Hostname: page-component-cb9f654ff-mx8w7 Total loading time: 0 Render date: 2025-09-04T11:06:43.574Z Has data issue: false hasContentIssue false
  • English
  • Français

Descriptive study of the integration of sustainability through the doughnut in an engineering training material

Published online by Cambridge University Press:  16 May 2024

Alexis Lalevée ,
Claudine Gillot ,
Nadège Troussier  and
Eric Blanco
Alexis Lalevée*
Affiliation:
UR InSyTE, Université de Technologie de Troyes, France Univ. Grenoble Alpes, CNRS, Grenoble INP, G-SCOP, France Assystem, France
Claudine Gillot
Affiliation:
UR InSyTE, Université de Technologie de Troyes, France
Nadège Troussier
Affiliation:
UR InSyTE, Université de Technologie de Troyes, France Arts et Métiers ParisTech, France
Eric Blanco
Affiliation:
Univ. Grenoble Alpes, CNRS, Grenoble INP, G-SCOP, France École de l'air et de l'espace, France
*
alexis.lalevee@utt.fr

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

We need to integrate socioecological issues into our activities. Engineers and designers need to develop competencies in sustainability, but it exists a lack of support in an academic context and for the training of professionals. The aim of this article is to demonstrate that the Doughnut is a support for developing sustainability competencies. In the literature, these competencies are identified and pedagogical experiences on their integration in engineering curricula are reported. We use the doughnut in a workshop as an element of understanding and developing competencies for sustainability.

Keywords

design educationsustainabilitydesign competencesdoughnuttraining material

Information

Type
Design Education
Information
Proceedings of the Design Society , Volume 4: DESIGN 2024 , May 2024 , pp. 2905 - 2914
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2024.

