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Article
Publication date: 28 June 2018

Nathan Daniel McWhirter and Tripp Shealy

This paper aims to introduce a case-based module teaching sustainable engineering, linking the Envision rating system with behavioral decision science. Three complete modules are…

Abstract

Purpose

This paper aims to introduce a case-based module teaching sustainable engineering, linking the Envision rating system with behavioral decision science. Three complete modules are publicly available in a repository for any instructor to adapt, use and review.

Design/methodology/approach

A case study was written about the Tucannon River Wind Farm, a project-certified Gold by the Institute for Sustainable Infrastructure’s Envision™ rating system. The case was used as the basis for an in-class PowerPoint module to achieve student learning outcomes related to sustainability.

Findings

Before and after surveys showed significant (p < 0.05) learning increases. Word clouds show changes in student perceptions of sustainable design. Rubric scoring of writing assignments and concept maps yielded valuable insights and improvements and demonstrated the overall validity of the module approach.

Research limitations/implications

Modules lasting only one or two class days must be well-integrated into courses and curricula to promote greater learning value. Concept mapping may be a useful addition but involves a learning curve for both instructors and students.

Practical implications

By offering instructors access to a set of case-based modules, it becomes more practical for them to teach about sustainable infrastructure and decision-making.

Social implications

The module exemplifies a project owner and an engineering firm strongly committed to social and environmental sustainability. Envision’s Quality of Life and Leadership categories emphasize community well-being, involvement and collaboration.

Originality/value

This module offers a unique transdisciplinary focus meeting several needs in engineering education on sustainability, complex problems and decision-making.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 27 July 2012

Daniel C. Feldman, Thomas W.H. Ng and Ryan M. Vogel

We propose that off-the-job embeddedness (OTJE) be reconceptualized as a separate and distinct, albeit related, construct from job embeddedness. We conceptualize OTJE as the…

Abstract

We propose that off-the-job embeddedness (OTJE) be reconceptualized as a separate and distinct, albeit related, construct from job embeddedness. We conceptualize OTJE as the totality of outside-work forces which keep an individual bound to his/her current geographical area and argue that this construct includes important factors which do not fall under the umbrella of “community embeddedness.” Moreover, we propose that these outside-work forces may embed individuals in their jobs either directly or indirectly (through the perceived or expressed preferences of spouses, children, and extended family). This paper identifies the key components of OJTE, addresses the measurement of OTJE, explains the relationships between job embeddedness and OTJE (and their respective components), highlights how OTJE can either amplify or counteract the effects of job embeddedness, and illustrates the direct and indirect effects of OTJE on both work-related and personal outcomes.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-78190-172-4

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