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This paper aims to present key findings from an inquiry into engineering accreditation and curricula renewal. The research attempted to ascertain conceptions of requisite sustainability themes among engineering academics and professionals. The paper also reflects on the potential role of professional engineering institutions (PEIs) in embedding sustainability through their programme accreditation guidelines and wider implications in terms of rapid curricula renewal.

This research comprised an International Engineering Academic Workshop held during the 2010 International Symposium on Engineering Education in Ireland, on “accreditation and sustainable engineering”. This built on the findings of a literature review that was distributed prior to the workshop. Data collection included individual questionnaires administered during the workshop, and notes scribed by workshop participants.

The literature review highlighted a wide range of perspectives across and within engineering disciplines, regarding what sustainability/sustainable development (SD) themes should be incorporated into engineering curricula, and regarding language and terminology. This was also reflected in the workshop discussions. Notwithstanding this diversity, clusters of sustainability themes and priority considerations were distilled from the literature review and workshop. These related to resources, technology, values, ethics, inter‐ and intra‐generational equity, transdisciplinarity, and systems and complex thinking. Themes related to environmental and economic knowledge and skills received less attention by workshop participants than represented in the literature.

This paper provides an appreciation of the diversity of opinion regarding priority sustainability themes for engineering curricula, among a group of self‐selected engineering academics who have a common interest in education for SD. It also provides some insights and caveats on how these themes might be rapidly integrated into engineering curricula.

The purpose of this paper is to present the case for engineering departments to undertake rapid curriculum renewal (RCR) towards engineering education for sustainable development (EESD), to minimise the department's risk exposure to rapidly shifting industry requirements, government regulations and program accreditation. This paper then outlines a number of elements of RCR.

This paper begins by proposing that Higher Education Institutions face a “time lag dilemma,” whereby the usual or “standard” curriculum renewal approach to embed new knowledge and skills within the curriculum may take too long, lagging behind industry, regulatory, and accreditation shifts. This paper then outlines a proposed RCR approach. This paper presents a number of preliminary “elements of RCR” formulated from a literature review of numerous existing but largely ad hoc examples of curriculum renewal within engineering and other discipline areas, together with the authors' experience in trialling the elements.

This paper concludes that a strategically implemented process of curriculum renewal to EESD can help a department address its risk exposure to likely and impending shifts in industry, regulations and accreditation. A number of examples of implementing “elements of RCR” are emerging and this literature can inform a strategic approach to curriculum renewal.

The aim of this paper is to highlight the potential risks and opportunities for engineering departments as they consider “how far” and “how fast” to proceed with curriculum renewal for EESD, along with providing an overview of a range of options for implementation.

This paper fulfils an identified information/resources need.

This study aims to explore the role of planned, sudden shifts in lived experiences, in influencing learner capabilities towards improved problem-solving for sustainable development outcomes. The authors responded to employers of engineering and built environment graduates observing limited “real-life” problem-solving skills, beyond using established formulae and methods, in spite of attempts over more than two decades, to train engineers and other built environment disciplines in areas such as whole system design and sustainable design.

A grounded theory approach was used to guide the analysis of data collected through ethnographic methods. The process involved reflecting on authors’ efforts to develop context appreciation within a course called “International Engineering Practice”, using two years of collected data (archived course information, including course profile; completed assessment; lecture and field visit evaluations; and focus groups). The study is built on the authors’ working knowledge of Bloom’s Taxonomy and Threshold Learning Theory, and the well-established role of “context appreciation” in complex problem-solving. After the first iteration of the course, the authors looked for additional theoretical support to help explain findings. The Cynefin framework was subsequently used to augment the authors’ appreciation of “context” – beyond physical context to include relational context, and to evaluate students’ competency development across the four domains of “clear”, “complicated”, “complex” and “chaotic”.

This study helped the authors to understand that there was increased capacity of the students to distinguish between three important contexts for problem-solving, including an increased awareness about the importance of factual and relevant information, increased acknowledgement of the varying roles of professional practitioners in problem-solving depending on the type of problem and increased appreciation of the importance of interdisciplinary teams in tackling complex and complicated problems. There were several opportunities for such courses to be more effective in preparing students for dealing with “chaotic” situations that are prevalent in addressing the United Nations’ 17 sustainable development goals (UNSDGs). Drawing on the course-based learnings, the authors present a “context integration model” for developing problem-solving knowledge and skills.