References

Abd-Elwahed, M.S. and Al-Bahi, A.M. (2021), “Sustainability awareness in engineering curriculum through a proposed teaching and assessment framework”, International Journal of Technology and Design Education, Springer Netherlands, Vol. 31 No. 3, pp. 633–651, https://dx.doi.org/10.1007/s10798-020-09567-0.CrossRefGoogle Scholar
Ahmed, Ben, and Yannou, W., B. (2003), “Polysemy of Values or Conflict of Interests: A Multi-Disciplinary Analysis”, International Journal of Value-Based Management, Vol. 16 No. 2, pp. 153–179, https://dx.doi.org/10.1023/A:1024083805727.CrossRefGoogle Scholar
Bandura, A. (2008), “An agentic perspective on positive psychology”, Positive Psychology: Exploring the Best in People, S. J. Lopez., Vol. 1., Praeger Publishers/Greenwood Publishing Group., pp. 167–196.Google Scholar
Biermann, F. and Kim, R.E. (2020), “The boundaries of the planetary boundary framework: A critical appraisal of approaches to define a ‘safe operating space’ for humanity”, Annual Review of Environment and Resources, Vol. 45, pp. 497–521, https://dx.doi.org/10.1146/annurev-environ-012320-080337.CrossRefGoogle Scholar
Boehnert, J. (2018), “Anthropocene Economics and Design: Heterodox Economics for Design Transitions”, She Ji, The Journal of Design, Economics, and Innovation, Elsevier, Vol. 4 No. 4, pp. 355–374, https://dx.doi.org/10.1016/j.sheji.2018.10.002.CrossRefGoogle Scholar
Bouffard, T. and Narciss, S. (2011), “Benefits and risks of positive biases in self-evaluation of academic competence: Introduction”, International Journal of Educational Research, Vol. 50 No. 4, pp. 205–208, https://dx.doi.org/10.1016/j.ijer.2011.08.001.CrossRefGoogle Scholar
Clift, R., Sim, S., King, H., Chenoweth, J.L., Christie, I., Clavreul, J., Mueller, C., et al. (2017), “The challenges of applying planetary boundaries as a basis for strategic decision-making in companies with global supply chains”, Sustainability (Switzerland), Vol. 9 No. 2, https://dx.doi.org/10.3390/su9020279.Google Scholar
Cook, D. and Davíðsdóttir, B. (2021), “An appraisal of interlinkages between macro-economic indicators of economic well-being and the sustainable development goals”, Ecological Economics, Vol. 184, p. 106996, https://dx.doi.org/10.1016/j.ecolecon.2021.106996.CrossRefGoogle Scholar
Dewulf, W. and Duflou, J.R. (2004), “Integrating eco-design into business environments, a multi-level approach”, Product Engineering: Eco-Design, Technologies and Green Energy, Netherlands-Springer, pp. 55–76.Google Scholar
Doughnut Economics Action Lab. (2020), The Amsterdam City Doughnut, a Tool for Transformative Action.Google Scholar
Dunberry, A. and Péchard, C. (2007), “L’évaluation de la formation dans l'entreprise : état de la question et perspectives”, p. 49.Google Scholar
Everett, E. (2022), “Combining the Circular Economy, Doughnut Economy, and Permaculture to Create a Holistic Economic Model for Future Generations”, Environ. Sci. Proc., MDPI AG, https://dx.doi.org/10.3390/environsciproc2022015019.CrossRefGoogle Scholar
Filho, W.L. and Hemstock, S.L. (2019), Climate Change Management Climate Change and the Role of Education.CrossRefGoogle Scholar
Golias, C.A. (2019), “Toward Donut-Centered Design: A Design Research Toolkit for the 21st Century”, Ethnographic Praxis in Industry Conference Proceedings, Vol. 2019 No. 1, pp. 605–624, https://dx.doi.org/10.1111/1559-8918.2019.01317.CrossRefGoogle Scholar
Grimal, L., Gillot, C., Reyes, T., Troussier, N., Marty, P. and Brullot, S. (2021), “Descriptive study of the integration of sustainability in an engineering course”, Proceedings of the 23rd International Conference on Engineering and Product Design Education, E and PDE 2021, No. September, https://dx.doi.org/10.35199/epde.2021.80.CrossRefGoogle Scholar
Hosseini, D.D. (2023), “Decolonial thinking and dialogue: rehumanizing educational practices in the social sciences”, OSF Preprints, available at: 10.31219/osf.io/txjpc (accessed 18 September 2023).CrossRefGoogle Scholar
Ibáñez-Forés, V., Bovea, M.D. and Pérez-Belis, V. (2014), “A holistic review of applied methodologies for assessing and selecting the optimal technological alternative from a sustainability perspective”, Journal of Cleaner Production, Elsevier Ltd, Vol. 70, pp. 259–281, https://dx.doi.org/10.1016/j.jclepro.2014.01.082.CrossRefGoogle Scholar
