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Title: Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies
Authors: Perez-Foguet, Agusti
Lazzarini, Boris
Gine, Ricard
Velo Garcia, Enrique
Boni Aristizabal, Alejandra
Sierra-Castaner, Manuel
Zolezzi, Guido
Trimingham, Rhoda L.
Keywords: Sustainable human development
Engineering
Global dimension
Continuing professional development
Issue Date: 2017
Publisher: © Elsevier
Citation: PEREZ-FOGUET, A. ... et al, 2017. Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies. Journal of Cleaner Production, doi:10.1016/j.jclepro.2017.06.244.
Abstract: Higher Education Institutions play a critical role in societies transition towards sustainable development, educating future professionals and decision makers. In the last few decades, a number of technical universities have devoted major efforts to integrating sustainable development into engineering curricula. There is still, however, an increasing need to further transform learning and training environments and build capacity of educators and trainers on sustainable development issues. Against this background, this paper assesses the role of online training courses, within continuing professional development strategies, in promoting sustainable human development in engineering degrees. It was built upon the implementation of a European initiative, the Global Dimension in Engineering Education, promoted by a transdisciplinary consortium of technical universities and non-governmental organisations. In terms of method, this study analyses two sets of quantitative and qualitative indicators to assess i) the perceived quality/relevance of the training proposals, and ii) the learning acquisition of participants. Quantitative indicators were complemented by a descriptive analysis of findings from a semi-structured survey. The results provide evidence that online learning can be an effective approach for continuing professional development of academics. The findings also suggest that participants perceived online courses’ contents and curricula, developed jointly by academics and practitioners of non-governmental organisations, as relevant and useful for integrating sustainability principles in teaching activities. To conclude, authors recommend the leaders of higher educational institutions to explore the integration of online courses addressed to faculty into university policy and strategies, as a way to promote professional development and the engagement of academics on sustainable development.
Description: This paper is closed access until 3rd July 2018.
Sponsor: The research was conducted in the framework of the European initiative Global Dimension in Engineering Education financed by: - European Commission, Non-State Actors and Local Authorities in Development, Raising public awareness of development issues and promoting development education in the European Union Reference: EuropeAid/131141/C/ACT/MULTI, Number of proposal: DCI-NSAED/2012/280-929. - Barcelona City Council, Program: Barcelona Solidaria 2013. Grant number: 13ED0046.
Version: Accepted for publication
DOI: 10.1016/j.jclepro.2017.06.244
URI: https://dspace.lboro.ac.uk/2134/25842
Publisher Link: http://dx.doi.org/10.1016/j.jclepro.2017.06.244
ISSN: 0959-6526
Appears in Collections:Closed Access (Design School)

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