Teaching Professionals Environmental Management and Cleaner Technology Combining Educational Learning and Practice Learning

Ulrik Jørgensen, Michael Søgaard Jørgensen, Bent Hesse Rasmussen, Nils Thorsen

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

Abstract

The objective of the education of Environmental Manager is to make the student able to understand and co-ordinate solutions of environmental problems within the industrial sector and the public authorities. As such the education aims at qualifying the student both within the area of planning and co-ordinating efficient management of environmental problems and technological processes of change in companies, and within the area of planning and co-ordinating relevant public regulation. Two of the major cornerstones in the education of Environmental Management are 1) the education should provide the students with new scientific theories and methods that relate to their field of practice. And 2) the education should bring in and develop new competencies and perspectives that can act as renewable elements in the students’ practical work. Among other things this means that the education becomes a place where interplay is created between competencies of research and development on the one side and competencies of practice on the other side. In the actual teaching, this is done through the creation of a linkage between theoretical knowledge and methods and practical knowledge in the environmental field. It also means that the education does not build on an existing system of a specific professional educational field such as for example engineering. Instead is relates to a specific field of practice (environmental management) and renewal of competencies within this specific practice, and to the inter-/multidisciplinary competencies that acting/operating in this field requires. The bias towards integration of multiple disciplines shows e.g. in the perception that it is positive that more professions are represented among the students. The education focuses on professional competence as being practical and implying knowledge of practical problems and situations. This means that the focus is on a real competence in contrast to for example a formal competence. Whereas a professional education aims at providing the student with a foundation, that makes it possible for her/him to develop a professional competence, this competence is already presupposed to exist when the student is admitted to the education of Environmental Management. The practical orientation of the education is planned on the basis that the students have different professional competencies and working experiences which can be included in the teaching, and that the teaching preferable result in competencies that the students consider as useful in a practical context.
Original languageEnglish
Title of host publicationNew Engineering Competencies - Changing the Paradigm
EditorsOle Vinther & Palle Sørensen
PublisherSEFI: European Association for Engineering Education
Publication date2001
ISBN (Print)2-87352-043-4
Publication statusPublished - 2001
Externally publishedYes

Fingerprint

educational technology
environmental management
Teaching
learning
education
student
environmental impact
planning
public authorities
research and development
profession
manager
engineering
regulation

Cite this

Jørgensen, U., Jørgensen, M. S., Rasmussen, B. H., & Thorsen, N. (2001). Teaching Professionals Environmental Management and Cleaner Technology Combining Educational Learning and Practice Learning. In O. V. . P. S. (Ed.), New Engineering Competencies - Changing the Paradigm SEFI: European Association for Engineering Education.
Jørgensen, Ulrik ; Jørgensen, Michael Søgaard ; Rasmussen, Bent Hesse ; Thorsen, Nils. / Teaching Professionals Environmental Management and Cleaner Technology Combining Educational Learning and Practice Learning. New Engineering Competencies - Changing the Paradigm. editor / Ole Vinther & Palle Sørensen. SEFI: European Association for Engineering Education, 2001.
@inproceedings{99f500c9ea864bc280e725392983a5e1,
title = "Teaching Professionals Environmental Management and Cleaner Technology Combining Educational Learning and Practice Learning",
abstract = "The objective of the education of Environmental Manager is to make the student able to understand and co-ordinate solutions of environmental problems within the industrial sector and the public authorities. As such the education aims at qualifying the student both within the area of planning and co-ordinating efficient management of environmental problems and technological processes of change in companies, and within the area of planning and co-ordinating relevant public regulation. Two of the major cornerstones in the education of Environmental Management are 1) the education should provide the students with new scientific theories and methods that relate to their field of practice. And 2) the education should bring in and develop new competencies and perspectives that can act as renewable elements in the students’ practical work. Among other things this means that the education becomes a place where interplay is created between competencies of research and development on the one side and competencies of practice on the other side. In the actual teaching, this is done through the creation of a linkage between theoretical knowledge and methods and practical knowledge in the environmental field. It also means that the education does not build on an existing system of a specific professional educational field such as for example engineering. Instead is relates to a specific field of practice (environmental management) and renewal of competencies within this specific practice, and to the inter-/multidisciplinary competencies that acting/operating in this field requires. The bias towards integration of multiple disciplines shows e.g. in the perception that it is positive that more professions are represented among the students. The education focuses on professional competence as being practical and implying knowledge of practical problems and situations. This means that the focus is on a real competence in contrast to for example a formal competence. Whereas a professional education aims at providing the student with a foundation, that makes it possible for her/him to develop a professional competence, this competence is already presupposed to exist when the student is admitted to the education of Environmental Management. The practical orientation of the education is planned on the basis that the students have different professional competencies and working experiences which can be included in the teaching, and that the teaching preferable result in competencies that the students consider as useful in a practical context.",
author = "Ulrik J{\o}rgensen and J{\o}rgensen, {Michael S{\o}gaard} and Rasmussen, {Bent Hesse} and Nils Thorsen",
year = "2001",
language = "English",
isbn = "2-87352-043-4",
editor = "{Ole Vinther & Palle S{\o}rensen}",
booktitle = "New Engineering Competencies - Changing the Paradigm",
publisher = "SEFI: European Association for Engineering Education",

}

Jørgensen, U, Jørgensen, MS, Rasmussen, BH & Thorsen, N 2001, Teaching Professionals Environmental Management and Cleaner Technology Combining Educational Learning and Practice Learning. in OVPS (ed.), New Engineering Competencies - Changing the Paradigm. SEFI: European Association for Engineering Education.