The research findings are important because context appreciation – including both physical context and relational context – is critical to problem-solving for the UNSDGs, including its 169 targets and 232 indicators. The research findings highlight the opportunity for the Cynefin framework to inform holistic curriculum renewal processes, enhancing an educator’s ability to design, implement and evaluate coursework that develops physical and relational context appreciation.

The study’s findings and context integration model can help educators develop the full range of necessary problem-solving graduate competencies, including for chaotic situations involving high degrees of uncertainty. Looking ahead, acknowledging the significant carbon footprint of global travel, the authors are interested in applying the model to a domestic and/or online format of the same course, to attempt similar learning outcomes.

Connecting Bloom’s taxonomy deep learning and threshold learning theory critical path learning insights with the Cynefin framework context domains, provides a novel model to evaluate competency development for problem-solving towards improved holistic physical and relational “context appreciation” outcomes.

The purpose of this paper is to discuss the role of contemporary storytelling in preserving built heritage, as a mechanism for extending the useful life of buildings.

The authors adopted a qualitative action research approach to consider the role of storytelling. A creative, multi-method approach (i.e. a “Brisbane Art Deco” publication and associated marketing campaign) was used as a case study to explore the contours of such an approach and its efficacy in engaging the community.

This paper highlights the potential of contemporary approaches to heritage storytelling, including utilising digital technologies, to engage a diverse range of people that may not have otherwise participated. The authors propose the value of taking a creative and whole-of-society approach – such as that used in this case study – to heritage storytelling.

The case study discussed provides a phenomenological insight into one version of “contemporary heritage storytelling”. The findings have immediate implications for prioritising research into storytelling for the preservation of built heritage.

The case study demonstrates opportunities for community engagement through storytelling and highlights potential strategies to effectively contribute to a greater societal value of cultural heritage.

This research contributes to theory and practice around the management of cultural heritage, and highlights the usefulness of employing such a strategy to reach and engage a broader audience.

This study aims to track and integrate past research concerning how tourism might improve natural disaster management, detect thematic research areas and develop an agenda for future research.

Using a systematic literature review methodology, this research synthesises academic papers indexed in the Scopus, Web of Science and EBSCOhost (Hospitality & Tourism Complete) databases. A total of 34 articles published in peer-reviewed English journals were systematically selected for review and analysed using a thematic approach.

This review highlights a growing interest in the potential and value of tourism for disaster management. Eight key themes emerged in the review, including education and information communication about disasters; tourism facilities for disaster preparation; tourism resources in emergency conditions; livelihoods and economic recovery; disaster-related tourism attractions for recovery; destination re-branding and re-framing; community reinvigoration in tourism-driven disaster recovery; and special-interest tourism for recovery. A natural disaster management schematic empowered by tourism highlights tourism industry opportunities to positively impact the entire disaster management process.

To the best of the authors’ knowledge, this work offers the first systematic review of the research on how tourism might support multiple stages of natural disaster management. This study thus complements and enriches extant literature reviews on the nexus between tourism and disaster management. The framework presents timely guidelines for planners, developers and other key stakeholders to leverage tourism initiatives to improve disaster management outcomes.

本研究旨在追溯和整合以往研究中关于旅游业如何提升自然灾害管理的实践和发现, 明确主要研究领域并提出未来研究议程。

通过系统文献综述方法, 本研究综合了Scopus, Web of Science和EBSCOhost（Hospitality & Tourism Complete）数据库中索引的学术论文。共有34篇发表在同行评审的英文期刊上的文章被系统地筛选出来, 随后使用主题分析方法进行分析。

文献综述发现, 学者和行业实践者对旅游业在灾害管理方面的潜力和价值越来越感兴趣。综述分析发现了八个关键领域：灾害的教育和信息交流; 旅游设施用于备灾; 旅游资源用于紧急情况; 生计和经济复苏; 灾难相关的旅游吸引物; 灾难地品牌重塑和重构; 旅游业驱动的社区灾后重振; 灾后重建中的特殊兴趣旅游。本文设计了由旅游业赋权的自然灾害管理示意图, 突出了旅游业对整个灾害管理进程产生的积极影响和潜在机会。

本文首次系统地回顾了旅游业如何支持多个自然灾害管理阶段的相关研究。此项研究补充和丰富了关于旅游业与灾害管理之间关系的现有文献综述。该框架为规划者、开发商和其他主要利益相关者在利用旅游举措来改善灾害管理方面提供了及时的指导方针。

Este estudio identifica e integra las investigaciones anteriores sobre cómo el turismo podría mejorar la gestión de desastres naturales, detecta áreas temáticas de investigación y elabora una agenda para la investigación futura.

