What Do Urban Development Students at QUT Know about Sustainability and Sustainable Development - Research Proposal Example

What do Urban Development Students at QUT know about Sustainability and Sustainable Development? Name Course Name and Code Instructor’s Name Date Summary The main aim of this project is to analyze the extent of knowledge of sustainability and sustainable development amongst Urban Development students at Queensland University of Technology (QUT). Owing to the increasingly complex environment and the sustainability issues facing the urban development industry now and in the future, the project findings and conclusions will help both the industry stakeholders and the urban development students to effectively and efficiently integrate sustainability within their practices, work processes, thoughts, actions and systems. Through the findings from the project, they will highlight critical sustainability issues, which urban development students are still not aware of despite their significance to the student’s field of study and profession in urban development. This will be important in identifying various issues related to sustainability and sustainable development that need more emphasis and addressing while teaching. Table of Contents Summary 2 Table of Contents 3 Introduction 4 Definitions of Terms 4 Research Question 5 Research Aim and Objectives 8 Significance, Expected Outcomes and Benefits 9 Research Methodology 9 Quantitative research technique 9 Survey as a quantitative research technique 10 Population sample 10 Sampling method 11 Ethical considerations 11 Project Timeline and Milestones 11 Proposed budget 11 References 12 Appendix 14 Introduction The urban development industry has gained prominence over the past few centuries, which has been attributed to the increase in the rate of global population. As the rate of global population has increased gradually but steadily, the demand for more housing has also increased, which has resulted in expansion of cities into new areas (Birkeland, 2008). The expansions into new areas has exerted unnecessarily pressure on the available natural resources such as land, water, minerals and forests among others which has threatened the very existence of life on earth owing to effects of depletion of natural resources such as global warming (Trainer, 2010). Therefore, the players and professionals within the urban development industry among other professionals and industries are presently compelled to rely and apply sustainability and sustainable development best practices to avert the negative impacts of depleting natural resources. For this reasons, stakeholders in the urban development industry and more specifically urban development students, need to be more aware and knowledgeable on issues relating to sustainability and sustainable development. According to Roodman & Lenssen (1995), the global consumption of energy and raw materials by buildings annually, stands at more than 40% with the industrialized economies, which has close to a fifth of the people in the world, consuming approximately three quarters of the resources produced globally as supported by Trainer (2010). Such a scenario illustrates the eminent threat that people pose to the future of the world in regards to sustainability of natural resources, which are the lifeline of humanity, flora and fauna. Urban development students need to know of the impact that they, as professionals in their chosen degrees, will have on the future of the planet and also what measures they can take to reduce that impact. Educating students about sustainability and sustainable development will be a necessary part of their professional development. This research will attempt to understand the extent of knowledge of sustainability and sustainable development amongst Urban Development students at Queensland University of Technology (QUT). This will be done using the definition of sustainable development developed by the World Commission on Environment and Development, which is ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (Wced, W. C. E. A. D., 1987).  Definitions of Terms The World Commission on Environment and Development or WCED or the Brundtland Commission defines sustainable development as the ‘economic and social development that meets the needs of the current generation without compromising the ability of future generations to meet their own needs.’ According to Dalal-Clayton and Bass (2000), this definition of sustainable development means meeting all the social needs, political needs, economic needs, health needs, cultural needs of all people regardless of who they. In addition, ensuring sustainable utilization of renewable resources and monitoring utilization and wastage of non-renewable resources in order to ensure a holistic developmental approach where every person live and not survive. Research Question The research question, which informs this study, is: What do Urban Development students at QUT know about Sustainability and sustainable development?  