/04-sep-06&cr=14OOSchleyer, Graham (Liverpool University, UK), Integrating health and safety riskeducation into undergraduate engineering courses – University of Liverpool experience.Presentation from the European ‘Safe Start’ Summit 2006: http://ew2006.osha.europa.eu/europeansummit/1.1ew2006_Schleyer.pptOOStacey N, Simpson K, Schleyer G Integrating risk concepts into undergraduateengineering courses, HSE, 2009. Final report of the project. http://www.hse.gov.uk/research/rrhtm/rr702.htm65
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TE-WE-09-007-EN-CIn order to improv
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