Sustainable Development in Higher Education What has Europe got to offer?

Transcription

1 Sustainable Development in Higher Education What has Europe got to offer? Delft University of Technology Baldiri Salcedo-Rahola, Karel Mulder, with contributions of Jordi Segalas and Didac Ferrer-Balas

2 Contents 0. Foreword 1. Introduction 2. The need for interdisciplinary 2.1. The role of technology 2.2. The role of science 2.3. The role of social science 2.4. Interdisciplinary is crucial 3. Developing networks on SD education 3.1. History of Sustainable Development 3.2. Sustainable Development Education 3.3. Sustainable Development and Engineering Education 4. Institutional change: University politics 4.1. Top down or bottom up? 4.2. The shortcoming of disciplinarism 5. Learning strategies for SD 5.1. Basic courses 5.2. Integration on existing courses 6. SD pedagogy 7. Future prospects 8. Specialized SD MSc programs 9. SD MSc Masters taken in account in this report 10. Categorization of SD MSc Masters 11. Trend of the market of specialized SD MSc programs Structure Internationalization Specialization Costs Risks 12. Conclusions 13. References I. List of SD MSc programs II. List of other existing SD MSc programs

3 FORWORD This report will give a broad overview of Higher Education for Sustainable Development in Europe. It is made within the framework of the SDPROMO project. This project is funded by the EU Erasmus Mundus program and is carried out by KTH, Stockholm, UPC, Barcelona and Delft UT. The aim of this project is promoting SD related educational programs of European universities in three regions of the world: Latin America Countries that belonged to the former Soviet Union China The project participants do not consider European universities as the source of all SD wisdom. Therefore three reports have been made to analyze the (specific) challenges for SD in these three regions of the world, the potential demand side. It is the aim of this report to give an overview of European Higher Education in SD, the potential supply side. It will focus on specific SD related Msc. programs as these are most relevant for international cooperation. To get a better understanding of these programs, this report will first sketch how the issue of SD was taken up by higher education institutes in Europe in the 1990s, and what the barriers and dilemmas were. Integration of SD in not-sd focused programs as well as its integration in Bsc. level education was for long time a main issue. With the introduction of the Bachelor-Master system, many new SD focused Masters Programs emerged. 3

4 0. INTRODUCTION To follow the sustainable development (SD) path we need a fundamental, transformative shift in thinking, values and action by all society s leaders, professionals and the general public. To quote Albert Einstein, The significant problems we face cannot be solved at the same level of thinking we were at when we created them. (Covey, 2004: 42) Society needs scientists, engineers, managers and politicians who can shape the systems of our society in a way that sustains rather than degrades the natural environment and enhances human health and well-being for all. For technology this can imply seeking inspiration in biological models and operating on renewable energy (as in nature there is neither waste nor resource depletion). The concept of waste must be eliminated as every waste product should be a raw material or nutrient for other species or activities or returned into the cycles of nature. Human activities must be organized in such a way that the biological diversity and complexity of ecosystems on which we all depend, is maintained or restored. Humans should live off nature s interest, not its capital. In this context, higher education institutions have the responsibility to deliver graduates that have achieved the moral vision and the necessary technical knowledge to assure the quality of life for future generations. This implies that sustainable development will be the framework in which higher education has to focus its mission (Corcoran et al., 2002: ). Stephen Sterling maintains that the nature of sustainability requires a fundamental change of epistemology, and therefore, of education. He wrote: Sustainability is not just another issue to be added to an overcrowded curriculum, but a gateway to a different view of curriculum, of pedagogy, of organizational change, of policy and particularly of ethos. At the same time, the effect of patterns of unsustainability on our current and future prospects is so pressing that the response of higher education should not be predicated only on the integration of sustainability into higher education, because this invites a limited, adaptive, response. We need to see the relationship the other way around that is, the necessary transformation of higher education towards the integrative and more whole state implied by a systemic view of sustainability in education and society. (Sterling, 2004: 49-70) 4

5 1. THE NEED FOR INTERDISCIPLARITY 1.1. The role of technology Many technology critics have argued that technology is the root cause of the lack of sustainability in society (Cf. Brauni, 1995). However, such a statement would involve that one could sharply discern between a technology as such and its social context, i.e. the way it is used, and its services are organized. Such a distinction can only be made superficially: The problem of the car is not its technology as such: it is its wasteful and polluting nature combined with the scale-, and the way of use. It determines a lifestyle that is characterized by transport (Flink, 1990). In solving unsustainabilities, we cannot just focus on technology without addressing this social context. However, neglecting technology in the quest for SD will greatly diminish our options for solutions, and will probably not get much support among the population. Therefore, technology is important for Sustainable Development. However, the sustainable technology is not going to be the one that chops the trees faster and more efficiently, but the one that allows us make trees to a renewable resource, by increasing the quality, or useful lifetime of the trunks, or by providing the same service with far less trunks. What improvements in the environmental efficiency of technologies do we need? In the 1970s it was debated which factors mainly contributed to the problems we were facing: consumption growth, overpopulation or the state of technology. The relationship between these factors can be described by the so called IPAT equation: I = P * A * T I = Total environmental impact of mankind on the planet P = Population A = Affluence, number of products or services consumed per person, i.e. for economists the annual Gross National Product per capita; T = Environmental Impact per unit of product/service consumed. This is often called the factor Technology efficiency. However note that T diminishes as technologies become more efficient! Moreover, T also reflects more or less non-technological issues like product reuse and the organization of production. (Ehrlich et al., 1971: ) 5

6 The IPAT equation might be used to get some more clarity on the magnitude of the environmental technological efficiency improvements that we have to reach in the long term. Therefore we need estimates of the various factors: Environmental Impact. Our current use of natural resources is unsustainable. Suppose we want to cut it by half. Population growth has been exponential. In the year 2000, world population was approximately 6 billion. In the past decade, we have seen declining population growth rates. This is especially due to the devastating effects of the HIV epidemic. In large parts of Africa, and also on an increasing scale in Asia, up to half of the teenagers are HIV positive. Not only the direct death toll is important, but especially the fact that youngsters do not reach the age of reproduction. Population growth is hardly affected by government policies. Even large wars hardly influence it. Only long term policies might stabilize the global population. A growing affluence contributes considerably to a decline of population growth. The global population in the year 2050 is predicted to be between 8 and 11 billion people. Therefore, a rough estimate of population growth is a factor of 1.5 (Pearce, 2003). Affluence. The richest 20 % of the worlds population is roughly consuming 80 % of the worlds resources. This leaves only 20 % for the remaining 80 % of the worlds population (UNDP, 2003). The rich people of this world therefore consume on average 16 times more resources than the poor ones. The economies of the rich world are growing on average by 2 % annually. Over a 50 year period this implies a growth factor of 2.7. If the poorer nations want to catch up with the richer nations, they need to grow by a factor 16 * 2.7 = 43.2, which means an annual growth of 7.8 %. The combined growth of the poorer and richer parts of the population can then be calculated. Let s assume consumption now is 100. The rich consume 80, growth 2.7 so consumption in 50 years 216, Poor consume now 20, growth 43.2 so consumption in 50 years 864, which leads to a total consumption of 1080, or 10.8 times the starting level. If we substitute these estimates into the IPAT equation, technology should be 32.4 times more environmentally efficient than it is today (Mulder, 2006). 2.2 The Role of Science Until the 18 th century, science and technology were almost entirely separate realms of activity: academic science was practiced out of curiosity. It was not geared to improving technology. Optimization of technology is an important legitimation of modern science. However, this legitimation is rather recent. Mediaeval scholars were mainly aiming at unveiling the beauties of divine creation. A 6

7 very early example of the application of science to technology can be seen in Galileo s work, around the turn of the 17 th century: Galileo was the first to show that, if air resistance is disregarded, the acceleration of a falling body is independent of its mass, allowing him to calculate the parabolic orbits of projectiles. The resulting tables proved to be a powerful tool for gunners, enabling them to accurately determine the firing angle needed to hit any target at a given range. Technology was certainly not applied science. Its operation often preceded the formulation of scientific principles: the first steam engines (Newcomen, 1712; Watt, 1770) preceded the formulation of the thermodynamic principles explaining their operation by more than a century (Carnot 1824; Joule 1845). As Lawrence J. Henderson penetratingly wrote (Henderson, 1917): Science is infinitely more indebted to the steam engine, than is the steam engine to science i. However, in the 20 th century, science and technology became much more interconnected. In the Manhattan project, the first nuclear bombs were developed by scientists and engineers jointly, using newly developed scientific theories. The first experiments with nuclear chain reactions not only proofed scientific theories but also created plutonium for the nuclear fission bomb. Science does play an important role in developing more sustainable technologies. However, science is also important for SD for recognizing our global problems: Sustainable Development deals with the creation of civilized society that has the capacity for longer term survival. This longer survival is depending on the life sustaining systems of this planet. The mechanisms that control these systems are often widely unknown. Science therefore has to warn us if threats emerge as we often do not recognize them. For example, our knowledge of the threats of climate change, decreasing biodiversity, or the ozone layer depletion by chloro-fluoro-carbons ii all depended on science. Science might contribute to SD in three ways: By giving information on (threats to) the life sustaining systems of this planet. Very often these systems can only be assessed by science alone (Climate change, geological deposits, biodiversity). By showing us options for new technologies that might create a leap in Sustainability. Nuclear fusion might be an example. By giving us tools to analyze and optimize technologies i L.J. Henderson was the first president of the History of Science Society, see: Henderson on the Social System: Selected Writings, Chicago: University of Chicago Press. ii The ozone layer blocks harmful radiation that causes skin cancer. 7

8 Science might appear to be a wholly factual and neutral activity, unrelated to the social world. This issue is controversial. Scientific knowledge is often claimed not just to represent facts, but also to be a product of its time. Moreover, where do research challenges originate from? Who determines what to analyze, and what not to analyze? How are scientific results utilized in political discourse? How can underprivileged groups get access to science if they are confronted with science backed opponents? The role of science in our society is powerful one. For SD, science students should learn to understand its role in society. 2.3 The Role of Social Science In paragraph 2.1, the IPAT equation was described. Social sciences play a role in the P factor: how could the population numbers be stabilized? In the A factor: at what level are peoples needs satisfied? What level of inequity (distribution in A factor) is (un-)acceptable? the T factor: how to organize technological systems in such a way that they fulfill needs without harming culture? What undesired effects of technology occur? However, there are even more basic questions: There is often a distinction made between needs and wants. The distinction refers to legitimation of needs. Is a car a legitimate need? In the US? In China? In Burundi? There are basic needs (such as safety, health, clean air, food, water, education, clothing, shelter) but the way in which these needs take shape is depending on culture. Sustainable Development is not something to be enforced upon people, neither by external powers nor by local rulers. This leads to the question how much power might be acceptable to enforce Sustainable Development. Sustainable Development respects local cultures, but what if local cultures support unsustainable practices? People should be empowered to take control of their own destiny. Then how can people be motivated to adopt sustainable modes of behavior? How to organize systems in such a way that they become sustainable and in line with local cultures? Systems that provide services for society s needs are often optimizing their own income, thereby creating unsustainable situations. Corporate Social Responsibility is a way to take this into account. How can negative effects of business activities be prevented or compensated? 8

9 Changing the world into the direction of Sustainable Development is a tough process. It implies the change of systems. But systems have an internal dynamics and can be resilient. How to start the process of change? Which actors to involve and how to overcome barriers? How to implement policies and to involve stakeholders? How to compensate those that are threatened or at risk by change? 2.4 Interdisciplinarity crucial Social science cannot yet fully answer these questions. Moreover, science and technology continually change, create new options but sometimes also new threats. No discipline can fully meet the demands of Sustainable Development. Multidisciplinarity is therefore very important, but we learned that it is not sufficient. The various disciplines have their own vision of reality. If natural scientists and social scientists on the same problem they do not necessarily end up developing an integrated solution for a problem. To achieve that, they need to cooperate and challenge each others solutions, interdisciplinary research. However, we should even aim at going one step further. Not only various scientist should be involved in finding sustainable solutions. Stakeholders should also be actively involved in such research. Without their involvement, solutions will not be acceptable in real life. Transdisciplinary research aims at developing solutions by various relevant disciplines and stakeholder involvement. Transdisciplinary research is not only crucial to come up with solutions that meet the requirements of SD. Transdisciplinarity is also crucial for the learning process in higher education. Universities tend to educate their graduates to know everything about nothing, i.e. to decrease the width of education and increase disciplinary depth. However, to come up with solutions we should train graduates to be able to make the link between disciplines. 3 DEVELOPING NETWORKS ON SD EDUCATION 3.1 History of Sustainable Development After the first wave of environmentalism that was triggered by Rachel Carsons Silent Spring (Carson et al., 1962) and the report to the Club of Rome (Meadows et al., 1972) environmental issues gradually conquered a position in political agendas. In 1973, the first UN conference on Environmental issues was held in Stockholm (U.N., 1972). Not only this conference, but also the first oil crisis put the environment on the political agenda of all industrialized nations. In the final declaration of the conference, also the importance of environmental education was acknowledged. 9

10 Environmental concerns were reinforced by what gradually became the first global environmental catastrophe: In 1975, Rowland and Molina warned for CFC induced ozone layer thinning, which was the first warning for a global environmental emergency (Molina et al., 1974). 3.2 Sustainable Development Education In 1977, the United Nations Education, Scientific, and Cultural Organization (UNESCO) organized a conference in Tbilisi on environmental education. This conference acknowledged the interdependence between the environment and ethical/social/cultural/economic issues: Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural, and economic dimensions also play their part in determining the lines of approach and the instruments whereby people may understand and make better use of natural resources in satisfying their needs. In its final declaration, principles for environmental education policies were formulated (GDRC, 1977). Although the Tbilisi declaration pled for general environmental education, environmental studies became a new academic discipline. In many European universities, environmental departments were founded and new environmental study programs were implemented. The core content of these programs was often ecosystems analysis, modeling of mass flows and energy flows, effectiveness of regulation and drivers of environmental consumer behavior. The environmental studies programs were interdisciplinary in character but soon became a new discipline of their own that were not very effective in engaging other disciplines in this issue. In general, not much happened in regard to integrating environmental issues in other disciplines. An exception is chemistry and chemical engineering where environmental and health issues were often part of the curriculum. In 1987, the report of the UN World Commission on Environment and Development was accepted by the UN General Assembly. This Brundlandt report emphasized the interdependence of development and environment, the limits of the Earths systems and the responsibilities towards future generations (WCED, 1987). The report changed the situation considerably. This new interest led to the Earth Summit, the Rio de Janeiro conference on Environment and Development of 1992 (UN, 1992). Universities started recognizing the challenge. In 1990, Tufts University initiated a meeting in Talloires, France, that led to the first declaration in which the responsibility of universities was firmly established (Talloires declaration, 1990). The "University Leaders for Sustainable Future (USLF, US based) was created after this declaration. This association is the secretariat of more than

11 universities in more than 40 countries that have signed the Talloires Declaration and promote education for Sustainable Development with regard to the Earth charter. In the fall of 1993, the issue of SD was put on the agenda of the European Rectors Conference (CRE). CRE created the Copernicus Charter that specifically focused on the role that universities had to play in regard to SD (Copernicus charter, 1993). A secretariat was established. Many European universities signed this charter. However, signing was not identical to implementing it. Very often, signing the declaration was no more than lip-service to SD. In its first decade, the Copernicus declaration, and the fact that it carried the signature of their own rector, were often discovered by active student groups. They could use the signature to keep the university to its promises, even if the signing rector had left his office. By now, 2008, more than 320 universities and higher education institutions from 38 countries across Europe have signed the Copernicus Charter, thereby declaring that they will give sustainable development an important place in their activities. The Copernicus secretariat was for a while able to keep this spirit alive by organizing European meetings. In the year 2000 the Global Higher Education for Sustainability Partnership (GHESP) was formed. The GHESP represents over 1000 universities, which have committed themselves to making sustainability the central goal of their education and operations. In 2001, the members of the GHESP signed the Lüneburg Declaration committing themselves to: - Promoting the subscription and implementation of the Kyoto, Talloires and Copernicus declarations. - Creating a tool of performance addressed to universities, business agents, administrators, teachers and students, designed to go from commitment to action. - Improving the development and networking of regional centers of excellence in developed and developing countries (Lunenburg Declaration, 2001). In several countries and regions, like Sweden, the Netherlands, Poland, Scotland and England, networks were created to promote the integration of SD in higher education. Various existing organizations and networks have addressed the issue of SD in higher education like the European Networks Conference on Sustainability in Practice (ENCOS), the International Symposium IGIP/IEEE/ASEE Local Identity, Global Awareness, Engineering Education Today, the Society for Industrial Ecology, the Greening of Industry Network, Environmental Management for Sustainable Universities (EMSU), Congreso Iberoamericano de Educación Ambiental, the European Federation of Engineering Schools (SEFI), the engineering association IEEE, the Alliance for Global Sustainability (AGS), etc. Moreover, this interest has led to the publication of various books and articles and the creation of the International Journal of Sustainable Development in Higher Education (2000). 11

12 3.3 Sustainable Development and Engineering Education First actions to integrate SD into engineering education emerged from the EU Comett II program. This program facilitated international environmental training programs. However, after this EU program was terminated, annual conferences were continued. From 1993 to 2001, 9 Environmental Education for Engineers conferences were held (EEE network, 2008). In 2002, this network got a new boost by reformulating its mission as Engineering Education in Sustainable Development (EESD). The focus of EESD was turned away from environmental engineering, and aimed at including the SD challenge in its entirety into engineering education. After the first EESD conference in Delft in 2002, with 195 participants, a second conference was organized in Barcelona, which had 260 participants. At this conference, the Barcelona Declaration on engineering education in sustainable development was formulated. In 2006, EESD convened in Lyon, and in September 2008, it will have its fourth meeting in Graz, Austria. One of the concrete outputs of the EESD network has been the creation of the EESD observatory, which develops a biannual report about the status of sustainability in European engineering education. 4 INSTITUTIONAL CHANGE: UNIVERSITY POLITICS 4.1 Top down or bottom up? How to accomplish changes in Engineering Schools? An important distinction here is between the academic institutions that are mainly research driven and the professional schools for which education is the core constituent. The research driven technological institutions cannot be changed by top down measures. Lecturers have a high degree of independence in their research and often consider teaching as the nasty part that comes with the job. They cannot be ordered to do SD, but need to be convinced. However, support for SD by the University board, or its president, is crucial. Some pressure might help but convincing is generally more effective than ordering (Sammalisto, 2007). 4.2 The shortcomings of disciplinarism As has been made clear in the introduction, leaps in environmental efficiency are needed. These can only be achieved by systems innovation, i.e. innovations that do not limit themselves to an improved 12

13 performance of a single piece of equipment, but change the configuration of systems and thereby involve several engineering -, science-, as well as social science disciplines. Important is to recognize that this is not adding up knowledge fields: if we want to really come up with sustainable solutions, scientists should be willing to interact across disciplinary borders, as well as be willing to involve stakeholders in their work. Solutions are of no use if stakeholders do not accept them. This means a drastic change for universities. Disciplinarism is a deeply rooted constituent of the academic culture. What has been experienced is that disciplinarism is very hard to change. However, a good strategy was to take disciplinary pride as a starting point: What is the value of a discipline that is not able to contribute to SD? Posing this question is a good start for dialogue (Peet et al., 2004). There are different aspects that determine how successful or effective the introduction of SD in engineering education will be: a) Legitimacy: Is it seen as legitimate for teachers/researchers to focus on environment and sustainable development in research and in education? b) Effective structure of organization: Is the educational organization structured in such a way that it enables to work on SD? c) Responsibility: Is the responsibility to work on SD clearly defined? d) Skilled staff: Are there many professors in the organization that have experience in SD? e) Commitment in university management: Is the university management determined to integrate ESD in the educational programs? (Holmberg et al., forthcoming) 5 LEARNING STRATEGIES FOR SD 5.1 Basic Courses Sterling (2004) divided the integration of Sustainable development in the curriculum three phases: 1. bolting on, which implies the addition of an extra course to the curriculum 2. reformation, which implies to integrate SD in several courses like for example design work, exercises, or adding specific SD examples to theoretical courses 3. Transformation, which implies the redesign of a curriculum based on the need for SD. Special courses on SD for Engineers were developed by various Engineering schools. Integration of SD in existing courses is dealt with in section 5.2. Engineering curricula that are especially devoted to SD are dealt with in section 6. The content of SD for Engineers courses differs considerably. SD for Engineers is not an established field and therefore lecturers started developing their own material, based on their own judgment. 13

14 The Engineering Council (2005) in the UK Standard for Professional Engineering Competence declared that chartered engineers must be competent throughout their working life, by virtue of their education, training and experience, to undertake engineering activities in a way that contributes to sustainable development. This includes abilities to: - Operate and act responsibly, taking account of the need to progress environmental, social and economic outcomes simultaneously - Use imagination, creativity and innovation to provide products and services which maintain and enhance the quality of the environment and community, and meet financial objectives - Understand and encourage stakeholder involvement. - The Technical University of Catalonia (UPC) states in its Sustainable 2015 Plan that (UPC, 2006): All the UPC graduates will apply sustainability criteria to their professional activity and to its area of influence In relation to how these competences should be acquired, there have been developed many approaches, which follow a similar pattern (Segalas et al., 2006): 1. To offer a basic compulsory/elective course for all (or most) students, 2. To embed SD in the 'ordinary' courses 3. To offer the possibility of specializing in SD Bachelor diploma or Master Degrees. 4. In our view, engineering students are often trained at defining the best technological solution for a well-defined problem. However, SD problems are often ill defined. Solutions cannot be produced with a single trick. Especially systemic innovations involve interdisciplinary knowledge, the capacity to interact with stakeholders and a long-term perspective. Therefore, students should learn to see their work in its larger context: How does my technological design contribute to solving the large issues like resource depletion, inequity and climate change? How could I gain support from other stakeholders? How should I change my designs to contribute more to long term SD and make my designs socially, economically, environmentally and politically more attractive? This means that a basic SD course should aim at showing engineering students the big picture in which their work takes place. But what is the big picture of Sustainable Development for Engineers? Karel Mulder wrote a textbook Sustainable Development for Engineers containing chapters on: 1 Why do we need sustainability? 2 Why is the current world system unsustainable? 3 Patterns of development 4 Sustainable development and economic, social and political structures 14

15 5 Technology the culprit or the saviour? 6 Measuring sustainability 7 Sustainable development and the company: why, what and how? 8 Design and sustainable development 9 Innovation processes 10 Technology for sustainable development (Mulder, 2006) Several Engineering Schools have basic courses on SD & Engineering. Some of these courses are optional. For example, UPC offers a distant learning course. 5.2 Integration of Sustainable Development in existing courses A next phase of Sustainabilising the curriculum is integrating SD into various courses, projects and subjects that are part of it. Especially in the case of projects and design work, this is easy. However, a basic problem is that this integration presupposes that the lecturers are able and willing to accomplish this. Often this is not the case. Many lecturers stick to a completely disciplinary perspective, presupposing that education for SD is best be carried out by studying their own discipline. Adequate intertwining of sustainable development in disciplinary courses will depend on the nature of the course. A design course demands another approach than a fundamental natural science course. Successful approaches to intertwine SD in disciplinary courses are often based on the Individual Interaction Method developed at DUT (Peet et al., 2004). In that method, SD professionals look for individual change of academics through dialogue by raising the question on how your discipline can contribute to SD? It is an approach focused in qualitative, complex and interdisciplinary perspectives, and it is only successfully applied individually or in small groups and therefore very time-consuming. However, it is motivating and effective. 6 SD PEDAGOGY Education can be described as an institutionalized process aimed at realizing predefined learning objectives for predefined target groups. The learning objectives comprise disciplinary, social, cultural, and economic items. The target groups can be divided according to age and the level of prior education or development. The educational system tries to provide contexts that support the learning of individuals. (Van Dam- Mieras, 2005) 15

16 There is no direct relation between educated societies with highest rates of educated citizens and highest sustainability. On the contrary, some indicators of environmental Sustainability, like the Ecological footprint method, show a direct correlation between the level of development of countries and their ecological impact. Sustainability demands a specific kind of learning. Quoting E.F. Schumacher: The volume of education continues to increase, yet so do pollution, exhaustion of resources, and the dangers of ecological catastrophe. If still more education is to save us, it would have to be education of a different kind: an education that takes us into the depth of things. (Schumacher, 2003) In addition, some authors call for a deep change in society to achieve a more Sustainable Development. SD is not just a matter or acquiring some extra knowledge. Attitude is also important. Moreover, it is often necessary to change social structures. (Mulder, 2006) What is needed to achieve an effective education for SD in Higher Education and specifically in engineering education? Perdan et al. gave pedagogy a key role because: If engineers are to contribute truly to sustainable development, then sustainability must become part of their everyday thinking. This, on the other hand, can only be achieved if sustainable development becomes an integral part of engineering education programs, not a mere add-on to the core parts of the curriculum. (Fenner et al., 2004) What is needed, therefore, is an integrated approach to teaching sustainable development, which should provide students with an understanding of all the issues involved and their interrelation, as well as raise their awareness of how to work and act sustainable (Perdan et al., 2000). A reorientation on pedagogy and learning processes is necessary to achieve an effective education for sustainable development. In that sense, experts suggest different schemes and actions to facilitate and promote this needed pedagogy transformation in higher education institutes and in engineering education specifically. These can be summarized as: Educators should act as role models as well as learners: This approach places an emphasis on how the tutor can act as a role model to develop a deeper understanding of the sustainability agenda. Experiential Learning should be more applied: it is reconnecting to reality. The success of science is based on the laboratory as being a place where the messy character of reality can be successfully reduced. Experiential learning is based on the recognition that reality is messy, 16