As mentioned by the United Nations Environment Programme in its GEO-4 report, ‘The un-sustainability of the way the Earth’s natural resources are being used is increasingly evident. As a result of the growing competition and demand for global resources, the world’s population has reached a stage where the amount of resources needed to sustain it exceeds what is available’ (United Nations Environment Programme, 2007). With this in mind, it is important that current students be informed of the impacts, which they will have on the future of the planet and how they may be able to minimize those impacts. This is even more relevant for students seeking to enter the Urban Development industry, which consumes a large percentage of the world’s natural resources as discussed by Birtles. According to Birtles, ‘Worldwide, buildings account for 40% of energy use, 40% of materials use, 25% of timber and about 16% of fresh water’ (Birtles, 1997). Students who are currently studying at QUT will have the opportunity to influence the future direction of the industry and therefore the future direction of the planet. Accordingly, they need to be educated in such a way as to ensure they have the necessary knowledge required to implement those changes. As Hayles and de la Harpe state, ‘The important role that universities play in preparing many of the world’s leaders who have considerable influence over the direction society takes means that they must ensure that graduates are fully equipped to meet the challenges of a changing society’ (Hayles & de la Harpe, 2010). It is therefore important that QUT has an understanding of current students’ knowledge regarding sustainability so that they can then better, structure courses to meet the needs of the students and the environment. Literature Review Before venturing into the previous studies conducted to analyze the level of understanding and the extent of knowledge that urban development students at Queensland University of Technology (QUT) have of sustainability and sustainable development, it is important to critically analyze why it is important for students particularly, to have such an understanding and knowledge in the first place. By analyzing the extent of knowledge of sustainability and sustainable development amongst students means that, education has an important role to play in promoting sustainable development. According to Tilbury et al. (2002), education is a fundamental resource for developing a fair and an ecological society. According to the author, fostering education, training and creating public awareness are essential components to driving the agenda of sustainable development. This means that education offers a suitable platform for the society to tackle issues related to environment and development. Tilbury et al. (2002) argues that although education is not the whole solution to all challenges facing the society today, education remains the most effective way in which society can effectively and adequately deal with problems of the future in which people develop new relations and promote enhanced respect for ecological needs. In support of education as a crucial component to enhancing and fostering sustainability and sustainable development, Stevenson (2002) indicates that all educational stakeholders must develop clear goals and visions where social development, environmental conservation and safety and economic development and growth are attended to. Moreover, the goals and visions are based on an ethic where common good reinforces and enhances respect for every learner. According to Shaeffer (1994), education fosters the process of sustainable development by promoting an integrated view of the way the world functions and the way development occurs or does not occur. By allowing learners to become critically aware of the way their actions both as an individual and as a group help or hinder the society from addressing future problems and risks and by mobilizing and empowering people with the necessary skills and knowledge to actively, democratically and jointly engage in the process of development. Now that the connection between sustainability and sustainable development and education or student’s learning has been made, the report seeks to critically analyze previous research done in relation to the degree of knowledge that students have of sustainability and sustainable development. Previous studies have been carried out regarding students’ perceptions or understanding of sustainability and sustainable development however, their numbers are limited and further research needs to be completed to increase the knowledge base available in this area. Of the studies carried out, Hayes and de la Harpe have implemented two almost identical surveys amongst built environment students, but they have been on opposite sides of the world (Hayles & de la Harpe, 2007). One survey in Australia with third year construction and property management students, and the other in Ireland with postgraduate Architects and Environmental Engineering students. Both surveys were designed to measure differences in the understanding of sustainability issues between the beginning and the end of specific sustainability related courses. Despite these different locations, both surveys found very similar results, with an increased understanding of sustainability issues between the beginning and end of the courses. This increase was found in all studies, which measured the difference between pre and post subject sustainability knowledge and led to all studies supporting the implementation of sustainability issues and principles within the fundamentals of the construction course. Cotgrave and Kokkarinen state, ‘It had been envisaged that student knowledge would be greater than it was and this lack of knowledge supports inclusion of environmental subjects earlier on in the curriculum’ (Cotgrave & Kokkarinen, 2011).  