Boston Consulting Matrix

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A STRATEGIC APPROACH TO EMBEDDING SUSTAINABLE
DEVELOPMENT INTO ENGINEERING EDUCATION TO SUPPORT
THE WATER INDUSTRY
Karlson Charlie Hargroves Executive Director of
The Natural Edge Project Co-editor of The
Natural Advantage of Nations charlie_at_naturaledge
project.net
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Population, sustainability, climate change and
water
Cheryl Desha TNEP Education Director/Griffith
University Associate Lecturer
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Shanghai has built more skyscrapers in the last
10 years then there are in the whole of New York!
(Urban Eco-System)
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Product Development Curve for the Australian
Water Industry
Source The Barton Group Australian Water
Industry Roadmap
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Credit Rob Ward and Chris Train (UK Environment
Agency)
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Credit Jocke Berglund, Fotoflyget, Skandinavien
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• If you are thinking 1 year ahead, sow a seed.
• If you are thinking 10 years ahead, plant a
  tree.
• If you are thinking 100 years ahead, educate the
  people.
• Chinese Tao patriarch Kuan Tzu, 500 BC

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• The urgent challenge for higher education now is
  to include ecological literacy as a core
  competency for all graduates, whether they are in
  law, engineering or business

Griffith Universitys Vice Chancellor Ian
OConnor2006 Earth Dialogues Conference
Indeed there is a scarcity of documentation by
higher education institutions anywhere in the
world as to how sustainability will be
systematically embedded into curriculum across
the universities offerings
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Example Leadership in Australia
Engineers Australia Stage 1 Competency Standards

• PE2.2 Understanding of social, cultural, global,
  and environmental responsibilities and the need
  to employ principles of sustainable development
• Appreciation of the interactions between
  technical systems and the social, cultural,
  environmental, economic and political context in
  which they operate, and the relationships between
  these factors
• Appreciation of the imperatives of safety and of
  sustainability, and approaches to developing and
  maintaining safe and sustainable systems
• Ability to interact with people in other
  disciplines and professions to broaden knowledge,
  achieve multidisciplinary outcomes, and ensure
  that the engineering contribution is properly
  integrated into the total project
• Appreciation of the nature of risk, both of a
  technical kind and in relation to clients, users,
  the community and the environment

professional engineers are required to take
responsibility for engineering projects and
programs in the most far reaching sense
including understanding the requirements of
clients and of society as a whole working to
optimise social, environmental and economic
outcomes over the lifetime of the product or
program
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Example Leadership in Australia
Engineers Australia Stage 1 Competency Standards

• PE2.3 Ability to utilise a systems approach to
  complex problems and to design and operational
  performance
• - Ability to engage with ill-defined situations
  and problems involving uncertainty, imprecise
  information, and wide-ranging and conflicting
  technical and non-technical factors
• - Understanding of the need to plan and quantify
  performance over the life-cycle of a project or
  program, integrating technical performance with
  social, environmental and economic outcomes
• - Ability to utilise a systems-engineering or
  equivalent disciplined, holistic approach to
  incorporate all considerations
• - Ability to conceptualise and define possible
  alternative engineering approaches and evaluate
  their advantages and disadvantages in terms of
  functionality, cost, sustainability and all other
  factors.

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The Time-Lag Dilemma

• Key Predictions in Problem Escalation
• - Drought and Water Shortage
• Depletion of Ground water
• Sea Level Rise over Time
• - Temperature Rise over Time

2007
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Transition Scenarios for Education for
Sustainable Development - Minimum Graduation
Timeframes
1. Lock-Step Model Planned, Strategic Roll-Out
Approach
2. Business as Usual Model Ad Hoc Approach
3. Laggards Model Delayed Transition Approach
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Proposed Rapid Curriculum Renewal Elements

• Awareness Raising Activities
• Scoping Workshops with Key Staff
• Sustainability Desktop Audit
• Curriculum Existing Course Renewal (Integrated
  Approach)
• Curriculum - New Course Development/ Replacement
  (Flagship Approach)
• Outreach and Bridging (Recruitment/Professional
  Development)
• Integration with Campus Operations

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Sustainability Desktop Audit
Collaborative, Non-Confrontational, Pro-Active
Approach to Curriculum Renewal, Addressing
Accreditation Requirements

• An initial meeting with the audit team and senior
  management.
• An introductory session with Course Convenors to
  clarify the purpose and method of the audit.
• Semi-formal interviews with Course Convenors, to
  assess and classify all courses in the program of
  focus (using a Category Rating of 1-5).
• A collaborative mapping process with the Course
  Convenors, to identify opportunities and
  constraints for each course.
• A scoping of resource and timing requirements for
  existing course renewal and new course
  development/ replacement.
• The production of an audit report which contains
  a map of the current curriculum and
  recommendations and suggested content for
  curriculum renewal in each course.

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Table Sample Assessment Summary First Year
Engineering
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Shanghai Century Publishing