Table Of ContentEngineering Education for
Sustainable Development
This book demonstrates how the theoretical concepts of the capabilities approach
can be applied in the context of engineering education, and how this could be
used to add nuance to our understanding of the contribution higher education can
make to human flourishing. In demonstrating the usefulness of the capability
approach as a lens through which to evaluate the outputs of engineering educa-
tion, the author also shows how the capability approach can be informed by, and
informs, the concept of ‘sustainable development’ and discusses what pedago-
gical and curricula implications this may have for education for sustainable
development (ESD), particularly in engineering. As such, the book builds on the
work of scholars of engineering education, and scholars of university education
at the nexus of development and sustainability.
Engineering employers, educators and students from diverse contexts discuss
both the capabilities and functions that are enlarged by engineering education
and the impact these can have on pro- poor engineering or public-g ood profes-
sionalism. The book therefore makes an original, conceptual and empirical con-
tribution to our thinking about engineering education research.
The book provides inspiration for both engineering educators and students to
orient their technical knowledge and transferable skills towards the public good.
It will also be of great interest to students and researchers interested in ESD
more generally and to engineers who are interested in doing work that is aligned
with the goals of social justice. The book will also appeal to scholars of the capa-
bility approach within higher education.
Mikateko Mathebula holds a PhD in Development Studies and is a Senior
Researcher at the Centre for Research on Higher Education and Development
(CRHED) at the University of the Free State, South Africa. Her research focuses
on higher education’s contribution to reducing inequalities and advancing social
justice.
Routledge Studies in Sustainable Development
This series uniquely brings together original and cutting- edge research on sus-
tainable development. The books in this series tackle difficult and important
issues in sustainable development including: values and ethics; sustainability in
higher education; climate compatible development; resilience; capitalism and
de- growth; sustainable urban development; gender and participation; and well-
being.
Drawing on a wide range of disciplines, the series promotes interdisciplinary
research for an international readership. The series was recommended in the
Guardian’s suggested reads on development and the environment.
Transformative Sustainable Universities and Global Human
Development Development
Participation, Reflection and Change Theoretical and Empirical Insights for
Kei Otsuki Social Change
Alejandra Boni and Melanie Walker
Theories of Sustainable
Development
Sustainable Development Policy
Edited by Judith C. Enders and
A European Perspective
Moritz Remig
Michael von Hauff and
Transdisciplinary Solutions for Claudia Kuhnke
Sustainable Development
From Planetary Management to Creative Practice and
Stewardship Socioeconomic Crisis in the
Mark Charlesworth Caribbean
A Path to Sustainable Growth
Measuring Welfare beyond
Kent J. Wessinger
Economics
The Genuine Progress of Hong Kong
Engineering Education for
and Singapore
Sustainable Development
Claudio O. Delang and Yi Hang Yu
A Capabilities Approach
Sustainability and Wellbeing Mikateko Mathebula
Human- Scale Development in Practice
Mònica Guillen-R oyo
Engineering Education for
Sustainable Development
A Capabilities Approach
Mikateko Mathebula
First published 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Mikateko Mathebula
The right of Mikateko Mathebula to be identified as author of this work
has been asserted by her in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilized in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Names: Mathebula, Mikateko, author.
Title: Engineering education for sustainable development : a capabilities
approach / Mikateko Mathebula.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series:
Routledge studies in sustainable development | Includes bibliographical
references and index.
Identifiers: LCCN 2017036421 (print) | LCCN 2017050933 (ebook) |
ISBN 9781315177045 (eBook) | ISBN 9781138038905 (hardback)
Subjects: LCSH: Sustainable engineering. | Engineers–Training of. |
Sustainable development.
Classification: LCC TA170 (ebook) | LCC TA170 .M384 2018 (print) |
DDC 620.0028/6–dc23
LC record available at https://lccn.loc.gov/2017036421
ISBN: 978-1-138-03890-5 (hbk)
ISBN: 978-1-315-17704-5 (ebk)
Typeset in Times New Roman
by Wearset Ltd, Boldon, Tyne and Wear
This book is dedicated to my parents, Godfrey and Virginia
Mathebula – the most important teachers in my life
Contents
List of illustrations ix
Acknowledgements x
List of abbreviations xi
PART I 1
1 Sustainable human development: the overarching goal 3
Introduction 3
Conceptual foundation for a normative account of engineering
education 10
Aims and structure of the book 23
2 A capabilities lens on researching engineering education 30
Dimensions of education for public-g ood engineering 31
Towards a theoretical framework for public-g ood engineering 37
Data and research context 40
Author positioning 50
PART II 55
3 Becoming a public- good engineer: students’ perspectives 57
Why become an engineer? 57
Valued capabilities and functionings 65
Students’ views on their roles in society as future engineers 71
Summative discussion 75
viii Contents
4 Teaching for public- good engineering: lecturers’
perspectives 78
The purposes of engineering education 80
Developing engineering identities 87
Teaching non- technical skills 90
Summative discussion 102
5 Public- good engineering: employers’ perspectives 108
The qualities of an ideal engineer 109
Valuable transversal skills 114
Public-g ood engineering 123
What can universities do (better)? 128
Summative discussion 131
PART III 135
6 Advancing sustainable human development through
engineering education 137
Learning about sustainable development through the engineering
curriculum 137
Teaching ‘sustainable development’ as a disputed concept 143
Students’ understandings of sustainable development 148
Students’ perceptions of engineers as agents of sustainable
development 150
A capabilities-i nspired, empirically informed framework for
public- good engineering education 155
Summative discussion 158
7 Being a public-g ood engineer and doing socially just
engineering 162
Index 189
Illustrations
Figure
6.1 A capabilities-i nspired, empirically informed framework for
public- good engineering education 157
Tables
2.1 A normative framework for engineering education 40
2.2 Engineering employer profiles 42
2.3 Student profiles 43
2.4 Lecturer profiles 43
2.5 Student destinations post-g raduation 44
2.6 Selected development indicators for Germany and South
Africa 49
3.1 Interplay of students’ aspirations, capabilities and functionings 65
3.2 Educational capabilities and functionings for public-g ood
engineering 71
4.1 Key findings from lecturers’ perspectives 103
5.1 Key findings from employers’ perspectives 132
