Review of humanitarian action and development engineering education programmes

• Published in: European journal of engineering education Vol. 45; no. 2; pp. 249 - 272
• Main Authors: Smith, Jeremy, Tran, Anh L. H., Compston, Paul
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis 03.03.2020; Taylor & Francis Ltd
• Subjects: Accountability; Active Learning; College Students; Curricula; Development engineering; Engineering; Engineering Education; engineering for sustainable development; Higher education; Higher education programs; humanitarian engineering; Humanitarianism; Integrated Curriculum; Learning; Project based learning; qualification frameworks; Recognition; Recognition (Achievement); Service Learning; Social Action; Student Projects; Study Abroad; Sustainable Development
• ISSN: 0304-3797; 1469-5898
• DOI: 10.1080/03043797.2019.1623179

Numerous engineering education programmes internationally actively incorporate principles of humanitarian action and development, particularly aligned to the UN Sustainable Development Goals. To assess these, a review of 67 engineering education programmes and initiatives linked by the common goal of preserving life and alleviating human suffering was conducted to identify approaches used for design, support, delivery, integration and recognition. This found multiple designs and integration methods from short-term extra-curricular initiatives to dedicated award programmes at undergraduate and postgraduate levels. Numerous curriculum approaches were employed with project-based learning, study abroad and learning through service common. The breath of programmes, and various award and recognition methods highlight the need for institutions and countries to discuss methods and approaches to ensure both education outcomes and appropriate and ethical development practice. Three approaches are given for this, building from individual institutions to national discussions and professional recognition.