17 with paradoxes, untidiness, and ever-changing patterns. Reality often refuses to conform to our expectations. Systemic learning: This approach emphasizes the need to move from a reductionist path towards making interdisciplinary and trans-disciplinary connections. Critical thinking: This ability is crucial because students must have the ability and confidence to assess processes and solutions, which take their elements from many different disciplines. (Sterling, Canadell, Fenner et al, Fein, Kagawa, 2007, Lourdel et al., 2004, Martin et al., Wals et al., 2002 ) Sustainability needs systemic thinking; many pictures are still in a mechanistic mode, and understanding is divided in boxes, etc. We need to create a pedagogical approach that optimizes the understanding of flows and emphasizes the relationships between various concepts. Sustainability is a clear multidisciplinary potpourri (Environmental, social, organization, economy, values, law, future, culture, diversity, etc.). We need new ways to teach the interrelations between these factors. However, we should not forget that teaching must be active and cooperative. We need interdisciplinary learning processes, not forgetting that the process of teaching is as important as the contents to be taught. 7 FUTURE PROSPECTS Sustainable Development is the challenge for our global society. It should therefore be the key issue for the restructuring of engineering education. Sustainabilising engineering schools in Europe has been a painstaking effort. However, the record is not so bad compared to the more traditional universities. In general, traditional universities have created environmental institutes, and developed optional courses, but in general, the mainstream student is not confronted with SD in these universities. In several Engineering Schools, the students of today are confronted with SD, in different levels as shown in the EESD Observatory reports (2006). However, we are still far from where we want to be. Understanding the interrelation between environmental, resource, equity and development issues is very often still limited among lecturers. SD is about providing for all in a limited world, now and in the future. The only sensible way to deal with this challenge is to cooperate to become good at it. 17

18 8 SPECIALISED SD MSC PROGRAMS In the past decade, the Bologna process has reformed European academic education. Bologna implies that all academic programs are divided in a bachelor phase of 3 years, and a master phase of 1-2 years. The basic idea is that students might switch to another masters program after obtaining their bachelor degree. In general, the number of master programs has increased a lot as many universities compete for students in the master phase. Moreover, many universities have decided to offer their Msc programs in English as they can attract international students in this way. Several universities have created master programs on Industrial Ecology. Industrial ecology was popularized in 1989 in a Scientific American article by Robert Frosch and Nicholas E. Gallopoulos. Their vision was "why would not our industrial system behave like an ecosystem, where the wastes of a species may be resource to another species? Why would not the outputs of an industry be the inputs of another, thus reducing use of raw materials, pollution, and saving on waste treatment? (Frosch, 1989) Several European universities, mainly Engineering Schools, offer Masters programs in Industrial Ecology. Some Engineering Schools also offer SD masters programs under a different title that are inspired by Industrial Ecology. In the following overview, we spend somewhat more attention to SD in engineering universities. We cannot deny that this is partly due to the qualifications of the project participants (SD units in engineering universities). However, we also observed another phenomenon: In the 1970 s, many universities started separate departments, and educational programs for environmental science. These departments were coordinated by AUDES, the Association of University Departments for Environmental Studies. Engineering universities were generally only marginally affected by the environmental issues of the 1970s (at best: new small scale units for environmental technologies aiming at pollution prevention). In many general universities, Sustainable Development was considered as a small extension of its environmental studies program. However, in engineering universities, Sustainable Development implied a change from specific cleaning technologies to leaps in efficiency of all technologies, and from environment as a barrier for technology to SD as being a major challenge for technological innovation. Moreover, the interdisciplinary character of SD fitted well to the engineering traditions, as rather being focused on providing solutions for multifaceted problems, than being focused on scientific traditions. 18

19 9 SUSTAINABLE DEVELOPMENT MASTERS (MSC) PROGRAMS The aim of this report is to give an overview of SD academic education in Europe with a special focus on masters programs in engineering fields. Here we will present the main SD related masters programs that we have been able to retrieve. We took into account MSc programs focusing on: - sustainable development in general, - industrial ecology, - environmental management - environmental engineering or - engineering for development. - It has not been easy to define which masters program fits into what category. Programs are new and organized by very different departments in various universities. These institutions do not share a joint tradition in the field of SD. They often have completely different perspectives of the same topics. As this is a first overview of this specific kind of Master programs in Europe, we have taken into account a wide range of masters where the focus is Sustainability, and which had a (broadly defined) engineering perspective in. Basically, the implication is that we do not include traditional programs (that could claim to be SD related) like environmental studies, development studies, etc. We used two search methodologies to find the master programs. We send out a questionnaire by surface mail and a reminder by to all European universities that give engineering degrees. The addresses were obtained from FEANI, the Federation Europeenne de Association National de Ingeniere, in Brussels, whose cooperation is gratefully acknowledged. Additionally, we used the social network of the SDPROMO project partners to complete our list. From the 46 countries represented in the European Space for Higher Education, 20 have at least one master program that is analyzed in this report. We do not claim completeness, but the number of included programs, 75, signifies a considerable representativeness of this overview of masters on sustainability offered by the European higher education institutions. 19

20 Figure 1. SDpromo report masters by country. 10 WHAT SD ENGINEERING MASTER ARE AVAILABLE? Looking at the history, Environmental Engineering and later on Industrial Ecology have been the two first engineering masters programs focused on Sustainable Development. Now these programs, and especially environmental engineering, are present in a considerable number of universities. Sustainable Development has also been used as a main topic in several programs that have a management-, policy- or economic perspective. Several SD focused master programs are related to specific topics such as energy, water, agriculture, or transport. Very often the programs have a rather interdisciplinary character. Naturally, this is a good thing for an SD oriented program, but it makes categorization a doubtful activity. Nevertheless, we differentiate between programs that are more general and programs that are targeted at SD in a specific technological field or application. General - Environmental Engineering 20

21 - Industrial Ecology - Management and Policy Specific - Architecture and Urban Planning - Energy - Forestry and Agriculture - Transport - Water and waste Figure 2. SDpromo report masters by category. 11 TREND OF THE MARKET OF SPECIALISED SD MSC PROGRAMS 11.1 Structure The Bologna process is leading all European universities to structure their educational programs in three phases, bachelor (Bsc), master (Msc) and doctorate (PhD). This structure was entirely new to some countries, while it was more or less in line with the structure of academic education in other countries. The structure has been nearly fully accepted by all EU members. In several countries, the implementation process is still going on (Eurydice, 2007: 15). 21

22 The European Credit Transfer and Accumulation System (ECTS) is obligatory throughout Europe. It is a crucial system to make credits transferable throughout Europe. It enables students to change universities within Europe without losing study time. The system has been created for the Erasmus program and has been chosen by the Bologna process to be the single one used in all universities. It is fully implemented in all master programs in all countries with the exception of the United Kingdom and Azerbaijan (Eurydice, 2007: 26). According to the Bologna directives, the length of masters programs must be between 60 and 120 ECTS. (1 ECTS is the equivalent of 28.5 hours of student work). In the majority of countries, the master level allows students to achieve some professional attributions. This is why around 75% of the masters programs that are analyzed have a length of 120 ECTS. Two full academic years of study is the usual period that is needed to succeed in obtaining an Msc. However, there are exceptions. Especially people who obtained already a first degree and have professional experience might obtain an Msc: - part time (as example: Cranfield University) - by distance learning (as example: London University or UPC) - by shorter programs. - Especially in the United Kingdom, there are special post-graduate masters. Distance learning is an option to obtain an Msc for international students. This might reduce their expenses. What really differs in the structure of the analyzed masters is the percentage of hours on site. This mainly depends on the teaching methods and traditions of universities Internationalization One of the principal aims of the Bologna process is to stimulate the mobility of students, teachers and researchers (Bologna declaration, 1999). The framework to allow this mobility has already been put in place. At the master level, and especially in specific master programs as the ones we analyze in this report, the competition to attract students is at the European level. The students involved in this challenge are not only the ones coming from European countries. Also international students could easily spend part of their masters program at a second European university. The first adaptation that universities made was changing their teaching language. In recent years, northern European universities massively turned to English as teaching language. Nowadays, the southern European universities also start to offer masters programs in English. The percentage of English language masters is even higher for specialized master. In this report, we found that 52% of 22

23 masters programs of our sample are taught in English. Moreover, in some Northern European countries also bachelor programs have turned to English as a teaching language. Another stimulus for the change of teaching language is the creation of several joint Masters Programs between universities from different countries. Some of these joint masters consider the multilingual character of their program as a cultural richness (for example: Etudes Urbaines en Régions Méditerranéennes), but most of them chose the practical way to teach only in English. To motivate students to do part of their study in other European countries, several exchange programs have been created. The most successful of these programs is the well-known Erasmus program. By this program, 1.5 millions Europeans students have had the opportunity to study in another country for a maximum period of one year, during the last 20 years (Erasmus program, 2008). It was an important factor in forcing universities to turn to the ECTS system. The European master programs offer a good opportunity for students to have an international experience. Two years abroad to improve the knowledge of a foreign language, obtain a better curriculum and experience different cultures. The fact that the master is the second step in higher education allows the universities to select the candidates. It gives the process more flexibility. For SD oriented master programs, this implies that the participating students have various disciplinary backgrounds, which reinforces the interdisciplinarity of the program. In bachelor level education in most European countries student selection is a more strict process (Eurydice, 2007:24). At the European level, one interesting program that has been operational since 2004 is the Erasmus Mundus program (2008), which promotes Master courses jointly organized by universities from different European countries and offers opportunities for scholarships to European and non-european students. Nowadays 104 Masters are offered in the program, 7 of which are included in this overview. For universities, joint masters programs between universities, international or national, is a way to increase their offer without additional staff. 20% of masters analyzed in this report are joint programs. Moreover, specific partnerships between universities, often with non-european universities are a usual practice. We can see a special interest in collaboration with China (as example: Stuttgart University). In these joint masters, students usually study at least in two of the organizing universities during his study period. This usually means living in two different countries for one year, with cultural and financial consequences. The mobility of teachers is a harder issue to be achieved. The joint masters offer a partial solution to this problem. Teaching students that have studied in different institutions allow teachers to learn about 23

24 other ways to work. Good partnerships between universities make it easier to collaborate also in research projects Specialization Due to the competition to attract students from all over the world, universities must offer original programs to be attractive. For sure, universities will continue offering as their principal product the traditional degrees. With these degrees they will usually only compete on the national level. Nevertheless, they are starting to offer more specific masters, by which they can really offer something unique. Sustainable development as a main topic of study is not a common degree. This also becomes clear from the large differences between the programs that are offered. As we have seen in chapter 10, environmental engineering and industrial ecology are the most common masters. We can foresee that these degrees could perhaps become traditional degrees in future. The future of the other degrees might be more insecure. They can be considered as bets of the universities to attract students. However, within a competitive market, products that do not sell well, will disappear. The official recognition of SD masters programs might sometimes be a problem. Usually it is a long process before a diploma is accepted as an official degree Costs All changes in the higher education system have financial consequences. Universities become suppliers in an education market, and (forced to) charge higher prices for their programs. Enlargement of the offer of master programs and improvement to be more competitive have a price. This has caused rising tuitions in most European countries. Moreover, costs of living will be higher too, given the demand for travel. If we look at the tuitions at university level for bachelor programs, we can see that on average the highest tuition for one year study is 1600 (Eurydice, 2007: 89). Now looking at the master programs analyzed in this overview, we found on average cost of 3320 for EU students, 4960 for non-eu students per year iii. However, these costs vary considerable by country. The extra cost of study in another country (travel, residence, administrative costs) can easily be underestimated. iii Average cost of analyzed masters at exemption of the no cost ones (Sweden, Norway and Finland) 24

25 11.5 Risks The increase of the price of education might create a real problem for non- EU students. If we take into account that it takes a bachelor- and a masters program to become an engineer with all professional attributions, students might be heavily indebted when graduating. Scholarships, like the Erasmus Mundus scholarships, are not abundant. Moreover, they do not always cover all costs. The other risk for a candidate student is the selection of candidates by the institutions. Universities want the best students, but for students it might not always be clear what is the best university for them. This competition for students forces universities to pay more attention to the quality of their educational programs. These patterns of change might lead us to features of the American higher education model, with its first and second league universities. The first league is only accessible for the extremely smart and/or rich, the second league for the rest. However, tuition in Europe is considerably lower than in the USA. A major difference is that in Europe education at university level has been an option for a large part of the population since the 1960s. Its costs are covered for the major part by the government and selection is general only based on merits. American universities are rich and thereby able to make investments in the quality of their education. However, they are inefficient in the utilization of American talents: i.e. smart but poor students will sometimes not reach the appropriate level of graduation. European universities are more talent-efficient as financial barriers play a minor role in admission. Will they remain so? 12 CONCLUSIONS Sustainable development as a main topic in masters programs is already a reality. Moreover, the concern for the effects of human activity over the planet has finally reached a broader public. Sustainable Development will not arrive overnight, and will be something that needs to be taken care off continually. Sustainable Development education will continue to be developed. It will lead to more new educational programs, with new points of views and specializations. These new programs are shaped in accordance to the Bologna process, which is motivating the students to be mobile across Europe. Opportunities are offered to a large number of students to improve their technical and human skills as well as the life experience of an international adventure. 25

