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E NHANCING A TTRACTIVENESS OF E NVIRONMENTAL A SSESSMENT AND M ANAGEMENT HIGHER EDUCATION. The TwoEA -M project - An overview Thomas Fischer and Urmila Jha -Thakur AESOP, Espoo, 9 July 2010. THINKING BEHIND PROJECT:.

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e nhancing a ttractiveness of e nvironmental a ssessment and m anagement higher education

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

thinking behind project
THINKING BEHIND PROJECT:

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.

main project outputs
MAIN PROJECT OUTPUTS:

- creation of a TwoEA-M network

- setting up of a TwoEA-M webpage (www.twoeam-eu.net)

- 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 (www.penta-eu.net); 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)

project details
PROJECT DETAILS:

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

- 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

methodology
Methodology
  • Based on experiences from PENTA, data collection for the TwoEA-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.

overview of findings
Overview of Findings
  • 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 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.
project surveys
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
ars survey
ARS survey

What is your involvement with EAM related higher education?

ars survey1
ARS survey

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

ars survey2
ARS survey

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

ars survey3
ARS survey

What do you think is particularly urgently needed?

ars survey4
ARS survey

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

ars survey5
ARS survey

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

ars survey6
ARS survey

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