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

Seminar on Seminar on Experiences in China and the EUExperiences in China and the EU

Nankai University, Tianjin, 20.03.-21.03.2010Nankai University, Tianjin, 20.03.-21.03.2010

European EAM related higher education in Europe: An overviewEuropean EAM related higher education in Europe: An overview

Urmila Jha-Thakur

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Outline of today’s presentation

• Rationale- Why?• Methodology-How?• EAM related courses-What?• EU Countries offering course-Where?• Conclusions

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EAM

EA encapsulates a number of evaluation tools that may be applied in different forms to individual projects or to policies, plans and programmes.

EM is a set of activities and tools which are set out to achieve environment relates objectives in an orgaisation.

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Rationale- Why?Taking a step further from

EA to EAM

• Based on PENTA’s findings EA theory and EM were the only two modules that were commonly taught in all countries surveyed (within EU). • Integration of EA and EM are necessary for tackling

environmental problems across the globe. • EU is acknowledged as a global leader in EU education and practice however understanding of other world regions is

required.• The demand for environmental management professionals is rising globally, owing to the environmental challenges faced across the globe. • In this sense both, EA and EM are essentially complementary disciplines.

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EAM education in the EU

EAM education in China

Internationalisation of EAM education

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• Based on the success of PENTA, the data collection for the TwoEA-M guidebook is mainly based on an internet-survey

• Initially, a total of 21 EU member states were surveyed and these include the UK, Ireland, Spain, Italy, France, Sweden Denmark, Netherlands, Austria, Belgium, Finland, Germany, Slovakia, Poland, Bulgaria, Latvia, Czech Republic, Estonia, Hungary, Lithuania, and Slovenia. 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).

Methodology- How?

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• Some degrees may be ‘combined degrees’

• 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)

Methodology- How?

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No. Country Name Template No.

Headings Sub-categories

1 Academic Context Name of UniversityWeblinkDegree TitleEmphasis (EA or EM)Faculty/ School/Department

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

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12 Programme requirements & Scope Geographical specialism Entry requirementsFees (Euro)Credit StructureCareer opportunities’

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17 Remarks

Methodology- How?

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

• 105 programmes have been included in this guidebook.

• Professional degrees in Italy and Germany

• 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 Findings (Highlights)

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Country-wise distribution of EAM related Master programmes

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Main Focus of programmes Surveyed

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Subject areas-within which EAM related Degree Programmes are offered

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Subject-wise distribution of EAM related Master level Degree Programmes

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

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Duration-wise distribution of EAM related programmes across Europe

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Language-wise distribution of EAM related Master Programmes

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Fees distribution of EAM related Master Programmes across countries

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Conclusion and Limitations...

• Since our last workshop in Seoul, the findings presented here have been further substituted by information from the additional 6 countries...

(Malta, Cyprus, Luxembourg, Greece, Portugal, Romania);

• No 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...

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Thank you!