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The reported research aims to examine the extent to which sustainability capabilities have been delivered by a specific example of Education for Sustainability (EfS) and Education for Sustainable Development (ESD), and how important the capabilities have been in the workplace.

Students who participated in an undergraduate internationally based research project were electronically surveyed. Questions sought responses related to demographics, the relevance of five “sustainability competencies” to the participant’s employment, the degree to which the five competencies had been developed within the students’ project and capabilities participants felt were important to their careers.

Clearly supported was the relevance of all five sustainability competencies, especially that of “interpersonal competence”.

A problem-based learning (PBL) design guided the students’ project and the findings indicate that these designs can be effective in delivering the five capabilities discussed. Interpersonal capability appears to be strongly developed, probably because PBL typically involves teamwork, often across disciplines. Nonetheless, those running these PBL-based subjects could note that careful design may be needed to ensure the development of systems thinking, anticipatory and normative capabilities. Also, the five competencies provide a reasonably good guide for what is important in the workplace and for designing learning experiences.

Clarification of competencies valued in the workplace provides guidance for the design of higher education curricular so that graduates become effective sustainability professionals.

The purpose of this paper is to highlight both the need for measurement of graduate capabilities post-degree completion and the challenges posed by such a task. Higher education institutions provide an important site of learning that can equip future professionals with capabilities to manage and respond to complex sustainability challenges in their careers. Measurement of graduate uptake and application of sustainability capabilities is an important part of advancing sustainability curriculum and pedagogy to educate the twenty-first century sustainability capable graduates.

This paper explores the nature of capabilities and reviews existing approaches to capability assessment.

The nature of capabilities and their assessment post-degree completion pose a number of challenges for the development of assessment and measurement tools, which is why sustainability capability assessment methods are deserving of specific research attention.

The assessment and application of capability in graduates’ professional contexts are an important part of closing the loop between learning and teaching in higher education and professional application of this learning. It is imperative that more research be undertaken on the methodology of graduate assessment, given the need to understand graduate learning outcomes as they apply in professional settings for graduate employability, promoting sustainability and developing effective sustainability pedagogy.

Given that there is significant overlap between employability skills, generic graduate attributes and sustainability capabilities, this paper has relevance beyond the measurement of sustainability capability to the measurement of uptake and professional application of generic capabilities more broadly.

The measurement of graduate capability offers potential to enhance learning for sustainability. Measurement of graduate capabilities is a critical part of closing the loop between workplace expectations, graduate learning outcomes, learning and teaching and curriculum development during degree programs.

The review provided in this paper highlights a critical gap in research on methodologies to undertake measurement of workplace application of graduate capability. The paper explores considerations for measurement of graduate learning outcomes, specifically the difference between measuring competencies, skills and capability and the necessity for the measurement of the latter in the context of sustainability education for future professionals.

This paper aims to describe the development of a knowledge management system (KMS) for the Nadir and Occultation for Mars Discovery (NOMAD) instrument on board the ESA/Roscosmos 2016 ExoMars Trace Gas Orbiter (TGO) spacecraft. The KMS collects knowledge acquired during the engineering process that involved over 30 project partners. In addition to the documentation and technical data (explicit knowledge), a dedicated effort was made to collect the gained experience (tacit knowledge) that is crucial for the operational phase of the TGO mission and also for future projects. The system is now in service and provides valuable information for the scientists and engineers working with NOMAD.

The NOMAD KMS was built around six areas: official documentation, technical specifications and test results, lessons learned, management data (proposals, deliverables, progress reports and minutes of meetings), picture files and movie files. Today, the KMS contains 110 GB of data spread over 11,000 documents and more than 13,000 media files. A computer-aided design (CAD) library contains a model of the full instrument as well as exported sub-parts in different formats. A context search engine for both documents and media files was implemented.

The conceived KMS design is basic, flexible and very robust. It can be adapted to future projects of a similar size.

The paper provides practical guidelines on how to retain the knowledge from a larger aerospace project. The KMS tool presented here works offline, requires no maintenance and conforms to data protection standards.

This paper shows how knowledge management requirements for space missions can be fulfilled. The paper demonstrates how to transform the large collection of project data into a useful tool and how to address usability aspects.

This paper aims to present an investigation into the variation of scan vector hatch rotation strategies in selective laser melting (SLM), focussing on how it effects density, surface roughness, tensile strength and residual stress.

First the optimum angle of hatch vector rotation is proposed by analysing the effect of different increment angles on distribution of scan vectors. Sectioning methods are then used to determine the effect that the chosen strategies have on the density of the parts. The top surface roughness was analysed using optical metrology, and the tensile properties were determined using uni-axial tensile testing. Finally, a novel multi-support deflection geometry was used to quantify the effects of rotation angles on residual stress.

The results of this research showed that the hatch rotation angle had little effect on the density, top surface roughness and strength of the parts. The greatest residual stress deflection was measured parallel to unidirectional scan vectors. The use of hatch rotations other than alternating 90° showed little benefit in lowering the magnitude of residual stresses. However, the use of rotation angles with a good suitability measure distributes stresses in all directions more evenly for certain part geometries.

All samples produced in this work were made from commercially pure titanium, therefore care must be taken when applying these results to other materials.

