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The Sustainability Matrix: A Tool for Integrating and Assessing Sustainability in the Bachelor and Master Theses of Engineering Degrees

Author

Listed:
  • Fermín Sánchez-Carracedo

    (Barcelona School of Informatics, University Research Institute for Sustainability Science and Technology, UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • David López

    (Barcelona School of Informatics, UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Carme Martín

    (Barcelona School of Informatics, UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Eva Vidal

    (Barcelona School of Telecommunications Engineering, UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Jose Cabré

    (Barcelona School of Informatics, UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Joan Climent

    (Barcelona School of Informatics, UPC-BarcelonaTech, 08034 Barcelona, Spain)

Abstract

It is vital that subjects such as the circular economy, sustainable design, green computing or environmental engineering be included in the engineering curriculum. Education for sustainable development will enable engineers to develop sustainable products and provide sustainable services, thereby leading to a beneficial result for society and making an indispensable contribution to the Sustainable Development Goals achievement. As the last stage for students in academia, Degree Theses (Bachelor’s and Master’s) provide a good tool for reviewing the sustainability competencies developed during the degree, as well as being an opportunity for applying these competencies in a holistic way. In their Degree Theses, students should be able to demonstrate that they are aware of the need to introduce and assess sustainability in their future engineering projects. This paper presents a guide aimed at helping engineering students to design and develop sustainable projects, and analyzes the first results of its use in two schools of the Universitat Politècnica de Catalunya—BarcelonaTech. The proposal is based on a tool referred to as “the Sustainability Matrix”, in which cells contain questions that engineering students should take into account when undertaking their Degree Theses. The questions are related to the project development, the project exploitation and the possible risks involved, three aspects in accordance with the sustainability dimensions (economic, environmental and social). The Sustainability Matrix helps students to develop sustainable projects when they graduate, and teachers to assess how sustainability is incorporated across the curriculum in the subjects they teach and in the students’ Degree Theses.

Suggested Citation

  • Fermín Sánchez-Carracedo & David López & Carme Martín & Eva Vidal & Jose Cabré & Joan Climent, 2020. "The Sustainability Matrix: A Tool for Integrating and Assessing Sustainability in the Bachelor and Master Theses of Engineering Degrees," Sustainability, MDPI, vol. 12(14), pages 1-24, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:14:p:5755-:d:385815
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    References listed on IDEAS

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    1. Maria Kalamas Hedden & Roneisha Worthy & Edwin Akins & Vanessa Slinger-Friedman & R. C. Paul, 2017. "Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education," Sustainability, MDPI, vol. 9(8), pages 1-18, July.
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    6. Carmen Solís-Espallargas & Jorge Ruiz-Morales & Dolores Limón-Domínguez & Rocío Valderrama-Hernández, 2019. "Sustainability in the University: A Study of Its Presence in Curricula, Teachers and Students of Education," Sustainability, MDPI, vol. 11(23), pages 1-14, November.
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    Cited by:

    1. Natanael Karjanto, 2022. "Seeking Genuine Vocations through Sustainability in Chemical Engineering," Sustainability, MDPI, vol. 14(12), pages 1-23, June.
    2. Fermín Sánchez-Carracedo & Jordi Segalas & Gorka Bueno & Pere Busquets & Joan Climent & Victor G. Galofré & Boris Lazzarini & David Lopez & Carme Martín & Rafael Miñano & Estíbaliz Sáez de Cámara & Bá, 2021. "Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education," Sustainability, MDPI, vol. 13(21), pages 1-30, November.

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