Isaksson, O. and Eckert, C.M. (2022), “Designing Innovation - The Role of Engineering Design to Realise Sustainability Challenges”, Proceedings of the Design Society, Vol. 2, Cambridge University Press, pp. 1021–1030, https://dx.doi.org/10.1017/pds.2022.104.Google Scholar
Kirkpatrick, D.L. and Kirkpatrick, J.D. (2014), Implementing the Four Levels - A Practical Guide for Effective Evaluation of Training Programs, San Francisco, Berrett-Koehler Publishers., Vol. 184, https://dx.doi.org/10.1007/978-3-319-04513-9_3.CrossRefGoogle Scholar
Laal, M. and Salamati, P. (2012), “Lifelong learning; Why do we need it?”, Procedia - Social and Behavioral Sciences, Vol. 31, pp. 399–403, https://dx.doi.org/10.1016/j.sbspro.2011.12.073.CrossRefGoogle Scholar
Lecours, A., Sauvageau, A., Cantin, N. and Therriault, P.-Y. (2017), “Conception et évaluation d'ateliers de formation visant à développer un comportement préventif au travail chez les élèves en apprentissage d'un métier”, Perspectives Interdisciplinaires Sur Le Travail et La Santé, No. 19–3, pp. 0–25, https://dx.doi.org/10.4000/pistes.5475.CrossRefGoogle Scholar
Lee, S.H. and Pershing, J.A. (1999), “Effective reaction evaluation in evaluating training programs - Purposes and Dimension Classification”, Performance Impovement, Vol. 38 No. 8.Google Scholar
Meyer, M.W. and Norman, D. (2020), “Changing Design Education for the 21st Century”, She Ji: The Journal of Design, Economics, and Innovation, Elsevier, Vol. 6 No. 1, pp. 13–49, https://dx.doi.org/10.1016/j.sheji.2019.12.002.Google Scholar
NF EN 1325:2014-04. (2014), “Value Management — Vocabulary — Terms and definitions”, Association Française de Normalisation, La Plaine Saint-Denis, France.Google Scholar
O'Neill, D.W., Fanning, A.L., Lamb, W.F. and Steinberger, J.K. (2018), “A good life for all within planetary boundaries”, Nature Sustainability, Nature Publishing Group, Vol. 1 No. 2, pp. 88–95, https://dx.doi.org/10.1038/s41893-018-0021-4.Google Scholar
Parsonsová, A. (2021), “Downscaling planetary boundaries to the national level : a review of methods and indicators”, Journal of Landscape Ecology, Vol. 14 No. 2, pp. 39–45.CrossRefGoogle Scholar
Pelenc, J., Ballet, J. and Dedeurwaerdere, T. (2015), Global Sustainable Development Report: Weak Sustainability versus Strong Sustainability.Google Scholar
Perpignan, C., Baouch, Y., Robin, V. and Eynard, B. (2020), “Engineering education perspective for sustainable development: A maturity assessment of cross-disciplinary and advanced technical skills in eco-design”, Procedia CIRP, Elsevier B.V., Vol. 90, pp. 748–753, https://dx.doi.org/10.1016/j.procir.2020.02.051.CrossRefGoogle Scholar
Quelhas, O.L.G., Lima, G.B.A., Ludolf, N.V.E., Meiriño, M.J., Abreu, C., Anholon, R., Vieira Neto, J., et al. (2019), “Engineering education and the development of competencies for sustainability”, International Journal of Sustainability in Higher Education, Vol. 20 No. 4, pp. 614–629, https://dx.doi.org/10.1108/IJSHE-07-2018-0125.CrossRefGoogle Scholar
Raworth, K. (2012), “A safe and just space for humanity - Can we live within the Doughnut ?”, Oxfam Discussion Papers, https://dx.doi.org/10.4324/9781849776257.CrossRefGoogle Scholar
Sahan, E., Sanz Ruiz, C., Raworth, K., Van Winden, W. and Buuse, Van den, D. (2022), What Doughnut Economics Means for Business: Creating Enterprises That Are Regenerative and Distributive by Design Executive Summary.Google Scholar
Teglborg Ashworth, A.-C., Verzat, C., Kumar, S., Cenkl, P., and Nasseri, M. (2023), “How can radical innovations in sustainability education regenerate the world? Lessons from Schumacher College”, Entreprendre & Innover N°23, Vol. 2, pp. 18–29.CrossRefGoogle Scholar
Valderrama Pineda, A.F., and Niero, M. (2020), “What is sustainable design engineering (sde)? perspectives from a problem-based learning education: m.sc. in sde at aalborg university copenhagen”, Proceedings of the Design Society: DESIGN Conference, Vol. 1, Cambridge University Press, pp. 1825–1834, https://dx.doi.org/10.1017/dsd.2020.55.CrossRefGoogle Scholar
Visentin, C., Trentin, A.W. da S., Braun, A.B. and Thomé, A. (2020), “Life cycle sustainability assessment: A systematic literature review through the application perspective, indicators, and methodologies”, Journal of Cleaner Production, Vol. 270, https://dx.doi.org/10.1016/j.jclepro.2020.122509.CrossRefGoogle Scholar