EENHANCING NHANCING AATTRACTIVENESS OF TTRACTIVENESS OF EENVIRONMENTAL NVIRONMENTAL AASSESSMENT AND SSESSMENT AND MMANAGEMENT HIGHER EDUCATIONANAGEMENT HIGHER EDUCATION

EAM related higher education in Europe: EAM related higher education in Europe: An overviewAn overview

Thomas Fischer and Urmila Jha-Thakur

IAIA, Geneva, April 2010IAIA, Geneva, April 2010

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Environmental Assessment and Management (EAM) is often Environmental Assessment and Management (EAM) is often perceived as being taught in similar ways throughout the world. perceived as being taught in similar ways throughout the world. This is opposite to subjects such as planning or policy making This is opposite to subjects such as planning or policy making which have more of a country specific focus. As a consequence, which have more of a country specific focus. As a consequence, EAM related higher education programmes are frequently EAM related higher education programmes are frequently assumed to have an international, rather than national, or local, assumed to have an international, rather than national, or local, appeal. However, contrary to this perception, there is currently appeal. However, contrary to this perception, there is currently very little evidence that this is indeed the case. The main aim of very little evidence that this is indeed the case. The main aim of this seminar is therefore to identify similarities and possibly also this seminar is therefore to identify similarities and possibly also differences in EAM related higher education in China and the differences in EAM related higher education in China and the EU.EU.

THINKING BEHIND PROJECT:THINKING BEHIND PROJECT:

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A better understanding of EAM related higher education should A better understanding of EAM related higher education should ultimately help:ultimately help:-- prospective students to choose the prospective students to choose the right right programmeprogramme-- universities / other teaching institutions to offer universities / other teaching institutions to offer attractive attractive

programmesprogrammes-- public and private sectors to recruit public and private sectors to recruit suitablesuitable graduates graduates-- the economy and society at large to use the economy and society at large to use resourcesresources

efficientlyefficiently, both, in terms of , both, in terms of costscosts for higher education and for higher education and in terms of delivering according to actual in terms of delivering according to actual needsneeds

-- the environment to be the environment to be effectivelyeffectively managed and protected managed and protected

OVERALL RATIONALE:OVERALL RATIONALE:

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-- creation of a TwoEA-M network (You)creation of a TwoEA-M network (You)-- setting up of a TwoEA-M webpage (www.twoeam-eu.net)setting up of a TwoEA-M webpage (www.twoeam-eu.net)-- production of a handbook (‘guidebook’) on EAM related production of a handbook (‘guidebook’) on EAM related

higher education MA programmes in the EUhigher education MA programmes in the EU-- testing the international usefulness of EAM related higher testing the international usefulness of EAM related higher

education teaching materials produced during the PENTA education teaching materials produced during the PENTA project (www.penta-eu.net); eg EA Lecturers’ Handbookproject (www.penta-eu.net); eg EA Lecturers’ Handbook

-- Three East Asian conferences (South Korea, China, Malaysia)Three East Asian conferences (South Korea, China, Malaysia)-- production of a report on regional specific EAM interests and production of a report on regional specific EAM interests and

educational requirementseducational requirements-- A main European final TwoEA-M conference (Austria) A main European final TwoEA-M conference (Austria)

MAIN PROJECT OUTPUTS:MAIN PROJECT OUTPUTS:

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-- 2-year European Commission funded project (December 2-year European Commission funded project (December 2008-November 2010); follow-up to previous PENTA 2008-November 2010); follow-up to previous PENTA project (2005-2007)project (2005-2007)

-- 3 main European project partners (University of Liverpool, 3 main European project partners (University of Liverpool,

University of Bratislava, ANIDEA)University of Bratislava, ANIDEA)-- 4 East Asian partner institutions (Yonsei University, Tokyo 4 East Asian partner institutions (Yonsei University, Tokyo

Institute of Technology, Nankai University, University of Institute of Technology, Nankai University, University of Technology Malaysia)Technology Malaysia)

-- wider TwoEA-M network memberswider TwoEA-M network members

PROJECT DETAILS:PROJECT DETAILS:

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• Based on experiences from PENTA, data collection for the TwoEA-M guidebook was mainly based on an internet-survey

• Initially, a total of 21 EU member states were surveyed. Later all EU member states included...

• Key phrases and words were chosen, including “Masters Environmental Assessment and Management” (country

name) and “Masters Environmental Assessment” (country name).

MethodologyMethodology

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• Some degrees may be ‘combined degrees’-Joint-Multiple• The main search engine used was Google and the searches

made were across the web, as well as through country specific pages.

• Use of Templates to standardise the information collected• Only 1 programme from each University has been included

(Remarks)• Information collected further complemented by country-

specific contacts....

MethodologyMethodology

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No. Country Name Template No.

Headings Sub-categories1 Academic Context Name of University

WeblinkDegree TitleEmphasis (EA or EM)Faculty/ School/Department

23

45

6 Programme Implementation Duration Programme StructureDelivery languageDelivery method & techniquesAssessment methodFocus (teaching/research)

78

910

1112 Programme requirements &

ScopeGeographical specialism Entry requirementsFees (Euro)Credit StructureCareer opportunities’

13141516

17 Remarks

MethodologyMethodology

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• A total of 115 EAM related Master programmes were identified across the 27 (23....)EU countries covered in the survey.

• 105 programmes have been included in this guidebook.• Professional degrees in Italy and Spain• 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 2nd 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 FindingsOverview of Findings

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Country-wise distribution of EAM related Country-wise distribution of EAM related Master programmesMaster programmes

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Main Focus of programmes SurveyedMain Focus of programmes Surveyed

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

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

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Most frequent words used in degree titles of Most frequent words used in degree titles of EAM related programmes across EU EAM related programmes across EU

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

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Duration-wise distribution of EAM related Duration-wise distribution of EAM related programmes across Europeprogrammes across Europe

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Language-wise distribution of EAM related Language-wise distribution of EAM related Master ProgrammesMaster Programmes

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Fees distribution of EAM related Master Fees distribution of EAM related Master Programmes across countriesProgrammes across countries

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Conclusion and Limitations...Conclusion and Limitations...• No MA degree programmes have been identified in Cyprus,

Luxembourg, Portugal and Romania.• It was not always possible to find all relevant data in the same

detail for each programme and information presented true at the time of the survey.

• Institutions which do not use the internet for advertising their programmes are left out. However, this should only apply to a very small percentage of programmes.

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• Only one programme per university has been included;• Information has been collected by several researchers and information was presented in different languages;• Each country and sometimes even university emphasises

different aspects of their programmes which was not always comparable;

• The heavy dominance of some countries over other may be due to the transition phase initiated by the Bologna process;

• Only key findings have been presented here, more information is available on further request.

Conclusion and Limitations...Conclusion and Limitations...

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Thank you!