Usando una metodología de revisión sistemática de la literatura, esta investigación sintetiza artículos académicos indexados en las bases de datos Scopus, Web of Science y EBSCOhost (Hospitality & Tourism Complete). Se seleccionaron sistemáticamente un total de 34 artículos publicados en revistas inglesas con revisión por pares para su revisión y análisis mediante un enfoque temático.

Esta revisión pone de relieve el creciente interés por el potencial y el valor del turismo en la gestión de desastres. En la revisión surgieron ocho temas clave: la educación y la comunicación de información sobre desastres; instalaciones turísticas para la preparación ante desastres; recursos turísticos en condiciones de emergencia; medios de subsistencia y recuperación económica; atracciones turísticas relacionadas con los desastres para la recuperación; cambio de marca y replanteamiento del destino; revitalización de la comunidad en la recuperación de desastres impulsada por el turismo; y el turismo de interés especial para la recuperación. Un esquema de gestión de desastres naturales potenciado por el turismo pone de relieve las oportunidades de la industria turística para influir positivamente en todo el proceso de gestión de desastres.

Este trabajo ofrece la primera revisión sistemática de la investigación sobre cómo el turismo podría apoyar las múltiples etapas de la gestión de desastres naturales. Este estudio complementa y enriquece la bibliografía existente sobre el nexo entre el turismo y la gestión de desastres. El marco presenta directrices oportunas para que los planificadores, los promotores y otras partes interesadas clave aprovechen las iniciativas turísticas para mejorar los resultados de la gestión de desastres.

The purpose of this paper is to consider how biophilic urbanism complements and potentially enhances approaches for the built environment profession to holistically integrate nature into cities. Urban nature – also referred to as urban greening and green infrastructure – has increasingly been considered from many perspectives to address challenges such as population pressures, climate change and resource shortages. Within this context, the authors highlight how “biophilic urbanism” complements and may enhance approaches and efforts for urban greening.

The paper provides a review of existing literature in “urban nature” to clarify and discuss the concept of biophilic urbanism. Drawing on this literature review, the authors present a systematic clustering and scaling of “biophilic elements” that could facilitate responding to twenty-first century challenges.

Biophilic urbanism can be applied at multiple scales in urban environments, through a range of multi-functional features that address the pervasive false dichotomy of urban development and environmental protection. Biophilic urbanism can complement urban greening efforts to enable a holistic approach, which is conducive to comprehensive, intentional and strategic urban greening.

This paper situates the emerging concept of biophilic urbanism within existing research from multiple disciplines, providing insight for how this can be applied in practice, particularly to the topical challenge of “urban renewal”.

This paper aims to report on a case study concerning the development of sustainable energy partnerships involving engineering faculty and undergraduate students at the University of Girona, Catalonia, Spain.

Faculty were motivated to seek partnerships with public and private entities in the local area for the purposes of realising mutually beneficial outcomes. The educational programmes of future engineers, when sustainability is considered, are analysed. Education for sustainable development has to include multidisciplinary active learning as a desirable competence. Active learning can be obtained when problems are based on real life because they are most motivating for students. Constructive alignment component is obtained because learning objectives are linked with learning activities related to the needs of public and private entities.

Through the provision of technical expertise, the adoption and success of renewable energy projects was facilitated on the one hand, while final year undergraduate students benefited in terms of hands-on experience in helping to bring these projects to life, drawing on the knowledge and skills they had acquired throughout their degree programmes. These works are addressed to students by faculty members with the aim of developing and promoting renewable energies. Outcomes from partnerships surpassed expectations; not only were different benefits realised as were initially hoped for, but this success led to partnerships being sustained over time.

Fossil fuel-based energy systems are associated with a myriad of negative environmental and social externalities. It is difficult to overstate the importance of transitioning towards alternative low carbon energy sources for climate change mitigation which are less centralised compared to the status-quo for energy security and energy independence. By actively facilitating the development of decentralised renewable energy sources in Catalonia, the projects reported herein are of significant value in social environmental and educational terms.