This paper serves to increase the understanding of SLM scanning strategies and their effect on the properties of the material.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

Recent studies indicated that the level of adoption of health data standards in healthcare organisations remains frustratingly low worldwide although health data standards have been perceived to be an essential tool for interoperability barriers within health information systems. The relevant literature still lacks significant studies concerning the issues of the adoption process of health data standards in healthcare organisations, and in particular those in developing nation. In addressing this gap in knowledge, the purpose of this paper is to investigate the adoption decision of health data standards in tertiary healthcare organisations in Saudi Arabia, and to develop a technology-organisation-environment list that contains the critical factors influencing their adoption.

A multiple-case study methodology was conducted in Saudi Arabia and different data collection methods were used included semi-structured interviews with different decision makers at various levels and departments of the subject organisations, and documents analysis to identify critical factors to the adoption decision of health data standards.

The findings demonstrated a list of key factors from different aspects impacting the adoption decision of health data standards in the subject organisations. The technological factors are complexity and compatibility of health data standards, IT infrastructure, switching costs, market uncertainties, systems integration and enhancing the use of advanced systems. The main organisational factors are the lack of adequate policies and procedures and information management plan, resistance to change, data analysis and accreditation. The core environmental factors are the lack of national regulator and data exchange plan, national healthcare system and the shortage of professionals.

The results from the qualitative data were difficult to generalise to other populations. For example, the structure of the health sector varies from country to country as each health sector has its own characteristics that affect and are affected by national circumstances. In order to provide a more grounded theory resulting from a qualitative study, further examination by conducting quantitative studies is required. In addition, the TOE approach does not take into account the sociotechnical issues and further research is required in this area.

The investigation into the adoption decision of health data standards in tertiary healthcare organisations in Saudi Arabia has led to the development of a technology-organisation-environment list that contains the critical factors influencing their adoption. The research outcome has addressed the gap in knowledge of the adoption of health data standards in healthcare organisations. It also provides the decision maker, and in particular those in developing nations, with better understanding of the adoption process of those standards to better judge and to develop suitable strategy of adoption interventions.

Although recent studies indicated that the level of adoption of health data standards in healthcare organisations remains frustratingly low, the prior studies related to health data standards missed out on the exploration of the adoption decision of different types of health data standards in healthcare organisations and the critical factors influencing their adoption. Research on health data standards adoption based out of a developing country such as Saudi Arabia can also potentially provide several new insights on standards practices.

The pursuit of entrepreneurial opportunities is not always successful. On the one hand, entrepreneurial failure offers an invaluable opportunity for entrepreneurs to learn about their ventures and themselves. On the other hand, entrepreneurial failure is associated with substantial financial, psychological, and social costs. When entrepreneurs fail to learn from failure, the potential value of this experience is not fully utilized and these costs will have been incurred in vain. In this chapter, the authors investigate how the stigma of failure exacerbates the various costs of failure, thereby making learning from failure much more difficult. The authors combine an analysis of interviews of 20 entrepreneurs (who had, at the time of interview, experienced failure) with an examination of archival data reflecting the legal and cultural environment around their ventures. The authors find that stigma worsens the entrepreneurs’ experience of failure, hinders their transformation of failure experience, and eventually prevents them from utilizing the lessons learnt from failure in their future entrepreneurial activities. The authors discuss the implications of the findings for the entrepreneurship research and economic policies.

In the context of universities implementing education for sustainability (EfS), the aim of the research presented here is to review the extent to which capabilities related to sustainability are represented by the capabilities generally sought by employers, and to determine whether these are incorporated in the graduate capability statements of Australian universities.

Based on the discussion of graduate capabilities and those associated with sustainability, a web-based survey of university graduate attribute statements was undertaken.

Generally, Australian universities have established frameworks of graduate capabilities that relate to the broad needs of employers. Of eight capabilities listed as important by employers, six were identified at some two-thirds of universities. Just under half of the universities' statements contained references to sustainability, while all the literature derived sustainability capabilities, except for “systems/holistic thinking”, are represented to some degree. Those most strongly represented included understanding of social justice and equity; skills in communication and cooperation; and having commitment to social justice and equity.

Apparently, in Australian universities, the framework for the development of sustainability capabilities is broadly in place, but not all have sustainability capabilities in place. This framework supports the implementation of EfS, but without development of pedagogy to underlie implementation, the authors have little insight about the extent of implementation, and whether graduates leave with sustainability capabilities.

Uniquely this research identifies the extent to which Australian universities are providing direction in the development of capabilities related to the requirements of employers, and for sustainability.

This paper seeks to report research undertaken to assess the extent to which Australian universities were engaged in professional development (PD) activities focusing on the development of education for sustainability for their academics.

This web‐based survey seeks to identify the existence of PD programs and teaching induction programs within universities, or where programs in tertiary teaching that included any sustainability education content were offered.

While the vast majority of universities had information about PD available, only one offers a PD course designed to introduce academics to sustainability and teaching sustainability. This is despite the high number of Australian universities that have signed sustainability education declarations, which include commitments to achieving sustainability literacy in staff and students.

The survey focused only on information contained on web sites, and information that would not have been identified by this methodology such as informal programs, forums and workshops, and anything on secure staff “intranet” sites.

This research indicates that in Australia there is only very limited PD activity, which provides one explanation for the limited extent to which education for sustainability is evident in universities.

There is little information about PD activity in universities generally, and especially in Australia. This research provides a starting‐point investigation into activity that may have been missed by the research. More importantly, it provides a base for the exploration of PD programs that will be the most effective and efficient in facilitating education for sustainability.