TY  - CONF
EP  - 924
A1  - Sivapalan, S.
A1  - Afsharian, A.
A1  - Shafiq, N.
A1  - Nuruddin, F.B.
A1  - Sivapalan, M.
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055425899&doi=10.1109%2fWEEF.2017.8467030&partnerID=40&md5=0ab3dee699012ba6534d63e5e3fc582f
PB  - Institute of Electrical and Electronics Engineers Inc.
SN  - 9781538615232
Y1  - 2018///
ID  - scholars10012
SP  - 920
TI  - Communicating Sustainability: Context Matters
KW  - Planning; Scaffolds; Students; Sustainable development
KW  -  disengagement; Education for sustainable development; Engineering Education for Sustainable Development(EESD); Engineering graduates; Engineering institutions; Higher education; Professional communication; Undergraduate engineering
KW  -  Engineering education
N1  - cited By 2; Conference of 7th World Engineering Education Forum, WEEF 2017 ; Conference Date: 13 November 2017 Through 16 November 2017; Conference Code:139977
N2  - Engineering graduates from Malaysian IHLs have an obligation to practice the knowledge and skills they have gained in a responsible manner to create sustainable living conditions for the society. Ironically though, research indicates that not only are local engineering graduates lacking the competences to do so, local IHLs are also failing to develop the relevant sustainability competences their engineering graduates must develop to be able to function and communicate productively within the sustainability conscious engineering workplace. This issue can be addressed through the advancement of sustainability communication. The present study thus set out to explore this phenomenon further. Using an exemplifying case study approach, perspectives of student stakeholders of a private engineering institution of higher learning's (IHL) were sought, on the inclusion of sustainable development as the context of the professional communication skills module offered within the undergraduate engineering programme at the said IHL. The study employed an action research methodology, through two interventions, i.e. engagement sessions with sustainability practitioners from the industry, and lecturer-peer think-pair-share scaffolding activities. Learner perceptions of the interventions were sought via pre and post surveys, interviews and learner reflections, over three cycles. Finding from the study suggest that the engagement sessions with sustainability practitioners from the industry were more effective. These findings provide important pointers for local IHLs to consider in developing their undergraduate engineering curriculum. © 2017 IEEE.
AV  - none
ER  -