Transcript HEAdec11CTR

ESD and the
Professional
Curriculum
Prof. Colin T. Reid
Project intern: Nadeem Ali
School of Law
University of Dundee
Project Aims



To explore the extent to which ESD:
 is part of, or
 can be accommodated within, or
 is squeezed out by
the formal accreditation criteria of professional,
statutory and regulatory bodies (PSRBs)
How do staff incorporate elements of ESD?
How does the level of embedding ESD vary
across disciplines and what lessons can be
transferred?
Key Features





Study of references to sustainability issues in
accreditation criteria
Discussions with colleagues on actual practice
at the University of Dundee
Internal symposium and open conference
Link with existing work on graduate
employability
Use project to establish internal networks
 Sustainability
website created with academic and
“house-keeping” elements
Accreditation criteria
Vary from explicit references to silence
 Some focus just on narrow professional
skills and professional ethics
 Some reflect broader concern for society
 Formal criteria do not reflect the concern
for sustainability shown by some
professional bodies’ other activities

Strong - Architecture (ARB & RIBA)


Understanding of building technologies,
environmental design and construction methods
in relation to the consideration of a sustainable
environment
The ability to integrate knowledge of:
Climatic design and the relationship between
climate, built form construction, life style, energy
consumption and human well-being
Weak – Business (CIMA)


On completion of their studies students should
be able to: explain the social, political and
economic context of business
Students should be able to: discuss the
framework of professional values, ethics and
attitudes for exercising professional judgment
and acting in an ethical manner, that is in the
best interests of society and the profession
Silent – Law (Law Society)

England & Wales – nothing

Scotland

Display informed knowledge and understanding of the
social, economic, moral and ethical contexts in which law
operates by:
demonstrating legal knowledge in association with
related policy, underlying social conditions, professional
ethical issues and moral issues.
Display critical thinking about laws and their place in
society


Teaching Practice

Embedded throughout curriculum
 part

Dedicated modules
 will

and parcel of covering core
be optional if not in professional core
Dedicated classes
 need

to integrate as part of core coverage
Use of examples to illustrate wider points
 e.g.
links between international and
UK law
Hurdles
Lack of definition or understanding of SD
 Most space in curriculum needed to cover
required elements
 If optional, seen as less relevant than
more “professional” topics
 No pressure from accreditation bodies to
do more


Building Bridges
 Engage
with PSRBs to encourage
incorporation of sustainability issues within
formal criteria
 Wide variety of attitudes among PSRBs

Developing Frameworks
 Need
for ESD to recognise constraints of
meeting professional criteria
 Spread good practice of incorporating
sustainability issues into core topics
 Establish stronger links across institutions
to support activity