Purpose The paper aims to examine the current status and development of sustainable development in Finnish engineering education. Design/methodology/approach The study consists of interviews with key stakeholders supplemented with the analysis of documented material. Development is discussed in relation to the findings of collaborative strategy process in the year 2009. Findings The paper observes that the Finnish universities providing engineering education are committed to sustainable development in their strategies. However, a lot of work remains to be done before the strategies are implemented and sustainable development is integrated to all degree programs. Explicit knowledge and individual learning in clearly defined disciplinary boundaries have been the main focus of engineering education. Practical implications The paper suggests that engineers need to be provided with mental tools to cope with uncertainty, complexity and ambiguity. Key competencies include holistic understanding, communication and collaboration skills, ability and willingness for critical and reflective thinking, creativity, innovativeness and entrepreneurship. Thus, collaborative learning, open dialogue and innovation are at the heart of education for sustainable development. Originality/value This paper has a relatively wide approach as it analyses sustainable development in the context of Finnish engineering education both on institutional and societal levels and is based on a national project.

The key stakeholders of the Finnish engineering education collaborated during 2006-09 to reform the system of education, to face the challenges of the changing business environment and to create a national strategy for the Finnish engineering education. The work process was carried out using participatory work methods. Impacts of sustainable development (SD) on engineering education were analysed in one of the subprojects. In addition to participatory workshops, the core part of the work on SD consisted of a research with more than 60 interviews and an extensive literature survey. This paper discusses the results of the research and the work process of the Collaboration Group in the subproject of SD. It is suggested that enhancing systematic dialogue among key stakeholders using participatory work methods is crucial in increasing motivation and commitment in incorporating SD in engineering education. Development of the context of learning is essential for improving skills of engineering graduates in some of the key abilities related to SD: systemic- and life-cycle thinking, ethical understanding, collaborative learning and critical reflection skills. This requires changing of the educational paradigm from teacher-centred to learner-centred applying problem- and project-oriented active learning methods.

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The functioning and resilience of modern societies have become more and more dependent on critical infrastructures. Severe disturbance to critical infrastructure is likely to reveal chaotic operational conditions, in which infrastructure service providers, emergency services, police, municipalities, and other key stakeholders must act effectively to minimize damages and restore normal operations. This paper aims to better understand this kind of operational environment resulting from, for example, a terrorist attack. It emphasizes mutual interdependencies among key stakeholders in such situations. The empirical contribution is based on observations from a workshop, in which participants representing the critical services and infrastructures in Finland discussed in thematic groups. Two scenarios guided the workshop discussions; nationwide electricity grid disruption and presumably intentionally contaminated water supply in a city. The results indicate that more attention should be paid to the interdependencies between critical infrastructures, as well as to the latent vulnerabilities hidden inside the systems. Furthermore, producing security seems to require continuous interaction and creation of meanings between extremely different actors and logics. This implies a need for changes in thinking, particularly concerning the ability to define problems across conventional administrative structures, geographical boundaries and conferred powers.

Weak signals and wild cards are used to scan the environment and make systems more sensitive to emerging changes. In this paper, the applicability of weak signals and wild cards is experimented in a case of a highly reliable and conservative sector, water and sanitation services. The aim is to explore an approach suitable for water utilities. The paper discusses different theoretical and methodological approaches to weak signals and wild cards, and reflects these in relation to the chosen approach. It is argued that the process of weak signals and wild cards can serve as a communication and reflection exercise for an organisation like a water utility. Furthermore, incorporating weak signals and wild cards can be an essential part in futures thinking, challenge prevailing mental models, and make systems more open to sense and learn from their environment. It is recommended for water utilities to apply a loose approach on weak signals and wild cards and embed it as a part of their organisational culture. However, it should be remembered that the approach should always be chosen to match the overall objectives and context.