Introducing development education in technical universities: successful experiences in Spain

Abstract

This paper presents and analyzes main characteristics of successful experiences of Development Education (DE) introduced in two major Spanish Technical Universities (Technical University of Catalonia, TUC, and Technical University of Valencia, TUV) during nineties and beginning of twentyone century. In this paper, after a brief presentation of DE concept evolution and its links with sustainable development and education for sustainability, a classification of different instruments that the University owes to push DE activities is presented. This Proposal is based on the conclusion of the Spanish Committee of University Co-operation for Development (CEURI), re-elaborated by the authors of this paper. After the overview of instruments, main characteristics of four strategies developed in the two Universities referred above are presented and discussed. These initiatives illustrate the feasibility and great potential of DE activities for introducing non-technical issues in engineering education. The initiatives highlighted are the following ones:• Ethical codes such the Ethical Code of the School of Industrial Engineers of the Technical University of Valencia.• Training of faculty/lectures and teaching innovation groups such the GREVOL group of Technical University of Valencia and the Interest Group of Collaborative Learning of the Technical University of Catalonia.• Free elective courses in bachelor/master studies dedicated to international development aid and technology for human development as well as promotion of end of grade works and projects in both universities.• Student mobility programs in coordination with technological-focused Non-Governmental Development Organizations, as Engineering without Borders Spanish groups, which are present in the two universities.

Key characteristics of academics promoting Sustainable Human Development within engineering studies

“…It is worth highlighting specific approaches and strategies aimed at integrating SD principles into technical universities (Egelund Holgaard et al, 2016;Lozano et al, 2015;Rose et al, 2015). In addition, complementary perspectives have focused on promoting the convergence between engineering and development studies (Boni and Pérez-Foguet, 2008;Pérez-Foguet et al, 2005), following the theoretical framework of Sustainable Human Development (SHD) (Absell, 2015). However, significant updates of engineering curricula seem to be relatively limited (Davidson et al, 2010), and much of the strategies adopted by technical universities have primarily focused on developing individual courses on SD (von Blottnitz et al, 2015).…”

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

“…In all courses, special attention has been devoted to fostering knowledge acquisition related to the complexity and interconnection of SHD issues, following Lozano García et al (2008); particularly emphasising the links between different dimensions of sustainability, such as environmental issues, global and intergenerational justice, poverty and human well-being, sustainable use of resources, etc., as recommended by Boni and P erez-Foguet (2008). Relevant content about global SHD principles and challenges, especially related to developing contexts, have been integrated in blocks A and B.…”

“…Over the last decade, technical universities and engineering faculties have been involved in embedding SD into their academic systems, improving teaching strategies (Boni and P erez-Foguet, 2008;Mulder et al, 2015;P erez-Foguet et al, 2005;Segal as et al, 2010) and ensuring that the approach is incorporated into professional education (Boni and P erez Foguet, 2006;Holmberg et al, 2008;Lozano and Lozano, 2014;von Blottnitz et al, 2015). However, a number of scholars highlight a lack of a proper understanding of the principles of SD among engineering students (Azapagic et al, 2005;Byrne et al, 2013;Segal as et al, 2009).…”

Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis

“…Networked practices, for example, between individual people and committed groups of professors and students, who have different views of participation, may prove successful in overcoming power imbalances. There are successful examples of this type of network at the UPV (Boni, 2007) and in other Spanish universities (Boni & Pérez-Foguet, 2008) which have led to the creation of fora for discussion and debate on issues related to international cooperation and development.…”