26 Moreover, at the institution level, the Bologna process has motivated the creation of new alliances and partnerships. The knowledge shared between professionals from various institutions means a stimulus for improving the level of education and for high level research. At the same time, this process of internationalization will cause the creation of a competitive European Master market that could lead us straight away to adopt some patterns of the American university system. This system has pros and cons. European universities and political leaders appear determined to avoid the pitfalls of that system in order to guarantee a successful academic community for all talents. References list ABET (2007), Criteria for Accrediting Engineering Programs. Effective for evaluations during the Accreditation Cycle. ABET. Baltimore. pp. 2. Barcelona Declaration. (2004), Engineering education in Sustainable Development Conference Barcelona. Bologna declaration (1999). European Ministers of Education. Brauni, E. (1995), Futile Progress Technology's Empty Promise, London: Earthscan Publishing. Canadell, A. (2006), Educació Sostenible. Criteris per a la introducció de la sostenibilitat en els processos educatius. Terrassa : Càtedra Unesco de Sostenibilitat, UPC. Carson, R.L. and L. Darling (1962), Silent Spring, Cambridge, Mass.: Riverside Press. Copernicus Charter, (1993), available at Copernicus Campus, (January 9th, 2008). Corcoran, P.B., W. Calder and R. Clugston (2002) Introduction: Higher education for sustainable development, Higher education Policy. Vol. 15, No. 2, pp Covey, F. (2004), The 7 Habits of Highly Effective People (1st ed.) New York: Free Press, pp. 42 De Graaff, E. and W. Ravesteijn (2001) Training complete engineers: global enterprise and engineering education, European Journal of Engineering Education. Vol. 26. No 4, pp EEE Network (2000), (January 9 th, 2008) EESD Observatory (2006) The Observatory. Status of engineering education for sustainable development in European higher education. (January 14 th, 2008) 26

27 Ehrlich, P. and J. Holdren (1971) Impact of Population Growth: Complacency concerning this component of man s predicament is unjustified and counterproductive, Science, 171, (March) pp Engineering Council, (2005) UK Standard for Professional Engineering Competence, (January 14th, 2008) Erasmus Mundus program. (January 30th, 2008) Erasmus program. European commission website. (January 30th, 2008) Eurydice (2007), Focus on the Structure of Higher Education in Europe, National Trends in the Bologna Process 2006/07, Brussels. (January 16th, 2008) Eurydice (2007), Key data on Higher Education in Europe, 2007 edition, Brussels (January 16th, 2008) Fein, J. (2006) Education for sustainable development: A perspective for schools 10th APEID International Conference, Learning Together for Tomorrow: Education for Sustainable Development. Bangkok, Thailand. Fenner, R.A., C.M. Ainger, H.J. Cruickshank and P.M. Guthrie (2004) Embedding Sustainable Development at Cambridge University Engineering Department, International Conference on Engineering Education in Sustainable Development. EESD Barcelona. Flink, J.J. (1990), The automobile age, Cambridge: MIT Press. Frosch, R.A., and N. E. Gallopoulos (1989) Strategies for Manufacturing, Scientific American 261: 3, pp Henderson, L.J. (1917), The Order of Nature, Cambridge (Mass.)/London: Harvard University Press. Holmberg, J., M. Svanström, D.J. Peet, K.F. Mulder, D. Ferrer-Balas, J. Segalàs and F. Esteban, (forthcoming), Embedding Sustainability in Higher Education through Interaction with lecturers, three case studies from European technical universities, technical universities, European Journal of Engineering Education. International Journal on Sustainability in Higher Education, (January 9 th, 2008) Kagawa, F. (2007) Dissonance in student s perceptions of sustainable development and sustainability. Implications for curriculum change International Journal of Sustainability in Higher Education, Vol. 8, No. 3, pp

28 Lourdel, N., N. Gondran, V. Laforest, and C. Brodhag (2004) Introduction of Sustainable Development in engineer s curricula: problematic and evaluation methods, International Conference on Engineering Education in Sustainable Development. EESD Barcelona. Luneburg Declaration, (2001) (January 9 th, 2008) Martin, S; Dawe, G., Jucker, R. (2005) Embedding education for sustainable development in higher education in the UK. Drivers and Barriers for Implementing Sustainable Development in Higher Education. Education for Sustainable Development in Action. Technical paper 3. UNESCO. Meadows, D.H., D.L. Meadows, J. Randers, and W.W. Behrens (1972), The limits to growth, New York: Universe Books. Molina, M. J. and F.S. Rowland (1974) Stratospheric sink for chlorofluormethanes: chlorine atomcatalysed destruction of ozone, Nature, vol. 249, (28 June), pp Mulder, K. (2006), Sustainable Development for Engineers, Sheffield: Greenleaf. Mulder, K.F. (2006) Engineering curricula in Sustainable Development. An evaluation of changes at Delft University of Technology. European Journal of Engineering Education. Vol. 31, No. 2, pp Pearce, F. (2003) Global population forecast falls, New Scientist 27, February. Peet, D.J., K.F. Mulder, and A. Bijma (2004) Integrating SD into engineering courses at the Delft University of Technology, the individual interaction method International Journal of Sustainability in Higher Education, Vol 5, 3 pp Perdan, S.; Asapgic, A.; Clift, R. (2000) Teaching sustainable development to engineering students. International Journal of Sustainability in Higher education. Vol. 1 pp Sammalisto, K. (2007), Environmental Management Systems a way towards Sustainable Development in Universities, Dissertation, IIIEE, Lund University. Schumacher, E.F. (1973) Small is Beautiful, London: Blond and Briggs. Segalas, J., K.F. Mulder, and D. Ferrer-Balas (2006) Embedding sustainability in engineering education. Experiences from Dutch and Spanish Technological universities, Higher Education for Sustainable Development: New Challenges from a Global Perspective. Luneburg. Sterling, S. (2004) "Higher education, sustainability, and the role of systemic learning", Corcoran, P.B., Wals, A.E.J. (ed.), Higher Education and the Challenge of Sustainability: Problematics, Promise and Practice, Kluwer, Boston, MA, pp Talloires Declaration, (1990), (January 9th, 2008) Tbilisi Declaration, (1977), (January 9 th, 2008) 28

29 U.N. (1972), Report of the United Nations conference on the human environment, Stockholm. (January 14 th, 2008) UN Conference on Environment and Development (1992), (January 9th, 2008) UNDP, Human Development Report (2003), Millennium Development Goals: A compact among nations to end human poverty, (January 8 th, 2008) UPC (2006), UPC Sostenible 2015, UPC Van Dam-Mieras, R. (2005) Learning for Sustainable Development: Is it possible within the established Higher Education Structures? Drivers and Barriers for Implementing Sustainable Development in Higher Education. Education for Sustainable Development in Action. Technical paper 3. UNESCO. Van Der Veer, J. (2006) Reengineering the engineers, The Observatory. Status of engineering education for sustainable development in European higher education. pp (January 14 th, 2008) Wals, A.E.J. and Jickling, B. (2002), Sustainability in higher education. From doublethink and newspeak to critical thinking and meaningful learning, Higher Education Policy,15 (2). World Commission on Environment and Development, (1987), Our Common Future, Oxford University Press, Oxford-New York. 29

30 I. List of SD MSc programs Name of the Master Program Languages P. 1 Agriculture for Development Catalan, Spanish 31 2 Architecture, Energy and Environment Catalan, Spanish, English 32 3 Chemical and Environmental Technology Estonian 33 4 Engineering for Sustainable Development English 34 5 Environmental and Energy Management English 35 6 Environmental Engineering Catalan, Spanish, English 36 7 Environmental Engineering English, German 37 8 Environmental Engineering Estonian 38 9 Environmental Engineering and Sustainable Infrastructure English Environmental Engineering Management English Environmental Management and Cleaner Production English Environmental Protection Polish Environmental Science English Environmental Studies German European MSc Agroecology English Industrial Ecology English Industrial Ecology Estonian Industrial Ecology English Joint European Master programme in Environmental Studies (JEMES) English Land Management English Management of Protected Areas German, English MBA program International Management of Resources & Environment English Nature Conservation & Biodiversity Management English Sustainability Catalan, Spanish, English Sustainability Engineering English Sustainable Development in Agriculture Masters Course (AGRIS MUNDUS) English, Danish, Dutch, 56 Spanish, Italian, French 27 Sustainable Energy Competence SENCE German Sustainable Energy Engineering English Sustainable Energy Technology English Sustainable Resource Management English Sustainable Structures German, English Sustainable Technology English Technology and Resource Management in the Tropics and Subtropics English, German Technology Competence Management Finish Transportation and Environmental Engineering English, French Urban and Regional Planning English Waste and Resource Management English Water and Wastewater Technology English Water Management English 69 30

31 Agriculture for Development Organization Technical University of Catalonia, Spain Languages Catalan, Spanish ECTS 120 Course Fee 3440 Programme description This course trains professionals who aim to join a multidisciplinary work group and lead and manage cooperation and development projects in the agricultural sector. Students obtain specific knowledge in international relations and in the promotion of projects aimed at applying and adapting agricultural technologies to poor areas. Daniel López Codina Adress: Campus del Baix Llobregat, edifici D4, Av. del Canal Olímpic, s/n Castelldefels Telephone: Fax: [email protected] 31

32 Architecture, Energy and Environment Organization Technical University of Catalonia, Spain Languages Catalan, Spanish, English ECTS 60 Course Fee 1720 Programme description The aim of this Master s Degree is for students to acquire and develop research skills in the area of energy behaviour of architecture and urban structures, environmental evaluation of the impact of architectural and urban projects, and the application of natural and artificial environmental conditioning techniques. [email protected] 32

33 Chemical and Environmental Technology Organization Tallinn University of Technology, Estonia Languages Estonian ECTS 120 Course Fee 4000 General Goal The goal of the Master's studies is to give students advanced training and education in the chemical engineering based on science achievements and to teach creative application of collected knowledge by setting nontypical tasks. Educational goals of curriculum: to give good knowledge about chemical engineering, chemical and environmental technology and skills for these knowledge practical applications using professional attitude; to give knowledge about business administration, about problems of micro- and macroeconomics, about use and application different sources of information; to give skills: for professional design, elaboration of optimum technological solutions, for choice and design of technological systems and chemical engineering equipment, for working on scientific problems, for creative and innovative application of collected knowledge and decision-making; to design standards of behaviour for apprehension of limits of risk, ability to take risks, for group work, for arrangement of engineer's and scientist's work, for supporting of sustainable development and green technology, for creation of professional brotherhood and following its principles. The graduate will be able to work as a designer of processes of chemical engineering in enterprises using or studing theses processes, for example, in Estonian oil shale chemical industry, organic synthesis or ceramic industry as well as a consultant in environmental technology. [email protected] Tel: Fax: International Study Center Tallinn University of Technology Ehitajate tee Tallinn Estonia 33

34 Organization Languages Engineering for Sustainable Development Cambridge University, United Kingdom English ECTS www-g.eng.cam.ac.uk/sustdev/mphil.html Not part of ECTS scheme (1 year) Course Fee 5023 EU students non EU students The programme aims to: Produce engineering leaders with the understanding and skills necessary to conceive and deliver fitting solutions to society s needs and to address global challenges within a sustainability framework. Explore value frameworks for engineers which are based on the concepts behind sustainable development and which can guide the design and management of engineering artefacts and schemes, so that their impacts are addressed at every stage of planning, implementation and disposal. Develop strong business awareness in engineering graduates and foster an understanding of the foundations of management theory in the areas of strategy, organisation, marketing and finance, the connections between technology and management, and the introduction of change within organizations. Encourage an appreciation of the trade-offs and conflicts inherent in decision making and the need to seek wider and alternative solutions to engineering problems so that graduates of the course can engage in strategic thinking during their future employment within industry, business or government. Programme Outcomes The programme is designed to develop the following broad themes: Fundamentals of environmental science, economics, social science and change management Concepts of, and strategies for, Sustainable Development Evaluation frameworks for engineering activity Current and potential engineering responses and specific technologies Aspects of business management The programme is delivered through a combination of lectures, small group teaching (supervisions), student-led and tutorled seminars, field visits, guest speaker presentations and case studies, short block courses, role plays, industrial consultancy projects and individual research Dissertation. The programme is only offered as a full-time course. The course normally lasts for 11 months (October August inclusive) and leads to the award of an MPhil degree. Students are required to study 4 core modules, a double module in Management of Technology and Innovation, 4 elective modules chosen from a wide list of subjects drawn from several Departments within Cambridge University (CU) and conduct an individual research project / dissertation (equivalent to 4 modules). Core modules include: Sustainable Development Contexts; Environment, Economics and Community Perspectives (jointly delivered with MIT Faculty); Changing Organizations towards Sustainability and Engineering Implementation of Sustainable Development. Electives are chosen from a list of more than 30 available modules, including: Renewable Electrical Power; Electricity and the Environment; Planning for Sustainable Development (jointly delivered with MIT Faculty); Engineering in the Developing World; Sustainable Energy; Sustainable Water Engineering; Design for Developing Countries; Water and Sanitation in Developing Countries; Sustainability Assessment of Large Infrastructure Projects; Sustainability Trade and Environment (delivered by MIT Faculty). [email protected] Tel: +44 (0) Fax: +44 (0) Centre for Sustainable Development Department of Engineering Trumpington Street Cambridge CB2 1PZ, UK 34

