ESD and the Professional Curriculum Prof. Colin T. Reid Project intern: Nadeem Ali School of Law University of Dundee

Project Aims To explore the extent to which ESD:  is part of, or  can be accommodated within, or  is squeezed out by the formal accreditation criteria of professional, statutory and regulatory bodies (PSRBs) How do staff incorporate elements of ESD? How does the level of embedding ESD vary across disciplines and what lessons can be transferred?

Key Features Study of references to sustainability issues in accreditation criteria Discussions with colleagues on actual practice at the University of Dundee Internal symposium and open conference Link with existing work on graduate employability Use project to establish internal networks  Sustainability website created with academic and “house-keeping” elements

Accreditation criteria Vary from explicit references to silence Some focus just on narrow professional skills and professional ethics Some reflect broader concern for society Formal criteria do not reflect the concern for sustainability shown by some professional bodies’ other activities

Strong - Architecture (ARB & RIBA) Understanding of building technologies, environmental design and construction methods in relation to the consideration of a sustainable environment The ability to integrate knowledge of: Climatic design and the relationship between climate, built form construction, life style, energy consumption and human well-being

Weak – Business (CIMA) On completion of their studies students should be able to: explain the social, political and economic context of business Students should be able to: discuss the framework of professional values, ethics and attitudes for exercising professional judgment and acting in an ethical manner, that is in the best interests of society and the profession

Silent – Law (Law Society) England & Wales – nothing Scotland Display informed knowledge and understanding of the social, economic, moral and ethical contexts in which law operates by: demonstrating legal knowledge in association with related policy, underlying social conditions, professional ethical issues and moral issues. Display critical thinking about laws and their place in society

Teaching Practice Embedded throughout curriculum  part and parcel of covering core Dedicated modules  will be optional if not in professional core Dedicated classes  need to integrate as part of core coverage Use of examples to illustrate wider points  e.g. links between international and UK law

Hurdles Lack of definition or understanding of SD Most space in curriculum needed to cover required elements If optional, seen as less relevant than more “professional” topics No pressure from accreditation bodies to do more

Building Bridges  Engage with PSRBs to encourage incorporation of sustainability issues within formal criteria  Wide variety of attitudes among PSRBs Developing Frameworks  Need for ESD to recognise constraints of meeting professional criteria  Spread good practice of incorporating sustainability issues into core topics  Establish stronger links across institutions to support activity