Ahn, Kwon and Pearce carried out a study using construction students from sophomores to graduate students at Virginia Tech. The study sought to examine the degree of student’s familiarity and interest in relation to sustainability in the built environment, the student’s ability to recognize sustainable rating systems, the essential areas of sustainable knowledge for students’ employment, and factors influencing the attitudes of students toward sustainability. The findings of the study were that construction students perceived that they had relatively high rates of familiarity with sustainability and sustainable construction with majority of the respondents indicating that knowledge on sustainability enhanced their prospects of getting a job. According to the study, the mode of teaching by professors, research on sustainability, courses related to sustainable development and work experience related to sustainability influences the attitudes of students towards sustainability. From the study, it is evident that enriching the student’s knowledge of sustainability and sustainable development is essential for the students while they are competing in present environments where high levels of understanding on environmental issues and sustainable development in general enhances their competitive advantage in the labour market. Studies on the level of knowledge that students have of sustainability and sustainable development, has not been constrained or limited to the fields of Construction and urban development only but also, it has extended to students in the field of business and marketing. Due to the increased threats of global warming and other risks to global climate, marketing academics have been appealed to by varied stakeholders to put emphasis to ethics and education on corporate social responsibility in their marketing courses as highlighted by Cunningham (2008). Among international bodies that have in the past and they continue to demand for greater emphasis on corporate social reasonability also known as CSR, sustainable development and sustainability in training business students and in teaching future business leaders includes World Business Council for Sustainable Development, UNESCO and AACSB International among others (Albinsson, 2011). Nevertheless, establishment and uptake of units on sustainability and sustainable development in business colleges and institutions has remained relatively low owing to the widespread application of shareholder-based theories and ideologies. Where corporations and businesses are run with the sole purpose to maximize profits to meet and advance the interest of the shareholders only in expense of other stakeholder groups as discussed by Matten & Moon (2004). Majority of educational stakeholders encounter varied hardships in trying to merge this ideology with the concept of social responsibility, which covers issues relating with sustainability (Garriga & Mele, 2004). Educating business students on CSR, which relates to sustainability and sustainable development, is crucial in enhancing their abilities and views on how they can balance the actions of their firms towards being accountable to all internal and external stakeholders. This comprises of employees, management, shareholders suppliers, government, the community, the media and the regulatory environment as indicated by Maignan & Ferrell (2004). To find out the perceptions and the understandings of students on their attitudes towards sustainable development and related concepts and issues, Fumiyo provides a view. Fumiyo concludes that although students perceive sustainability as a good thing, they have low level of familiarity with the concepts of sustainability and sustainable development and they have mixed feelings in relation to the future of society owing to the issues and problems related to sustainability (Kagawa, 2007). In addition, majority of the participants, who were students from the University of Plymouth, associate sustainability and sustainable development with environmental aspects and not with social and economic aspects which means they do not fully understand sustainability and sustainable development based on definition given by the World Commission on Environment and Development (Kagawa, 2007). Findings by the study carried out by Kagawa (2007) that despite the fact students sees sustainability as a good thing, they associate sustainability and sustainable development with environmental aspects. In addition, not with social and economic aspects, which corresponds to findings from a study carried out by Sahin, Tuncer, and Ertepinar, on participants drawn from the faculty of education at a public university in Turkey? According to Sahin (2011), majority of teacher candidates have enhanced personal awareness and perception in relation to conservation of the quality of environment and nature and not with sustainable development as a holistic concept. Iyer-Raniga, Arcari, & Wong (2010) conducted a study using RMIT students