35 Environmental and Energy Management Organization University of Twente, Netherlands Languages English ECTS 65 Course Fee Programme description The Master of Environmental and Energy Management programme (often referred to as MEEM ) is a one-year fulltime programme offered by the Center for Clean Technology and Environmental Policy of the University of Twente. From 2000 until now, many people have participated in the programme, representing around 40 nationalities. The Master of Environmental and Energy management deals with the various aspects involved in public or private environmental and energy management. The aim of the programme is to prepare future decision-makers in companies, government and non-governmental organizations to analyse and act in an environmentally pro-active way when making decisions about policy, production and resource utilisation. [email protected], [email protected] Tel: Fax: attn. Ir. G.J. de Leeuw Cartesius Institute Druifstreek LH Leeuwarden The Netherlands 35

36 Environmental Engineering Organization Technical University of Catalonia, Spain Languages Catalan, Spanish, English ECTS 120 Course Fee 3440 Programme description On this course, students learn basic concepts and criteria for understanding the relationship between human actions and the environment. The course provides up-to-date training in the use of technologies for preventing and correcting pollution, as well as basic tools for the management of environmental quality. Students who complete this course will be able to make an ethical commitment to their work and guarantee proper environmental management. Adress: Campus Nord. Edifici C2. C. Jordi Girona, Barcelona Telephone: Fax:

37 Organization Languages Environmental Engineering Hamburg University of Technology English (some lectures in German) ECTS 120 Course Fee 3000 Programme description Environmental Engineering is devoted to the study of the quality of the environment and to the technology of its conservation. It involves the basic education and training from civil engineering programs and chemical engineering, microbiology, hydrology and chemistry in order to broaden their perspective on potential solutions to environmental problems. The program is designed with some flexibility in order to suit the specific needs of the candidates with respect to their different academic backgrounds. The program is organized as a two-year course (four semesters) which starts on 1st October each year. It includes two semesters of lectures and practical courses, 10 weeks of industrial training during the lecture-free period following the 2nd semester, and two semesters devoted to work in a research team (project work) and to the preparation of a master's thesis. The "Master of Science" degree will be awarded. [email protected] Tel: (+49 40) Fax: (+49 40) TUHH - International Academic Programs Hamburg Germany 37

38 Organization Languages Environmental Engineering Tallinn University of Technology, Estonia Estonian ECTS 120 Course Fee 4000 Educational aims of the curriculum General educational goal of the curriculum is to prepare for the Republic of Estonia engineers in environmental engineering: who have good knowledge of humans, nature, society, and their connections; who can independently obtain information, analyse it and create new values; who honour traditional moral norms and strive for perfection. Vocational goals of the curriculum are: to provide knowledge on theoretical foundations of engineering and professional ethics; to increase responsibility for the results of vocational activities; to improve management skills and cognition of co-operative work; to support the human and environmental friendly technical development. Professional goals of the curriculum are: giving basic education of civil and environmental engineering; obtaining more detailed knowledge of a certain sub field in environmental engineering and environmental management; obtaining skills for the design and realisation of professional engineering projects; obtaining knowledge of the directions and restrictions of the development of environmental engineering; acquiring skills for quality management; improvement of perception of engineering. Occupational goals of the curriculum are to achieve: knowledge of the work specifications in environmental engineering (construction design, equipment and materials, technologies, environmental management, etc.); knowledge of work-, organisational and management skills; valuation of the reputation of company and individual [email protected] Tel: Fax: International Study Center Tallinn University of Technology Ehitajate tee Tallinn Estonia 38

39 Organization Languages ECTS 120 Course Fee Environmental Engineering and Sustainable Infrastructure KTH (Royal Institute of Technology), Sweden English Free Programme description EESI was set up as a inter-disciplinary programme targeted towards building and strengthening the competencies of addressing environmental problems. The EESI Programme gives the opportunity to integrate and merge issues of engineering with environment and sustainability. The School of Architecture and the Built Environments offer a set of courses that are complementary and are chosen indistinctively by EESI students. The courses provide an engineering and management approach to environmental and infrastructure issues taking into account ever-changing environmental scenarios and demands. Students will increase their understanding of the functioning of ecosystems, learn how to assess local and global environmental impacts of human activities, and investigate how to modify them via physical, bio-chemical and management interventions. The study major covers the phases of policy generation, project design and implementation, as well as operation and maintenance. The methods and techniques of urban and regional development, which are covered, are those that incorporate the demands for environmental protection, and sustainability of development agendas at local and global levels. A shift from centralised approaches in management and planning towards the strengthening of community participation characterises the body of methods treated. The goal of the programme is thus to educate an engineer, planner or manager with strong skills of communication, one who can provide leadership in their area of work based on the fact that they have an understanding of how different professions work and perceive issues, and one who is flexible and adaptable to change especially in an era of global environmental challenges. The scope of Environmental Engineering and Sustainable Infrastructure is international and multi-cultural. The programme is particularly recommended to those who will work with environmental management and planning in industrialized as well as developing countries. Jan-Erik Gustafsson [email protected] tel

40 Organization Languages Environmental Engineering and Management Bauhaus-University Weimar, Germany English ECTS 120 Course Fee 8500 Programme description The Bauhaus-University Weimar in co-operation with the Asian Institute of Technology (AIT) and University of Leeds is launching the E-learning platform-based long-distance education model, which offers an Certified Course on Environmental Engineering and Management (CC EEM). It is intended to promote knowledge transfer to emerging economies in Southeast Asia along the lines of the idea of the European Higher Education Area to support the learning society approach for postgraduates with a specialisation in Environmental Engineering and Management. In 2008 as Master Course. Coudraystraße Weimar Germany [email protected] Tel: +49(0)3643/

41 Organization Languages Environmental Management and Cleaner Production Tallinn University of Technology, Estonia English ECTS 120 Course Fee 4000 Educational aims of the curriculum This curriculum aims to provide MSc education to engineering students in industrial (i.e. chemical, electrical, etc.) civil or environmental engineering at BSc level or equivalent with the specialization in Environmental Management and Cleaner Production with a strong technology component. The curriculum offers an integrated approach towards current and long term environmental issues, focusing on technologies and concepts in environmental planning and management for a sustainable development of industrial production. [email protected] Tel: Fax: International Study Center Tallinn University of Technology Ehitajate tee Tallinn Estonia 41

42 Environmental Protection Organization University of Warmia and Mazury in Olsztyn, Polland Languages Polish ECTS 90 Course Fee 3200 Programme description Supplementary (Master program) studies leading to the Master of Science (M.Sc.) degree. Duration: 3 semesters Specialisations: - Biotechnology in environment protection - Environmental engineering - Natural resources protection A graduate specializing in Environmental Protection, depending on completed specialization, knows techniques and technologies applied in environmental protection as well as the means of protection and reclamation of natural resource such as surface and ground waters, soil and forest resources. He (she) possesses knowledge enabling him to design and operate water purification stations, wastewater treatment plants, water supply and sewerage systems. He (she) knows how to solve problem related to neutralization and management of solid waste of communal and industrial origin. He (she) posses knowledge about biotreatment techniques for wastewater, solid waste and air, soil remediation techniques, detection of genotoxins in aquatic environment. He (she) knows and understand forest ecology, forest protection, water resource management and protection, the ways of water resource reclamation. [email protected] Tel: Faculty of Environmental Sciences and Fisheries Olsztyn Str. Oczapowskiego 5 Wydział Ochrony Środowiska I Rybactwa Olsztyn ul. Oczapowskiego 5 42

43 Environmental Science Organization Saxion University of Applied Sciences, Netherlands Languages English ECTS 75 Course Fee 8650 Programme description Environmental issues are closely linked to economic and social issues nowadays and together they make up our sustainable future, as politicians and policy makers are well aware of. Even captains of industries realize greening industry has its advantages and saving energy also means saving money. However, to achieve the sustainable goals through policy and industry is not an easy path. Do you feel you could contribute to that? Are you curious to find out about global, continental and multilateral ways of cooperating and setting the right targets to safeguard environmental quality? Do you worry that waste and wastewater is not properly managed, that the air is heavily polluted and that the quality of air, soil and water is insufficient to support life now or in the long run? Aims of the programme The MSc programme of Environmental Science hands students knowledge on international environmental themes, skills to implement solutions, and instruments to change target sectors like transport, households, agriculture and industry at a national, international and global level. We show you specific policies of the Netherlands and compare them to other European countries, the EU, the UN, and evaluate global activities and local initiatives. Industrial efforts in responsible and systematic management of environmental and social improvements are explored. Our graduates know the options to improve the quality of local industrial or global scale environments, based on thorough analysis. They formulate policy objectives and propose instruments to implement them at any governmental level. Also, our graduates advice companies how to implement environmental management systems. And finally, they assess the environmental quality improvements. They are up to speed on new knowledge, new theories, new instruments and skills. Career prospects The course equips the graduates for several specific positions. At international governmental institutions like United Nations or the European Union, national authorities, consultancies working all over the world, international ecology groups, NGO s and international industries. Course contents The Master of Science Course in Environmental Science comprises five units: 1 Management and cultural awareness (22 credits); 2. Solving environmental problems in an interdisciplinary setting (22 credits) 3 Parallel programme (22 credits), which comprises three aspects: capita selecta: recent developments in Environmental Science; methodology: research methods and techniques; proficiency in English: training in oral presentation and writing skills; 4 Specialization in Environmental Science (54 credits). 5 Research Project (60 credits), in which the student conducts a research on a current problem in the field of his/her specialization. Students will be encouraged to perform their research abroad. Hans Hasselt, Admission Officer [email protected] 43

44 Environmental Studies (Master of Engineering) Organization Nürtingen-Geislingen University, Germany Esslingen University of Applied Sciences, Germany Reutlingen University, Germany Stuttgart University of Applied Sciences, Germany Languages German ECTS 120 Course Fee 2000 Programme description The post-graduate program Environmental Studies is offered to engineering graduates leading to a Master of Engineering (M.Eng.) degree in 4 semesters and has an ASIIN accreditation. Under the administration of Nürtingen-Geislingen University, the a.m. Universities mutually offer this course as a joint-degree program. The program Environmental Studies is an outstanding and singular example for university cooperation in Germany. The characteristics of the program are: practical education on an academic basis, interdisciplinarity, comprehensive laboratory and study projects, practical training by field trips of several days duration, internationally recognized qualification. The lectures are held in German. We offer small class sizes with direct access to lecturers, in-depth electives according to individual interest, modern laboratories, project work in close collaboration with business partners, experienced professors and lecturers, the possibility to use the central facilities (computer labs, libraries etc.) of all 4 universities. The course consists of the following modules: Ecological Interrelations, Environmental Chemistry, Immission Control I and II, Key Qualifications I and II, Landscape Ecology- and Ecology of Settlement, Waste Water and Waste Disposal Technologies, Waste, Energy Supply, Industrial Safety, Masters Thesis, Oral Masters Examination and the following electives: Biological and Ecological Environmental Protection, Municipal Environmental Protection, Environmental Management, Waste Water Treatment. Application Criteria: degree from a national or international institute of higher education preferably in natural science, engineering science or economic science, average mark final exams diploma/bachelor thesis with ecological relevance, evidence of proficiency in German for foreign applicants with foreign entry qualification (TestDAF). [email protected] Tel:+49 (0) Nürtingen-Geislingen University Prof. Dr. Hans Karl Hauffe Schelmenwasen 4-8 D Nürtingen Germany 44

45 Organization Languages European MSc Agroecology FESIA consortium (ISARA-Lyon, ESA Angers), France Norwegian University of Life Science, Norway Swedish University of Agricultural Science, Uppsala, Sweden University of Tuscia, Viterbo, Italy University of Torino, Italy English ECTS 120 Course Fee 8500 Programme description Agriculture and food systems face multiple ecological, economical and social challenges as population growth, industrialisation and globalisation place increasing pressure on environment and production resources. There is a need for graduates who have a scientific understanding of this complexity and ability to make changes. These include local alternatives, sustainable use of ecological processes and renewable production resources, multifunctionality and ecosystem services, and interaction between farmers and consumers. The objectives of the programme are: 1) To give EU and non-eu students the opportunity to understand structure and function of complex agroecosystems and to acquire scientific knowledge, attitudes, visioning capacity and skills to create farming and food systems that securely provide products and services in sustainable ways, 2) By experiential learning in cooperation with farmers, food system professionals and consumers, to shorten the distance between theory and practice, motivate for learning and develop individual and group action skills. The first semester is at the Norwegian University of Life Sciences, Ås, Norway. There is an experiential learning and multiperspective approach to description, sustainability analysis and improvement of agroecosystems. Emphasis is on agroecosystems science, on individual and group learning processes and on visioning and responsible action. In the second semester, agroecological concepts and methods are supplemented and further elaborated on. The students have three options: (1) Disciplinary oriented courses at farm and community levels (University of Tuscia, Viterbo and Torino, Italy). (2) Sustainable agroeco- and resource management systems (Swedish University of Agricultural Sciences, Uppsala, Sweden). (3) Agroecosystems management on a global, regional and local scale and the role of innovations for sustainable agriculture (ISARA-Lyon, France). In the third semester, all students enrol at ISARA, France, to learn project management and expand on application of agroecological science in real-world situations. Fourth semester: master thesis with cosupervision from one or more of the other universities. [email protected] Tel: +33 (0) Fax: +33 (0) ISARA-Lyon 23, rue Jean Baldassini LYON cedex 07 France 45

