Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 440 de 957 References Chuchalin A., Boev O., Kuznetsova E. (2008) Quality Standards for Russian Higher Engineering Education. Proceedings of the 37th International Symposium IGIP, (pp. 4-9), Moscow. Chuchalin A., Boev O., Kriushova A. (2009) Quality Assurance in Engineering Education and Modernization of Higher Education in Russia. In Engineering Education Quality Assurance, (pp.87-95) Springer Science + Business Media, LLC. Chuchalin A., Boev O., Gerasimov S., Kriushova A. (2010) Developing Professional Accreditation of the Engineering Education in Russia. International Higher Education Research, Vol. X, Sapporo, Japan, pp. 59-63. Copyright Statement Copyright © 2011 Alexander Chuchalin y Viktor Kruglov: The authors assign to the REES organisers and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to REES to publish this document in full on the World Wide Web (prime sites and mirrors) on CD-ROM and in printed form within the REES 2011 conference proceedings. Any other usage is prohibited without the express permission of the authors. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 441 de 957 Informing engineering education for sustainable development using ad deliberative dynamic model for curriculum renewal Context Cheryl Desha cheryl.desha@qut.edu.au Queensland University of Technology, Brisbane Australia Karlson “Charlie” Hargroves karlson.hargroves@adelaide.edu.au University of Adelaide, Adelaide Australia Abstract: Literature from around the world clearly suggests that engineering education has been relatively slow to incorporate significant knowledge and skill areas, including the rapidly emerging area of sustainable development. Within this context, this paper presents the findings of research that questioned how engineering educators could consistently implement systematic and intentional curriculum renewal that is responsiveto emerging engineering challenges and opportunities. The paper presents a number of elements of systematic and intentional curriculum renewal that have been empirically distilled from a qualitative multiple-method iterative research approach including literature review, narrative enquiry, pilot trials and peer-review workshops undertaken by the authors with engineering educators from around the world. The paper also presents new knowledge arising from the research, in the form of a new model that demonstrates a dynamic and deliberative mechanism for strategically accelerating for curriculum renewal efforts. Specifically the paper discusses implications of this model to achieve education for sustainable development, across all disciplines of engineering. It concludes with broader research and practice implications for the field of education research. Engineering education has come a long way over the last two centuries, rising to the challenge of a series of periods of rapid change and upheaval such as the industrial revolution in 18th Century Britain and the two world wars of the 20th Century (Perkin, 2007). Industrial society and in particular economic demands of the first half of the 20th Century required the invention of modern research and teaching universities and technical colleges. By the end of the Second World War, engineering had become a core profession and a core part of the higher education curriculum, equipping professionals to deliver goods and services in the face of ever-increasing demand across an expanding spectrum of needs. The curriculum has evolved to follow the development of society and industry in order to continue to meet its needs, comprising a complex and highly specialised curriculum. A schematic indicating the progress of these impetuses, or ‘waves of innovation’ as documented by Smith and Hargroves (2005) and based on the work of economist Joseph Schumpeter in the 1940s is shown in Figure 1. Overlaid on the diagram is a sketch of the capacity building transitions associated with these Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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