graduating in Construction Management in Melbourne and Singapore to explore if the students were aware of the importance of sustainability education in their working lives and if there were any differences in the way the students in Melbourne and Singapore perceived sustainability education. Based on the study’s findings, there were no considerable variations in knowledge, perceptions and understanding of sustainability among students in Melbourne and Singapore. However, the findings generated new questions on the level at which students have incorporated the idea of sustainability at their personal level, as a philosophy inspiring their future professions as opposed to being a unit of learning, taught and applied when need arises. Research Aim and Objectives The main aim of the research is To analyze the extent of knowledge of sustainability and sustainable development amongst Urban Development students at Queensland University of Technology (QUT). The main objectives are To find out the level of students’ understanding on sustainability To find out the level of students’ understanding on sustainable development To establish how familiar the students are to the concept of sustainability To establish how familiar the students are to the concept of sustainable development To determine the student’s perceptions on the importance of sustainability and sustainable development in modern living To identify gaps in teaching students about sustainability and sustainable development To find out, how awareness and knowledge on sustainability and sustainable development can be enhanced in learning institutions Significance, Expected Outcomes and Benefits It is expected that this research will reflect that which has already been undertaken by others, in that the students at QUT will not be able to fully define sustainability and sustainable development. This, although disappointing, will highlight the level of understanding which current graduates have when entering the workforce. This may encourage QUT to increase the level of education surrounding sustainability and sustainable development thus enabling future QUT graduates to be better equipped to change current unsustainable practices. This would reflect the conclusions of other studies, which found that the universities needed to increase the level of education regarding sustainability. As Kagawa states, ‘In a rapidly changing and uncertain world faced by sustainability-oriented challenges, higher education needs to play an increasingly significant role in helping students to become active responsible citizens’ (Kagawa, 2007). Iyer-Raniga, Arcari and Wong also go on to say, ‘Future graduates of the construction professions will be faced with increasingly complex situations, facing a world where sustainability will need to be incorporated at the core level of their thinking and practice’ (Iyer-Raniga, Arcari, & Wong, 2010). In support of this, Tinker and Burt in their research looked at different construction courses in America, which were already in place and discussed other ways to incorporate sustainability into the curriculum. At the time of the research (2004), it was their belief that the construction industry was ‘starting to turn green’ and that there were few universities, which were teaching sustainability. They also thought that more universities should be including environmental topics to prepare graduates for the future. Based on the literature review, it is evident that although majority of students have insights and understanding on the concept of sustainability and the concept of sustainable developments, many of them relate these two concepts with environmental management and conservation. This means they fully cannot link sustainability and sustainable developments with economic and social development, which are the core elements of sustainable development as defined by W. C. E. A. D. It is in the background of this that the findings of this study will seek to address by identifying ways in which the two concepts can fully, effectively and adequately be understood by students for what they are, that is, concepts that seek to foster holistic development. Research Methodology Quantitative research technique The main research technique to be used in collecting data for this study is the use of quantitative research technique. The main reason for using this technique is their applicability in collecting data on a large population sample, which is necessarily in generating adequate amount of data needed to respond to the research question and achieving the set research aims and objectives (Saris & Gallhofer, 2007). Quantitative research technique is suitable for this study due to its enhanced ability to promote research validity and reliability of the collected data since data is collected from a large sample size (Thomas, 2003). Despite its limitation of being rigid to changes during the research process, this technique generates uniformity because of the standardized questions set for all respondents. Survey as a quantitative research technique The quantitative research technique used in this study is survey. The research will be undertaken via a survey by administering a structured questionnaire, which will be developed, based loosely on previous similar research questions undertaken by others, and on other specific questions, which could improve the understanding of responses or offer more information relevant to QUT. Most questions will be designed using the Likert scale as shown in figure 1 below, which lists a range of options to choose from which could start from very bad and move up through undecided or neutral, and on to very good. Multiple choice questions may also be included, as well as the option of including a few open questions, which will require a written answer, with the intention of gaining a better understanding of students’ knowledge of sustainability and sustainable development. This will minimize the time required to undertake the survey and the time to analyze the responses to questions. Ideally the survey will be undertaken online using Survey Monkey, a survey hosting website, and will be set to only allow one response per student. The survey will also be designed to be taken across the entire range of students at QUT who are undertaking the Urban Development degree UD40 in order to understand if there is a difference in the answers dependant on year groups. It is also thought a prize drawn randomly to one survey respondent would be offered in an attempt to encourage a higher number of responses. Although, the use of structured questionnaires in the survey have various limitations such as the study might be prone to researcher bias during structuring of the questions and respondent bias during response time. Questionnaires will be most suitable in collecting data during the survey of this study because they are not only easy to administer to a large population sample as required in this study but also they are cost effective. Questionnaires are further suitable for this study because they are easy to use in reaching hard to find respondents through mail questionnaires and internet questionnaires but also, this method has enhanced quality of data because participants have ample time to assess their responses hence, reducing errors and inaccuracies that can impact research outcomes (Oppenheim, 1992). According to Oppenheim, (1992), the use of closed questions and codes reduces errors arising during data entry that can impact on the validity and reliability of the research findings. Questionnaires are essential research instruments in evaluating the opinions, perceptions and attitudes of the participants as supported by Bartlett, et al., (2001). Population sample Credibility, quality, competence, reliability and accuracy of data is significantly, impacted by the sample representation used. Population is defined as the object of research, which represents and characterizes the judgments, attitudes, ideals, principles and ideologies of a group of people, occurrences, phenomenon and conditions (Connaway & Powell, 2010). The population sample for this study is 250 students at QUT who are undertaking the Urban Development course. Sampling method The sampling design is described as the set of rules or processes that outline the way the sample is to be identified which is done through probability or non-probability method (Saris & Gallhofer, 2007). For this study, the most suitable sampling method is simple random sampling. Simple random sampling is a probability sampling process that offers each element in the target population and every possible sample of a particular size, equal prospects of being selected (Bartlett, et al., 2001). Ethical considerations To make sure that ethical considerations are sufficiently taken into account, the participants shall be given consent forms to show their agreement to participating in the research. In addition, the participants shall hold the right to continue or terminate engagement if they so desire (Foddy, 1993). Confidentiality forms shall also be given to the participants, which are intended to assure them that the information they contribute shall only be used for the research purposes intended and it shall be disposed off safely. The head researcher shall seek authorization forms from relevant bodies and boards to confirm the genuineness and integrity of the research aims and objectives. Project Timeline and Milestones The entire research process is expected to take time duration of six months commencing June 2012. In the month of June and July, the head researcher will spearhead variety of activities, which include sampling and designing the structured questionnaires to be used for the survey. In the month of August and September, the research team shall seek to collect the required data using the proposed data collecting research instrument. In the month of October and November, the data gathered shall be cleaned, processed and analyzed and relevant and feasible conclusions and recommendations made. Finally, by the end of the month of November, the result findings shall be presented to relevant stakeholders such as the QUT administration among others. Proposed budget The Estimated budget for the entire research process will be made up of money allocated to printing materials, remunerations for field researchers and data entry clerks, transport costs, funds for computer systems and contingency finances. References Ahn,Y.H., Kwon, H., Pearce, A.R. (2009). Sustainable Education for Construction Students. New York: Virginia Polytechnic Institute and State University. Accessed on 30th May 2012 from http://ascpro0.ascweb.org/archives/2009/CEUE141002009.pdf Albinsson, P.A., Perera, B.Y. & Sautter, P. (2011). Integrating Sustainability into the Business Curriculum through E-Learning. MERLOT Journal of Online Learning and Teaching, 7(1), 117- 127 Bartlett, J. E., II, Kotrlik, J. W., & Higgins, C. 2001. Organizational research: Determining appropriate sample size for survey research.  