46 Organization Languages Industrial Ecology Delft University of Technology, Netherlands Leiden University, Netherlands English ECTS 120 Course Fee 3000 EU students non-eu students Programme description In the Netherlands, three universities (Leiden University, Delft University of Technology, and Erasmus University Rotterdam) present an integrated joint education programme on Industrial Ecology. The study programme on Industrial Ecology is a specialisation track of the MSc Programme Chemistry at Leiden University. The programme trains students in academic and research skills for the Industrial Ecology field and delivers them a Master of Science (MSc) degree in Chemistry. Industrial Ecology is a rather young scientific discipline, in which the sustainable relationship between environment and society is the core issue. This field is especially suited for a multi-disciplinary and inter-university programme. The study programme is unique in the Netherlands and one of a few in Europe. [email protected] Phone: +31 (0) Fax: +31 (0) Gijsbert Korevaar (PhD, MSc) Faculty of Applied Sciences Delft University of Technology Lorentzweg 1 (room A255) 2628 CJ Delft 46

47 Organization Languages Industrial Ecology Tallinn University of Technology, Estonia Estonian ECTS 120 Course Fee 4000 Programme description The general educational objective of the curriculum is to prepare environmental specialists with bachelor s degree who have wide knowledge of people, nature, society and connections between them, and the integration of environment and economic activities in a society based on the ideas of sustainable development. The professional objective of the curriculum is to teach the movement of materials and energy in the process of production and consumption, and its influence on environment. Also, to provide knowledge of the influences of economic, political, regulatory and social factors on the relationship between society and environment. The specialist objective is to educate environmental specialists-industrial ecologists who have skills in project design and implementation. [email protected] Tel: Fax: International Study Center Tallinn University of Technology Ehitajate tee Tallinn Estonia 47

48 Organization Languages ECTS Course Fee Industrial ecology Norwegian University of Science and Technology English ECTS, two-year full-time degree programme None. NTNU s Industrial Ecology Programme was created in the mid 1990s. Today it is a world leading academic programme in industrial ecology. Our approach is based on state-of-the-art methods for environmental systems analysis and strategies for policy and management. Examining and understanding the material and energy metabolism (stocks and flows), conversion efficiencies, and environmental impacts of different materials, products and processes are core parts of our activities and teaching. These strategies and methods can then be applied to areas such as energy production, industrial product and process design, industrial symbiosis, extended producer responsibility, sustainable consumption, integrated product policy, climate policy, sustainable construction and infrastructure, transportation, and waste recycling. Students specialize in one of the following areas; A) quantitative environmental systems analysis, for students with a natural science, engineering and economics orientation, or B) environmental policy and management, for students with a social science and management orientation. These more generic areas are combined with a disciplinary specialization and application. Students develop skills in systems thinking and interdisciplinary examination of production-consumption systems. They learn to combine the use of theory, analytical methods and practical cases from industry and society at the local, national and global scale. This type of competence is a competitive advantage for those pursuing careers working on environmental improvements in an increasingly complex corporate-political setting. Semester 7,5 credits 7,5 credits 7,5 credits 7,5 credits 2 Spring Thesis 2 Autumn A: Input-output analysis, trade and environment B: Elective 1 Spring Experts in Team, crossdisciplinary project Elective A: Energy & environmental consequences B: Environmental politics 1 Autumn Industrial Ecology Life cycle assessment and eco efficiency Project A: Material flow analysis B: Elective A: Elective B: Industrial environmental policy and management Elective (Ecodesign; Environmental and resource economics; or other) Elective STUDY ENVIRONMENT: The MSc program recruits international and Norwegian students with a variety of disciplinary and cultural backgrounds. Through a focus on group work, projects, and contact with industry and government, the MSc Programme provides an exciting learning environment which extends beyond classroom teaching. ADMISSION REQUIREMENTS: A Bachelor s degree within Engineering, Industrial Design, Architecture, Natural or Social Sciences is required. Prior knowledge of mathematics, statistics, environmental science, and/or environmental economics is recommended. JOB OPPORTUNITIES: A focus on systems-level understanding and analytical skills, as well as experience applying environmental assessment methods and policy strategies to real world problems, makes our students attractive to a wide range of employers. Our graduates are now active in research or leading strategic environmental projects in business, industry and governmental agencies. [email protected] Tel: Fax: Industrial Ecology Programme (IndEcol) Norwegian University of Science and Technology (NTNU) NO-7491 Trondheim, Norway 48

49 Organization Languages ECTS 120 Course Fee Programme description Joint European Master programme in Environmental Studies (JEMES) Aalborg University, Denmark Autonomous University of Barcelona, Spain Aveiro University, Portugal Hamburg University of Technology, Germany (coordinator) English The Joint European Master programme in Environmental Studies (JEMES), offered by Hamburg University of Technology, Germany; Aalborg Universitet, Denmark; Universidade de Aveiro, Portugal; Universitat Autónoma de Barcelona, Spain; provides an integrated, state-of-the-art technological and management education in the field. In its two streams, Environmental Technology Engineering and Environmental Management Engineering, JEMES interweaves technological and management education on a high academic level. Students start in one stream, do the second semester in the other and then decide in which direction to specialise. The last semester is entirely devoted to thesis research. JEMES is particular in its interdisciplinary character, close link between practical and theoretical components, research-based thesis, and the shift of perspective all students have to undergo during training. JEMES students profit from the specific expertise at each partner university. Student-professor ratio (1:2,5) is exceptional good. JEMES provides students with a broad and excellent scientific background in the field and important skills such as teamwork, management of complex environmental processes, analytical competency, and high intercultural awareness. JEMES considers the needs of developing as well as of industrialised countries. A student body of 50% overseas and 50 % European students is intended. Language of education is English (TOEFL score of 550 points paper- / 213 computer- / 79 web-based required). Duration of the programme is 2 years (120 ECTS). Applicants have to hold a good undergraduate degree with relevance to environmental studies, must submit a personal motivation statement and recommendation letters. Students will obtain a joint M. Sc. degree in Environmental Studies. Graduates will have an extensive overview of new developments and future trends in the area and will enjoy privileged access to prominent enterprises and institutions worldwide. Hamburg University of Technology (coordinator): [email protected] Aalborg Universitet: [email protected] Universitat Autònoma de Barcelona: [email protected] Universidade de Aveiro: [email protected] 49

50 Organization Languages Land Management Cranfield University, United Kingdom English ECTS Not part of ECTS scheme (1 year) Course Fee 3260 EU students non EU students (2008/09 fee to be confirmed) Programme description The postgraduate level Land Management programme integrates our current scientific understanding of environmental processes with relevant social, economic and management subjects to provide an integrated approach to land use. This approach is then applied through the course at relevant scales including field, city, catchment, national, and global. Students select one of the five specialized options: Ecological Conservation Ecotechnology for Cities Land Reclamation and Restoration Natural Resource Management Soil Management These provide direct training in a range of skills such as geographical information management, project management, environmental impact assessment, and critical analysis, which can aid the planning and implementation of land management projects. Graduates from this programme are highly sought after by government agencies, businesses, consultancies, and non-government organizations (NGOs). [email protected] Tel: +44 (0)

51 Organization Languages ECTS 90 Course Fee Management of Protected Areas Alps-Adriatic University of Klagenfurt, Austria German, English Programme description 4 semester master programme; international audience; international advisory board learning goals: an excellent and comprehensive understanding of the aims and roles of Protected Areas in relation to the conservation of biodiversity and (integrated) regional development. detailed knowledge when applying the full range of tools available for the management of Protected Areas so that they can effectively fulfill their aims. an ability to analyse and solve problems encountered when establishing, planning and managing Protected Areas, to conduct inter- and transdisciplinary dialogues with all stakeholders and to develop and implement appropriate integrated solutions. the development of hard and soft skills to create mutual benefits of nature conservation on the one hand, and for the local population on the other hand, particularly in peripheral regions as well as in developing countries with the aim of sustainable regional development. Scholarships: Central European Initiative (CEI) University Network, for students from Central and Eastern European Countries Austrian Development Agency (ADA), for students from Developing Countries University of Klagenfurt, reduction of tuition fee for students from low-income countries [email protected] Tel: +43 / (0) Fax: +43 / (0) Office hours: Mon Thu: 9:30-12:00 c/o Prof. Michael Getzner, Department of Economics Universitaetsstrasse A-9020 Klagenfurt, Austria 51

52 Organization Languages MBA Program International Management of Resources & Environment Technical University Bergakademie Freiberg, Germany English ECTS 120 Course Fee So far no tuition fees are raised. Programme description The MBA Program International Management of Resources & Environment offers a unique education for graduates of a first degree (preferably Engineering or Natural Sciences) in the management of natural resources and the environment. Sustainable development is one of the core themes of the program and it is dealt with in most of the lectures. The curriculum is designed to offer a sound mixture of clusters dealing with general economics and business administration and more specialized topics of environmental & resource management. Additionally, students are imparted further competencies such as sophisticated research abilities and the improvement of their German proficiency. The graduates are capable of working as managers in any kind of business, and additionally they possess competencies in environmental and resource management. Thus, they work in very different positions and in various industries, educational and research institutions, banking/financing sector and non-governmental organizations. Special fields of activities might be general management tasks in nationally and internationally acting company groups involved in resource management managing of ecologically sustainable technological projects in the framework of reconnaissance and exploration of resources developing and realizing complex projects in the field of environmental protection expert tasks in banks, assurance companies and financing institutions [email protected] Tel: Fax: TU Bergakademie Freiberg MBA Program IMRE D Freiberg 52

53 Nature Conservation & Biodiversity Management Organization Saxion University of Applied Sciences, Netherlands Languages English ECTS 75 Course Fee 8650 Do we really need elephants? And is it important that the Siberian tiger is threatened with extinction? And when they suddenly prosper, shall we hunt them again? These questions could be answered in many ways: in an ethical, philosophical, ecological or economical way. What is the value of nature for human beings? What will happen if the majority of people have the opinion that nature is just "for taking and using"? Problems of overexploitation of Natural Resources are a serious threat for the future of our planet and the quality of life of the people living there. Fortunately more and more people are aware of the fact that we are part of nature and not the ones to use it until nothing is left. We may realize now, that we have to maintain our biodiversity because we need it if we want mankind to survive. Aims of the programme In the Masters programme of Nature Conservation and Biodiversity Management, students receive the tools, knowledge and skills to preserve this precious nature and biodiversity in a sustainable way. This is relevant in nature reserves but specifically in areas with other functions, like urban areas, river systems or agricultural land. In these areas, the role of nature and biodiversity is very important, but the threats are serious. Students will learn to do interdisciplinary research to issues related to nature conservation and biodiversity management. They will receive tools evaluate ecosystems, to analyse conflicts of interest, to give advice on management of natural values and nature areas and develop and implement policy on nature conservation. Students learn to manage the diversity of life on earth and support our sustainable future, and to do high quality research in this field. Career prospects Our previous graduates in this MSc Programme found jobs in several different functions and organizations. They work for universities and specialized research institutions all over the world. They work for or governmental institutions and for national and international NGOs in the field of Nature Conservation, Biodiversity Management, Water Management and other related fields. They work for consultancy agencies that do applied research and consultancy work for several other organizations. Course contents The Course in Nature Conservation and Biodiveristy Management contains five units Problem solving in an interdisciplinary setting (22 credits) + working in an interdisciplinary project group Management and cultural awareness (22 credits); + stakeholders management and project management, including training in presentation and negotiation Specialization in Nature Conservation and Biodiversity Management (54 credits) + lectures and workshops on related subjects and assignment to practice academic literature search (research training project) Research Methodology (22 credits) + lectures and worskhops on research methods and techniques and academic reporting Research Project (60 credits), + the student conducts a research on a current problem in the field of his/her specialization. Students will be encouraged to perform their research abroad. Hans Hasselt, Admission Officer [email protected] 53

54 Sustainability Organization Technical University of Catalonia, Spain Languages Catalan, Spanish, English ECTS 120 Course Fee 3440 Programme description The aim of this Master s Degree is to provide advanced training in the field of sustainable human development, enabling students to understand the complex relations between society, technology, economics and the natural environment in order to enable them to face the urgent social and environmental challenges facing sustainability: climate change, the exhaustion of natural resources, N-S inequalities, environmental justice, etc. This Master s course will train entrepreneurial professionals and agents of change with a focus on sustainability. According to their area of specialisation, graduates will be able to design and evaluate sustainable global solutions within the current uncertain, complex context, working in different cultural and professional spheres, using their interdisciplinary skills and their scientific and technical rigour. Jaume Cendra [email protected] 54

