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Writing for sustainability in work-based projects
Cowell, Andrew Canton, Ursula Nesbitt, Alan Smith, Christopher J.M.
Cowell, Andrew
Canton, Ursula
Nesbitt, Alan
Smith, Christopher J.M.
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EESD2025_#16_Cowell.pdf
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Editors
Date
2025
Educational Level
Curriculum Area
Geographical Setting
UK
Abstract
Sustainability is a widely accepted integral part of engineering programmes that should be part of the fabric of the curriculum. This paper shows the conceptual and practical connection between sustainability and communication competencies in a work-based project assessment as part of a Graduate Apprenticeship (GA) programme in Scotland. Graduate and Degree Apprenticeship programmes see apprentices work in and between two key institutions (their employer, and the university), each with their respective norms. Recognising that there are different communicative norms, an assignment for a work-based project at a modern Scottish University was altered to foster professional writing competencies. This process raised questions about the intersections between sustainability and communication competencies and the way these synergies could be harnessed in engineering education. This practice paper first explores conceptualisation of sustainability and communication, before identifying the intersections between sustainability and communication, namely perspective taking; self-awareness; sense making; complexity awareness; and co-creation. These overlaps in competencies are then related to the changes made in the assignment (Canton et al. 2023), highlighting the importance of communication and sustainability. The findings highlight the potential, and need, for competency-driven changes to the curriculum (in this case around communication) to be carefully mapped to other competencies. The paper provides a first step towards the conceptual basis for such mapping between sustainability and communication, as well as an example of assessment practice that fosters competencies required in both fields. Future work will evaluate the impact of these practical changes on GA students, university faculty and industrial partners to further develop this practical model for fully and holistically integrating competencies for sustainability and communication into engineering curricula, particularly those that combine workplace and academic learning.
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Keywords (free text)
program assessment, curriculum integration, work-based learning, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering