ENHANCING ATTRACTIVENESS OF ENVIRONMENTAL ASSESSMENT AND MANAGEMENT HIGHER EDUCATION The TwoEA-M project - An overview Thomas Fischer and Urmila Jha-Thakur AESOP, Espoo, 9 July 2010

2 Environmental Assessment and Management (EAM) is often perceived as being taught in similar ways throughout the world. This is opposite to subjects such as e.g. spatial planning which have more of a country specific focus. As a consequence, EAM related higher education programmes are frequently assumed to have an international, rather than national, or local, appeal. However, contrary to this perception, there is currently very little evidence that this is indeed the case. THINKING BEHIND PROJECT:

3 -creation of a TwoEA-M network -setting up of a TwoEA-M webpage ( -production of a handbook (guidebook) on EAM related higher education MA programmes in the EU -testing the international usefulness of EAM related higher education teaching materials produced during the PENTA project ( eg EA Lecturers Handbook -Three East Asian conferences (South Korea, China, Malaysia) -production of a report on regional specific EAM interests and educational requirements -A main European final TwoEA-M conference (Austria) MAIN PROJECT OUTPUTS:

4 -2-year European Commission funded project (December 2008-November 2010); follow-up to previous PENTA project ( ) -3 main European project partners (University of Liverpool, University of Bratislava, ANIDEA) -4 East Asian partner institutions (Yonsei University, Tokyo Institute of Technology, Nankai University, University of Technology Malaysia) -wider TwoEA-M network members PROJECT DETAILS:

5 Based on experiences from PENTA, data collection for the T wo EA-M guidebook was mainly based on an internet-survey, also using local experts for support Initially, a total of 21 EU member states were surveyed. Later all EU member states included... Use of Templates to standardise the information collected Only 1 programme from each University has been included (Remarks) Key phrases and words were chosen, including Masters Environmental Assessment and Management (country name) and Masters Environmental Assessment (country name); over 10 languages used. Methodology

6 No. Country Name Template No. HeadingsSub-categories 1Academic Context Name of University Weblink Degree Title Emphasis (EA or EM) Faculty/ School/Department Programme Implementation Duration Programme Structure Delivery language Delivery method & techniques Assessment method Focus (teaching/research) Programme requirements & Scope Geographical specialism Entry requirements Fees (Euro) Credit Structure Career opportunities Remarks Methodology

7 A total of 121 EAM related Master programmes were identified across the 27 EU countries covered in the survey. 109 programmes have been included in this guidebook. Professional degrees in Italy and Spain No MA degree programmes have been identified in Cyprus, Luxembourg, Portugal and Romania. As a result of the Bologna process countries are experiencing a transitional phase with their educational structuring. Therefore, it is possible that all such degrees which have not yet incorporated the 2 nd tier may be left out in this survey of Master level degrees Quite a few programmes initially identified had to be deleted as they ceased to exist. Overview of Findings

8 Country-wise distribution of EAM related Master programmes

9 Subject areas-within which EAM related Degree Programmes are offered

10 Subject-wise distribution of EAM related Master level Degree Programmes

11 Country-wise distribution of Streams within which EAM related degrees are offered

12 Duration-wise distribution of EAM related programmes across Europe

13 Language-wise distribution of EAM related Master Programmes

14 Fees distribution of EAM related Master Programmes across countries

15 Project Surveys Questionnaire on EA lecturers handbook and use of audience response system for survey at 3 East Asian project workshops 24 Korean, 4 Japanese, 32 Chinese, 7 Malaysian, 6 Indonesian, 4 Philippino, 4 Thai and 3 Vietnamese participants, along with 12 Europeans 41 Questionnaire responses and 61 fully usable East Asian ARS survey results

16 ARS survey What is your involvement with EAM related higher education?

17 ARS survey Do you think the current EAM literature provides you with everything you need for your specific regional or national higher education purposes?

18 ARS survey What do you think are the main shortcomings of current teaching materials?

19 ARS survey What do you think is particularly urgently needed?

20 ARS survey Do you think EAM higher education should be taught within a specific discipline?

21 ARS survey Do you think European EAM higher education is relevant in your country context?

22 ARS survey What world regions do students from your country mainly opt for if they go aborad for a higher education degree?

23 Thank you!