55 Sustainability Engineering Organization Heriot-Watt University, United Kingdom Languages English ECTS Not part of ECTS scheme (1 year) Course Fee 3790 EU students non EU students Programme description The aim of this Sustainability Engineering MSc course is to produce well-balanced fully aware sustainability development practitioners who are able to analyse and assess the essence of sustainability issues and to formulate the required strategy to implement practical sustainable development solutions. This requires a working knowledge of the relevant science and technology, i.e. Environmental Science and Engineering, Energy, Recycling, Sustainable Processing, Impact Assessment and Environmental Economics. We foster an awareness of the context and of the 'behind the scenes' framework within which the environmental degradation and sustainability problem and solution is enacted. The course is structured to break down the barriers between and within disciplines and to promote the required synergy and mutual understanding between the various branches of learning so that a holistic view of problems and solutions can be developed. Students are expected to apply a mature approach to learning, tackling personal projects and organizing their study. They will learn communication skills both written and oral: they are required to make a series of presentations as part of their coursework and to defend their MSc thesis. The mode of assessment of the masters is a synergistic combination of formative continuous assessment and summative examination. The course is offered on a full-time basis over one year and part-time over two years. The core modules are: Foundations of Energy; Environmental Foundation Science; Environmental Foundation Engineering; Principles of Recycling; Economics of Renewable Energy; Environmental Impact Assessment; Sustainable Processing; Critical Analysis and Project Planning; Masters or Diploma Dissertation. [email protected] Tel: +44(0) Fax: +44(0) Ms S.Dickson School of Engineering and Physical Sciences David Brewster Building Heriot-Watt University Riccarton, Edinburgh EH14 4AS, Scotland, UK 55

56 Organization Languages ECTS 120 Sustainable Development in Agriculture Masters Course (AGRIS MUNDUS) Montpellier SupAgro,France University of Madrid, Spain University of Catania,Italy University of Copenhagen, Denmark University College of Cork, Ireland Wageningen University, Netherlands English, Spanish, Italian, French Course Fee 6000 EU students Non EU students Programme description The Agris Mundus Masters course is a two-year training programme of 120 ECTS (European Credits Transfer System) in agricutural development and management of natural resources. The Agris Mundus M.Sc. has been selected by the Erasmus Mundus programme. Thus, EU-funded scholarships are provided for third country nationals participating in this Master courses. 11 possible training tracks are available: 1. Water management : operation and design; 2. Water management in rural development; 3. Water management in horticulture; 4. Safe production in horticulture; 5. Livestock systems management; 6. Animal production systems and development; 7. Agricultural development; 8. Food, nutrition and health; 9. Rural local development; 10. Agricultural systems for local development; 11. Institutions for agricultural development. Each of the training tracks involves : - The first year (M1) in one institution, and - The second year (M2) in a second institution of the European Union. [email protected] Agris Mundus Secretariat Montpellier SupAgro, c/o Institut des régions chaudes, BP 5098 F Montpellier Cedex 5, France Gisèle André 56

57 Organization Languages ECTS 120 Sustainable Energy Competence SENCE University of Applied Sciences of Stuttgart, Germany University of Applied Sciences of Rottenburg, Germany University of Applied Sciences of Ulm, Germany German Course Fee Programme description: Module 1.1 Sustainable Management Resources This module provides an introduction to aspects of resource economics and environmental politics with regard to renewable energy. Module 1.2 Scientific Work Methods and Project Management Building on basic knowledge of the historical development and characteristics of scientific theory, this module conveys wide-reaching knowledge of the techniques of working scientifically and the production of various types of scientific texts. The focus of this module is on group-oriented techniques of modern management theory, taking the social aspects of teamwork into consideration. Module 1.3 Sustainable Energy Industrial Systems This module contains all relevant energy conversion technologies for renewable energy and efficient energy utilization plants in so far as these are not components of building systems (module 1.4). Module 1.4 Sustainable Energy Building Systems Building on the theoretical principles of heat and mass transport, the thermodynamics of state and phase transformations and the theory of thermal comfort, sustainable structural and systems engineering energy planning for buildings is dealt with. Module 2.1 Introduction to Project and Team Work Module 2.1 provides an introduction to working scientifically for the first two projects. This module consists of a methodological introduction to concept development of the projects in application oriented research. It includes the preparation of time and flow charts, methodological procedure and the definition of what is expected from the results of the project. Module 2.2 Project 1 In module 2.2 the first scientific project is carried out in one of the participating universities, another scientific institution or an industrial firm. Module 2.3 Status Seminar In module 2.3 the scientific results of the first project are presented and discussed in a status seminar. Module 2.4 Project 2 In module 2.4 the second scientific project is carried out in one of the participating universities, another scientific institution or an industrial firm. Module 3.1 Sustainable Energy Economics The module Sustainable energy economics consolidates this gain in knowledge and experience systematically by requiring the students to give a paper and prepare for an oral examination and thus puts the various projects at the disposal of all students of this semester. Module 3.2 Mathematical and Scientific Model Design Module 3.2 aims to convey the theory of simulation and mathematical design for the fields of renewable energy systems, radiation meteorology and buildings. The processing of large amounts of data in divided energy systems in communal building operation is dealt with using data bank systems and geo-information systems. Module 3.3 Business Seminar Based on the first semester economics lectures, this module imparts user knowledge, background and practical recommendations as steps to business independence both as free-lancer and as project leader in a business company. Module 3.4 Development of a Research Project Module 3.4 imparts the methodology for developing research projects. Module 4 Master Thesis [email protected] / [email protected] Tel: +49 (0)711/ / / Fax: +49 (0)711/ University of Applied Sciences Abteilung Bauphysik / Dept. Building Physics Schellingstr. 24 D Stuttgart, Germany 57

58 Organization Languages ECTS 120 Course Fee Sustainable Energy Engineering KTH (Royal Institute of Technology), Sweden English Free Programme description The purpose of the SEE Program is to provide state-of-the-art education in the fields of power generation, nuclear power technology, solar energy, and energy utilization in the built environment by means of economically and environmentally sustainable systems and technologies. The term 'sustainable energy engineering' comprises a wide array of practices, policies and technologies (conventional and renewable/alternative) aimed at providing energy at the least financial, environmental and social cost. A strong emphasis is placed on dealing with energy engineering tasks with due consideration of technical, environmental and socio-economic issues. Advanced methods are applied to identify, describe, quantify and find solutions to a diverse range of energy engineering problems. Participants gain proficiency in project design and implementation, operation and maintenance, as well as in crucial phases of policy generation. Advanced training in a research-oriented perspective is also included. The SEE Program has a total duration of three semesters, or approximately twelve months, of taught courses (i.e. 90 ECTS*) followed by a one-semester (30 ETCS) thesis project. The program is open to applicants from all over the world, and is offered without tuition charges. The program language is English. Successful completion of the program results in the award of the degree Master of Science in Mechanical Engineering with Specialization in Sustainable Energy Engineering. *European Credit Transfer System Study tracks for the four specializations include a common course block along with coursework related to the specific academic area. (See diagram below for an overview of the program structure.) Details on each course are available on the respective course homepage, which are hyperlinked to each entry in the program structure diagram (also see under 'Education', and The Solar Energy Specialization is offered in collaboration with Dalarna University College (HDa). Students electing to follow this specialization are based in Borlänge, Sweden during the second semester of studies. KTH courses are offered at a distance during this phase of the program. Most courses include a mix of instructors from the School of Energy and Environmental Technology (KTH) and the Solar Energy Research Center (HDa), along with guest lecturers from industry and academia. Both individual and group-related activities are employed to enhance the learning process. Theoretical knowledge is reinforced via laboratory experiments and a variety of field trips. Andrew Martin [email protected] Phone: Fax

59 Organization Languages Sustainable Energy Technology Delft University of Technology, Netherlands Eindhoven University of Technology, Netherlands University of Twente, Netherlands English ECTS 120 Course Fee 8460 Energy for the future Over the coming decades restricted availability of energy and growing greenhouse gas emissions are going to affect commercial and social progress across the world. The Kyoto protocol calls for the reduction of greenhouse gases by reduced emissions and carbon sinks. By 2010 the Netherlands must generate 10 % of its total energy requirement from renewable sources (such as solar, wind and biomass). There is also an urgent need for the design of low-vulnerability energy supply chains. Sustainable energy and its associated technologies are seen as essential contributors to this challenge. Many countries have committed themselves, but many of the factors required for its implementation, including trained technologists, are not yet present. Sustainable energy technologists will play key roles. Our goals, your achievement The general objective of the SET MSc programme is to give engineers broad knowledge in the field of energy technology and to provide the skills necessary to play a leading role and contribute to real progress. Graduates will acquire in-depth knowledge to guide them in new areas, deepen existing knowledge and remain equipped for life-long learning. On programme completion you will be able to apply the fundamentals of SET to provide technical solutions for SET-related problems taking into account all economic, social, environmental and ethical factors. Wide technical programme with 3TU federation The Master s Programme in Sustainable Energy Technology (SET) calls on the present know-how and that being generated in the research of many groups, from the faculties of Applied Sciences; Mechanical, Maritime and Materials Engineering; Technology, Policy and Management; Electrical Engineering, Mathematics and Computer Science; Aerospace Engineering and Industrial Design. All are at work on aspects that impact the conventional source alternatives, such as wind, solar and biomass initiatives. The SET programme thus offers a wide technical programme with essential components from other disciplines, positioned within a critical societal, political and managerial context. The course is offered by the 3TU federation of TU Eindhoven, TU Delft and the University of Twente. Hans Zoetelief, MSc SET Programme co-ordinator [email protected] Tel: +31 (0)

60 Sustainable Resource Management Organization University of Technology Munich (Technische Universität Muenchen) Languages English ECTS 120 Course Fee 2400 Program description International and German students will be prepared for professional work in the various fields of resource management. They will learn important concepts and techniques for sustainable management and acquire special management skills. This program addresses the full spectrum of natural resource management including landscape planning, plant, water and wildlife resources and the scientific methods of resource management like systems analysis and inventory methods. It takes students well beyond the boundaries of traditional disciplines, such as forestry and agriculture. Another focus is put on the so called soft skills, such as rhetorics and conflict management. The MSc program is designed for 4 semesters. The first semester (October - February) covers a first set of compulsory introductory and basic courses. The second semester (April-August) comprises the big part of the elective fields (2 out of 8 are chosen). In the third semester (October - February), the elective fields will be concluded and some further compulsory courses will be taught. The master's thesis is written during the fourth semester (April-August). Additionally, an (at least) two-month internship abroad is part of the program. It's the students choice, when and where to carry out this internship: during the lecture free time and at the beginning of the third semester, before the study or afterwards. A combination of master's thesis and internship is recommended, but voluntary. Sophie Pahlmann Program Coordinator Sustainable Resource Management School of Forest Science and Resource Management Technische Universität München Am Hochanger Freising Germany [email protected] Fax:

61 Sustainable Structures Organization University of Applied Sciences of Frankfurt, Germany Languages German (some modules in English) ECTS 120 Course Fee 2000 Program description Basics and Building Up: Ecology in Building and Construction Economic of Resources in Building and Construction Bionics Social and Cultural Aspects of Building and Construction Building- and Construction- Management Structural Design Building and Construction for Extreme Natural Phenomenon and Disasters Urban Agglomeration and Buildings Sanitary, Electrical, and Infrastructural Engineering Law and Regulations Regarding Building and Construction Economy Projects: Infrastructure Building Engineering Construction Final: Business Administration International Skills Master Thesis Prof. Dr Roland Gerster Nibelungenplatz 1 D Frankfurt am Main [email protected]

62 Sustainable Technology Organization KTH (Royal Institute of Technology), Sweden Languages English ECTS 120 Course Fee Free Programme description Starting from September 2004 a new masters programme is launched at the Royal Institute of Technology (KTH), Stockholm, Sweden. The name of the programme is Sustainable Technology. The programme Sustainable Technology is based upon the concept of Industrial ecology with focus on the understanding of interactions between technical, economical, social and ecological systems and processes. Industrial ecology can also be considered as a concept for how the industry, or rather the entire industrial society of today, would work in the future in order to reduce it's interference with the life-supporting ecosystems of the world. Risk Assessment is also a very important area in sustainable development that includes questions like comparing risks between different energy solutions, communication of risks between different stakeholders etc. Technology is an important diving force for economical development and technology and communication are two essential factors in the development of more sustainable societies. Without new sustainable technologies, it will not be possible to obtain economic growth and global equity and without communication skills, it will not be possible to reach consensus in the democratic processes in society for different new technologies. These insights will be the foundation in the International Master programme in Sustainable Technology. The programme of Sustainable Technology is divided into two branches, Environmental management Environmental Technology, a choice the students will do in the middle of the programme. Year 1 Term 1 Compulsory courses 30 ECTS Term 2 Compusory courses 30 ECTS Environmental Technology Environmental Management Year 2 Term 3 Compulsory courses 19, 5 ECTS Elective courses 12 ECTS Term 4 Thesis work 30 ECTS [email protected] Phone: Fax: Mrs. Monika Olsson Division of Industrial Ecology Royal Institute of Technology/KTH Stockholm, Sweden 62

63 Organization Languages Technology and Resource Management in the Tropics and Subtropics Cologne University of Applied Sciences, Germany English / German ECTS 120 Course Fee 660 Programme description The postgraduate programme meets the growing complexity of economic and social circumstances with interdisciplinary and practice-oriented studies. The main goal is to equip students with the capacity to recognize, analyse and develop solutions for the many-layered and encompassing problems in tropical and subtropical countries as well as to enable them to assess the resulting effects and side-effects of these solutions in an interdisciplinary manner. The program contains basic subject modules as Geography and environmental problems, project and management science, international cooperation and projects, system and information science, environmental economics and legislation, methodological and social competencies, students team project. In addition the students set their focus (elective module) within the study plan as best fits their goals: Elective section: a) Integrated water management b) Land use systems: c) Integrated planning and building d) Renewable energies It is recommended that all students travel and become acquainted with a tropical or subtropical country in preparation for their Master s thesis. The ITT may arrange contact to an university or institution of international cooperation for in-country association. Students are often integrated in current research projects. Betzdorfer Straße Köln (Deutz) Germany [email protected] Tel +49 (0)

64 Organization Languages Technology Competence Management Kajaani University of Applied Sciences, Finland Finish ECTS 60 Course Fee Free Programme description Program in designed for those, who want to study more of management, guality, H&R and developing of technology management. Jari Kähkönen, University of Applied Sciences, Kajaani, 64

65 Transportation and Environmental Engineering Organization National School of Mechanical and Aeronautical engineering - ENSMA, France Languages English, French ECTS 120 Course Fee 8000 Programme description The «Transportation and Environmental Engineering» Master s degree is an answer to the pressing needs of ground and air transportation industries. It fosters collaboration between universities, industrialists and students, as a large part of the coursework is devoted to projects with industries. The Poitou-Charentes area strongly supports research projects linked to transportation. ENSMA and ESIP have many assets allowing them to contribute to the development of technologies applied to aeronautics and ground transportation. In this research area, ENSMA and ESIP laboratories have pluridisciplinary competences in transportation and environment (aerodynamics, aero-acoustics, energetics, materials, fuel oils, computer science, depollution, catalysis...). These laboratories are strongly involved in the two agreements between the State and the Region for the period entitled: Aeronautical and Space transport, Clean, sustainable and safe vehicles. In keeping with these national projects, the Master s Degree offers courses in: Engine combustion, Hybrid vehicles, fuel cells, Depollution by catalysis, Noise pollution reduction, Aero-acoustics, Materials and structures dynamic performance. The program is taught in French and is composed of academic courses and a professional project in an R&D department within the transportation industry Downloadable Pdf. The Master degree course covers 4 semesters. Applicants can apply for admission in first year or in second year, or for admission in Semester 1, semester 2 or Semester 3. First Year applicants should hold a 3-year university degree (a Bachelor s degree or equivalent) in one of the related subjects (Environment, Process engineering, Energetics, Heat transfer, etc). Second Year applicants should have a 4-year university degree or an engineer s diploma in one of the disciplines afore mentioned. Aurélie Cotillon, [email protected] Tel : Fax : Ecole Nationale Supérieure de Mécanique et d Aérotechnique ENSMA Téléport 2, 1 Avenue Clément Ader BP F FUTUROSCOPE Chasseneuil cedex 65

66 Organization Languages ECTS 75 Urban and Regional Planning Saxion University of Applied Sciences, Netherlands English Course Fee Programme description Long ago (hundreds of years) people built their homes wherever they wanted to, especially in rural areas. In towns however, the situation was already complicated in the Middle Ages. Even now we can recognize how towns were built in favourable places, like rivers, lakes or near the sea, so people could use boats to travel or transport goods to sell. Especially in a country like the Netherlands, almost one big river delta, the majority of towns are built near water. Because the Netherlands was prosperous at an early stage, many people were attracted to live here. So the Netherlands became one of the most densely populated countries in the world. Planning is essential to us now. Aims of the program Urban and Regional Planning and Development is also known as 'Town and Country Planning', 'Regional Planning', 'Environmental Planning', 'Land Use Planning', and 'Physical Planning'. This form of planning is increasingly influenced by international developments and policies. The Urban and Regional Planner in Europe, focusing on practice, research or design and working in the private or public sector, has to deal with European policies, finances, networks, physical relations, the role of the European Commission, etc. Not only at an international and regional level, but also more and more at a local level, Urban and Regional Planners are needed who are trained in thinking and working in an interdisciplinary and international perspective. This means that there is a growing lack of academically educated Urban and Regional planners, who are able to undertake analytic and design activities on not only local to national scale, but also within a broader international dimension. Career prospects A graduate from the Master of Science programme Urban and Regional Planning and Development may work at government agencies, consultancies, research institutes and other non-governmental organizations dealing with international spatial planning issues in both urban and rural areas. Course contents The Master of Science Course in Urban and Regional Planning and Development comprises five units: 1. Management and cultural awareness (22 credits) 2. Spatial planning in an interdisciplinary setting (22 credits) 3. Parallel programme (22 credits), which comprises three aspects: capita selecta: recent developments in Urban and Regional Planning and Development;. methodology: research methods and techniques;. proficiency in English: training in oral presentation and writing skills 4. Specialization in Urban and Regional Planning and Development (54 credits) 5. Research Project (60 credits), in which the student conducts a research on a current problem in the field of his/her specialization. Students will be encouraged to perform their research abroad. Hans Hasselt, Admission Officer [email protected] 66

67 Organization Languages Waste and Resource Management Cranfield University, United Kingdom English ECTS Not part of ECTS scheme (1 year) Course Fee 3260 EU students non EU students (2008/09 fee to be confirmed) Programme description The waste management sector is experiencing unprecedented change in response to national and international legislative pressure and government scrutiny. It is shifting from a historical reliance on landfill technology towards implementing the principles of sustainable waste management, resource management and life-cycle analysis. The course will provide students with the breadth and depth of advanced technical and professional knowledge in waste technology and management in order to meet the requirements expected of modern waste managers working in the industrial, government and consulting sectors. The course provides an integrated and cross-disciplinary approach to sustainable waste management and its application. Students will be equipped to select and apply scientific, technical and engineering principles; assess economic consequences and risks of waste management options; and apply acquired knowledge to team working and independent problem solving. To ensure relevance to the sector, the Centre for Resource Management and Efficiency has established a Programme Advisory Group (PAG), comprising senior representative from leading organizations.. [email protected] Tel: +44 (0)

68 Organization Languages Water and Wastewater Technology Cranfield University, United Kingdom English jsp ECTS Not part of ECTS scheme (1 year) students can study for an MSc at Cranfield as part of a European Double Degree scheme Course Fee 3260 EU students non EU students Programme description The Centre for Water Science at Cranfield University is recognised internationally for its research, education, training and consultancy in relation to the science, engineering and management of water in municipal, industrial and natural environments. Our activities encompass treatment technologies, engineering, irrigation, socioeconomics and policy insomuch as these relate to the improvement of water quality and the protection and enhancement of the natural, human and industrial environments. We are the UK's largest postgraduate group specialising in these areas. The MSc in Water and Wastewater Technology is for individuals who want to make a difference to delivering reliable water supplies, or to maintaining and enhancing river and ground water quality. Water is coming under increasing pressure from demographic and climatic changes. Treatment processes play a key role in delivering safe, reliable supplies of water to households, industry and agriculture, and in safeguarding the quality of water in rivers, lakes, aquifers and around coastal areas. Well educated, skilled and experienced graduates are required to operate and manage vital water and wastewater treatment services. The demand for such graduates is already high and will only increase over coming years as environmental standards for water quality increase, and pressures on our water supplies continue to grow. [email protected] Tel: +44 (0)

69 Organization Languages Water Management Cranfield University, United Kingdom English ECTS Not part of ECTS scheme (1 year) Course Fee 3260 EU students non EU students Programme description Water is essential to life and is arguably our most precious resource. Without appropriate water management, whether in agriculture, industry or community development, we run the risk of overexploitation and contamination of this most essential commodity. Successful water management depends on the development of integrated solutions. This requires social, political, institutional, legal and financial, as well as scientific, technical and environmental awareness and understanding. The MSc Water Management has been designed in collaboration with employers to provide the skills and knowledge required to assess, plan, execute and implement strategies for the sustainable management of water in natural, semi-natural and man-made environments. Focus on your career Successful completion of the course offers graduates a broader network of global contacts, increased opportunities for individual specialism in their chosen career, and the capability to make an immediate and real contribution to improved water management. Graduates go on to a wide range of careers with consultants, environmental regulators, non-government organizations (NGOs), government ministries, water companies and local authorities. Opportunities are diverse and international, with graduates progressing to senior positions in their chosen sector. Benefit from our reputation and expertise Cranfield University has an established international reputation for its expertise in sustainable natural resource management. We either lead or collaborate as partners on research and consulting projects, both nationally and internationally. Our research focuses on providing practical and cost-effective solutions to the challenges of managing water for users, consumers and the environment sustainably. Connections allied to this qualification will increase your employability. You will be taught by internationally leading academics and practitioners. This will ensure you are aware of cutting-edge tools, techniques and innovations. The course is directed by an industrial advisory committee comprising senior representatives from leading environmental protection organizations, consultants, water companies and NGOs. This means the skills and knowledge you acquire are relevant to employer requirements. Benefit from practical experience in your work-based projects Project work undertaken enables you to assimilate the knowledge and skills gained from the taught element of the course and put these into real-world practise while gaining transferable skills in project management, team-work and independent research. Industrially oriented projects have support from industry and other external organizations. Future employers value this experience. Part-time students have the benefit of addressing their employer s real business problems supported by our academic supervision. Specialist options Advanced Irrigation Community Water Supply Environmental Water Management Water & Society Water for Sustainable Agricultural Development [email protected] Tel: +44 (0)

70 II. List of other existing SD MSc programs Chemical Analysis and Environmental Engineering Meurice Institute Lucia de Brouckere Higher School, Belgium Corporate Environmental Management University of Surrey, United Kingdom Energy Management Institute of Technology Sligo, Ireland Environmental Engineering Swiss Federal Institute of Technology Zurich, Switzerland Environmental Engineering University of Coimbra, Portugal Environmental Engineering Technical University in Zvolen, Slovakia akreditovane_studijne_programy.html Environmental Management University of London, United Kingdom Environmental Management Aalborg University, Denmark Environmental Management & Sustainable Development Technical University of Troyes, France Environmental Measurements and Assessments Chalmers University of Technology, Sweden Environmental Sciences, Policy and Management University of Manchester, United Kingdom Lund University, Sweden Central European University, Hungary University of the Aegean, Greece Environmental Strategy University of Surrey, United Kingdom Etudes Urbaines en Régions Méditerranéennes (EURMed) Technical University of Lisbon, Portugal University of Geneva, Italy University of Seville, Spain University Paul Cézanne, France European Joint Masters in Management and Engineering of Environment and Energy (ME3) EMNantes, France 70

71 Technical University of Madrid, Spain Royal Institute of Technology, Sweden Budapest University of Technology and Economics, Hungary Queen s University of Belfast (QUB), Northern Ireland, United Kingdom Geo-information Science and Earth Observation for Environmental Modelling and Management (GEM) International Institute for Geo-InformationScience and Earth Observation, Netherlands Lund University, Sweden University of Southampton, United Kingdnom University of Warsaw, Poland Industrial ecology Chalmers University of Technology, Sweden Management of the Environment Technical University in Zvolen, Slovakia akreditovane_studijne_programy.html ParisTech Fondation Renault Transport et developpement durable École nationale des ponts et chaussées, France Pollution and Environmental Control University of Manchester, United Kingdom Resource Recovery - Sustainable Technology University College of Boras, Sweden RIDEF Energy for Kyoto Technical University of Milan, Italy Strategic Leadership Towards Sustainability Blekinge Institute of Technology, Sweden Sustainability, Planning and Environmental Policy Cardiff University, United Kingdom Sustainable Aquaculture Systems University of Plymouth, United Kingdom Sustainable Construction University of Plymouth, United Kingdom Sustainable Development University of London, United Kingdom 71

72 Sustainable Development University of Exeter, United Kingdom Sustainable Development University of Surrey, United Kingdom Sustainable Development University of Utrecht, Netherlands Sustainable Energy Systems Chalmers University of Technology, Sweden Sustainable Environmental Management Middlesex University, United Kingdom Environment%2C%20Development%20and%20Community/MSc%20Sustainable%20Environmental%20Management/011 D44Y.asp Sustainable Environmental Management University of Plymouth, United Kingdom Sustainable Forest and Nature Management (SUFONAMA) Bangor University, Wales, United Kigndom Georg-August University of Göttingen, Germany Swedish University of Agricultural Sciences, Sweden University of Copenhagen, Denmark University of Padova, Italy Sustainable Horticulture University of Plymouth, United Kingdom Sustainable Tropical Forestry Erasmus Mundus Masters Course (SUTROFOR) Bangor University, Wales, United Kigndom Paris Institute of Technology for Life, Food and Environmental Sciences, France Technical University of Dresden, Germany University of Copenhagen, Denmark University of Padova, Italy Sustainable Waste Management University of Southampton, United Kingdom Urban Agglomerations University of Applied Sciences of Frankfurt, Germany Malmö University, Sweden. University of Aveiro, Portugal. 72

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