Existing EArelated Master Programmes in the EU An analysis

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Existing EA-related Master Programmes in the EU
An analysis
PENTA Workshop
Graz, Austria
Paola Gazzola Department of Civic
Design University of Liverpool gazzola_at_liverpool.a
c.uk
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Aim is to

• Describe and explore the way in which EA is
  currently taught in Master programmes in
  different EU Member States (MS)
• Develop a standardised curriculum for EA
  education, suitable and adaptable to the inter-
  and multi-disciplinary nature of EA.

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Assumptions

• The way in which EA is understood and practiced
  depends on the way in which EA is taught in that
  system and
• In order to improve the overall effectiveness of
  EA, principles, concepts and fundamentals of EA
  must be taught and understood within all systems
  and disciplines

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Methodology

• Defining the scope of the comparative analysis
• Screening of over 60 EA-related Master programmes
  covering 9 EU MS
• Developing the framework for analysis
• Master programme contents, (a) core courses and
  (b) explicit EA-related courses.
• To identify core other modules for EA education
• Academic background
• To identify the discipline(s) within which EA is
  most frequently taught
• Understanding of EA
• To better understand the nature of EA education
  how EA is linked to other disciplines
• Degree titles
• To look at whether the qualification awarded with
  the master degree makes explicit references to EA
• Career opportunities
• To identify to whom or to which professions the
  EA-related master programme is aimed at

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Findings 1a
Obj. 1(a) core courses taught in EA modules in
9 EU MSs
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Findings 1b

• Obj. 1(b) Explicit EA-related courses
• (ITA, DE, UK 18 FRA ES 14 NL EIRE 7,
  FIN 4, SWE 0

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Findings 2

• Obj. 2. Academic context of EA-related Masters

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Findings 2

• Obj. 2. Academic context of EA-related Masters

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Findings 3

• Obj. 3. Understanding of EA education

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Findings 4

• Obj. 4. Type of Master degree title

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Findings 5

• Obj. 5. Master-related career opportunities

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Conclusions so far

• The way in which EA is taught varies according to
  the way in which EA is practiced and understood
  in different EU countries.
• Whether EA is portrayed as an advocate tool for
  the environment or not, depends on how much scope
  has been given to EA education within the
  teaching of that specific discipline. This,
  despite
• The introduction of EU EA legal requirements,
  standardising EA application
• The international and European professional EA
  literature, suggesting how EA should be
  effectively applied and conceived within an
  inter- and multidisciplinary context worldwide

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Towards a standardised EA curriculum

• Development of a standardised EA curriculum to
  ensure that future EA professionals are
  adequately appropriately trained in all
  European universities in every EA-related
  master programme.
• EA curriculum should be used
• In a flexible adaptable manner to fit different
  academic discipline needs (and different
  countries EA traditions)
• While ensuring that the fundamental and core
  concepts, principles and purposes for EA are
  taught and understood.

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Standardised EA curriculum

• EA curriculum includes core and other modules
• 6 (1) core modules, to represent the founding
  pillars for EA education
• EIA
• SEA
• Ecological environmental science
• Ecological economics evaluation techniques
• EMS
• Organisational behaviour public decision-making
• 1. Research design and methods

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Standardised EA curriculum

• Other modules, to represent the academic
  discipline in which EA is taught

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Conclusions

• EA is taught within variety of disciplines
• The way in which EA is understood and the way in
  which EA might be conceived and practiced is
  likely to vary according to the discipline(s)
  within which it is taught
• Following EA standardisation process initiated by
  the EU Directives and supported by the
  professional EA literature, an EA curriculum has
  been developed.
• To ensure that the academic preparation of future
  environmental assessors is consistent within the
  EU

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and recommendations.

• EA curriculum, which includes core and other
  modules, should be
• Used with flexibility and adaptability
• Adjusted and tailored to suit the variety of
  disciplines, professions and organisational
  contexts in which EA is practiced, whilst taking
  into account the cultural contexts and traditions
  of EA practice in the different EU countries.