Information Technology, Learning, and Performance Journal, 19(1), 43-50 Birkeland, J. (2008). Positive Development. London: Earthscan. Connaway, L.S. & Powell, R.R. (2010). Basic Research Methods for Librarians. New York: ABC-CLIO. Cotgrave, A. J., & Kokkarinen, N. (2011). Promoting sustainability literacy in construction students: Implementation and testing of a curriculum design model. Structural Survey, 29 (3), 197-212 Cunningham, P. (2008). What Marketing academics need to know about Marketing ethics, professionalism, and reaching our current generation of students. Presentation at the AMA Summer Educator’s Conference, San Diego, CA Dalal-Clayton, B. & Bass S. (2000). National Strategies for Sustainable Development: TheChallenge Ahead, International Institute for Environment and Development, UK. Foddy, W. 1993. Constructing questions for interviews and questionnaires. Cambridge: Cambridge University Press. Garriga, E. & Mele, D. (2004). Corporate social responsibility theories: Mapping the territory. Journal of Business Ethics, 53, 51-71. Hayles, C., & de la Harpe, B. (2007). A study of Student Perceptions and Awareness of Sustainability Issues. Built Environment Education Conference. London: The Centre for Education in the Built Environment. Iyer-Raniga, U., Arcari, P., & Wong, J. P. (2010). Education for sustainability in the built environment: what are students telling us? Procs 26th Annual ARCOM Conference. 2, pp. 1447-1456. Leeds: Association of Researchers in Construction Management. Kagawa,F. (2007). Dissonance in students' perceptions of sustainable development and sustainability: Implications for curriculum change. International Journal of Sustainability in Higher Education, 8(3), 317 – 338 Maignan, I. & Ferrell, O.C. (2004). Corporate social responsibility and Marketing: An integrative framework. Journal of Academy of Marketing Science, 32 (1), 3-19. Matten, D. & Moon, J. (2004). Corporate social responsibility education in Europe. Journal of Business Ethics, 54, 323-337. Oppenheim, A.N. 1992. Questionnaire design, interviewing and attitude measurement. London: Pinter Publishers Limited. Roodman, D. M., & Lenssen, N. (1995). A Building Revolution: How Ecology and Health Concerns Are Transforming Construction. Washington: Worldwatch Institute. Sahin, e., Tuncer, G., Ertepinar, H. (2011). An Examination of Teacher Candidates’ Perceptions pertaining to Sustainable Development and Sustainable Campus Life. European Educational Research Association. Accessed on 30th May 2012 from http://www.eera-ecer.de/index.php?id=421&no_cache=1&Action=showContributionDetail&conferenceUid=5&contributionUid=7003&cHash=2c2b43cf6b4ddd620a587cb1093465ad Saris, W.E. & Gallhofer, I.N. (2007). Design, Evaluation, and Analysis of Questionnaires for Survey Research. Sidney: Wiley-Inter science. Shaeffer, S. (1994). Participation for Educational Change: A Synthesis of Experience,UNESCO, Paris Retrieved September 16, 2005 from Netlibrary database.  Stevenson R. (2002). Education and Sustainable Development: Perspectives and Possibilities, In D. Tilbury, R, Stevenson, J. Fein and D. Schreuder (eds.) Education and Sustainability:Responding to the Global Challenge, International Union for Conservation of Nature and Natural Resources, Gland Thomas, R.M. (2003). Blending qualitative & quantitative research methods in theses and dissertations. London: Corwin Press. Tilbury, D. Stevenson, R. Fein, J, Schreuder, D. (eds.) (2002). Education and Sustainability Responding to the Global Challenge. International Union for Conservation of Nature and Natural Resources, Gland. Trainer, T. (2010). The global predicament: radical implications for design. (S. Roaf, Ed.) Architectural Science Review, 53 (1), 29-36. W. C. E. A. D. (1987). Our Common Future. (G. H. Brundtland, Ed.) Oxford paperbacks. Oxford University Press. Retrieved on 30th May 2012 from http://www.un-documents.net/wced-ocf.htm Appendix A proposed list of questions to be asked in the data collection stage Are you familiar with sustainability and sustainable development? What is your understanding of the term sustainability? What is your understanding of the term sustainable development? In scale of 1-5 where 1 represents less important and 5 represent most important, how important do you think the concepts of sustainability and sustainable developments are in modern living? Does the concept of sustainability and sustainable development affect your profession in any way? How? Should sustainability and sustainable development be integrated as learning units in schools? Other than environmental aspects, what other aspects does sustainability and sustainable development relates to? What are some of the ways that one can foster apply sustainability and sustainable development as a student? What are some of the ways that one can foster apply sustainability and sustainable development as a professional? Read More