Teaching Professionals Environmental Management and Cleaner Technology Combining Educational Learning and Practice Learning. / Jørgensen, Ulrik; Jørgensen, Michael Søgaard; Rasmussen, Bent Hesse; Thorsen, Nils.

New Engineering Competencies - Changing the Paradigm. ed. / Ole Vinther & Palle Sørensen. SEFI: European Association for Engineering Education, 2001.

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

TY - GEN

T1 - Teaching Professionals Environmental Management and Cleaner Technology Combining Educational Learning and Practice Learning

AU - Jørgensen, Ulrik

AU - Jørgensen, Michael Søgaard

AU - Rasmussen, Bent Hesse

AU - Thorsen, Nils

PY - 2001

Y1 - 2001

N2 - The objective of the education of Environmental Manager is to make the student able to understand and co-ordinate solutions of environmental problems within the industrial sector and the public authorities. As such the education aims at qualifying the student both within the area of planning and co-ordinating efficient management of environmental problems and technological processes of change in companies, and within the area of planning and co-ordinating relevant public regulation. Two of the major cornerstones in the education of Environmental Management are 1) the education should provide the students with new scientific theories and methods that relate to their field of practice. And 2) the education should bring in and develop new competencies and perspectives that can act as renewable elements in the students’ practical work. Among other things this means that the education becomes a place where interplay is created between competencies of research and development on the one side and competencies of practice on the other side. In the actual teaching, this is done through the creation of a linkage between theoretical knowledge and methods and practical knowledge in the environmental field. It also means that the education does not build on an existing system of a specific professional educational field such as for example engineering. Instead is relates to a specific field of practice (environmental management) and renewal of competencies within this specific practice, and to the inter-/multidisciplinary competencies that acting/operating in this field requires. The bias towards integration of multiple disciplines shows e.g. in the perception that it is positive that more professions are represented among the students. The education focuses on professional competence as being practical and implying knowledge of practical problems and situations. This means that the focus is on a real competence in contrast to for example a formal competence. Whereas a professional education aims at providing the student with a foundation, that makes it possible for her/him to develop a professional competence, this competence is already presupposed to exist when the student is admitted to the education of Environmental Management. The practical orientation of the education is planned on the basis that the students have different professional competencies and working experiences which can be included in the teaching, and that the teaching preferable result in competencies that the students consider as useful in a practical context.

AB - The objective of the education of Environmental Manager is to make the student able to understand and co-ordinate solutions of environmental problems within the industrial sector and the public authorities. As such the education aims at qualifying the student both within the area of planning and co-ordinating efficient management of environmental problems and technological processes of change in companies, and within the area of planning and co-ordinating relevant public regulation. Two of the major cornerstones in the education of Environmental Management are 1) the education should provide the students with new scientific theories and methods that relate to their field of practice. And 2) the education should bring in and develop new competencies and perspectives that can act as renewable elements in the students’ practical work. Among other things this means that the education becomes a place where interplay is created between competencies of research and development on the one side and competencies of practice on the other side. In the actual teaching, this is done through the creation of a linkage between theoretical knowledge and methods and practical knowledge in the environmental field. It also means that the education does not build on an existing system of a specific professional educational field such as for example engineering. Instead is relates to a specific field of practice (environmental management) and renewal of competencies within this specific practice, and to the inter-/multidisciplinary competencies that acting/operating in this field requires. The bias towards integration of multiple disciplines shows e.g. in the perception that it is positive that more professions are represented among the students. The education focuses on professional competence as being practical and implying knowledge of practical problems and situations. This means that the focus is on a real competence in contrast to for example a formal competence. Whereas a professional education aims at providing the student with a foundation, that makes it possible for her/him to develop a professional competence, this competence is already presupposed to exist when the student is admitted to the education of Environmental Management. The practical orientation of the education is planned on the basis that the students have different professional competencies and working experiences which can be included in the teaching, and that the teaching preferable result in competencies that the students consider as useful in a practical context.

M3 - Article in proceeding

SN - 2-87352-043-4

BT - New Engineering Competencies - Changing the Paradigm

A2 - null, Ole Vinther & Palle Sørensen

PB - SEFI: European Association for Engineering Education

ER -

Jørgensen U, Jørgensen MS, Rasmussen BH, Thorsen N. Teaching Professionals Environmental Management and Cleaner Technology Combining Educational Learning and Practice Learning. In OVPS, editor, New Engineering Competencies - Changing the Paradigm. SEFI: European Association for Engineering Education. 2001