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Engineering On and Off the Road: Sustainable Development Policies and Practice

by Fiona S. Crofton

Policy documents of the Canadian Council of Professional Engineers (CCPE) are intended to define and guide the practice of professional engineering in Canada. They describe the goals and requirements of professional engineering practice and the obligation of professional engineers; in sum, they provide a picture of the ideal to which professional engineers are to aspire. Recently, increasing concerns about human health and well-being and constituent economic, environmental and social concerns, are being more explicitly stated in CCPE documents. To the point, professional engineers "have an obligation to be mindful of the effect that their decisions will have on the environment and the well-being of society" and "shall hold paramount the safety, health and welfare of the public, and the protection of the environment" (CCPE-CEQB, 1994 italics mine). The CCPE has clearly stated that "engineers must recognize the key role of engineering in sustainable development" and ensure their members have a well-developed understanding of the concept.

Unfortunately, this talk is somewhat easier than the walk; getting the rubber on the road is a whole other challenge. For example, legislative and disciplinary authority for administering standards resides with provincial and territorial associations; very few have effectively translated the guidelines into their own policies and practices. Although this may be shocking to some, it is not really very surprising. Sustainable development has only recently emerged as the goal and means by which various threats to humankind might be addressed; as a substantive idea, its formal acknowledgement and inclusion by the engineering profession is even more recent. As such, engineers' specific roles and activities regarding sustainable development are only beginning to be formulated. The formulation is no small task.

Aside from struggling with differences in standards within Canada and internationally, and with jurisdictional issues (regional as well as professional/disciplinary), research reveals a number of other significant challenges. Six issues are central to questions of engineers' effectiveness in responding to sustainable development: (a) the ways in which problems or tasks are defined; (b) adequacy of knowledge/understandings; (c) adequacy of skills; (d) the nature of engineering practice; (e) the kinds of education and training opportunities available; and (f) the kinds of responsibilities engineers may be expected to assume. These issues deserve discussion beyond what can be provided here. Nonetheless, some general points can be made.

First, the effectiveness and compatibility of engineers' solutions regarding sustainable development depends in large part on how well sustainability concerns are incorporated in problem/task definitions. Studies indicate that the concerns are not yet well incorporated. Contributing factors include the following. Engineers tend to accept the basic separation between decision-making (including problem definition), problem-solving and other work activities. They generally divide work into tightly defined jobs and narrowly organized work units; traditionally, communication or joint consultation across these defined jobs/work units is uncommon. This tendency to compartmentalize work, knowledge and skills into specialized units, practical though it may often be, can by itself be seen as an obstacle rather than as an aid -- it can restrict development of broader perspectives and compound integration problems. Engineers report they often have limited if any opportunity or authority to influence how decision-making, problem/task-definitions, or general project specifications proceed. Further, they state that economic profitability, market conditions, and competition are overriding factors governing 'problem space' and choice of solutions.

Second, research suggests that, across discipline areas, engineers rank lowest in problem-solving creativity, social objectivity, personal impact, behavioral flexibility, and in leadership, interpersonal, communication and decision-making skills. Engineers themselves are very clear that they need more than technical knowledge and skills to effectively contribute to sustainable development. The knowledge and skills they agree are needed, however, are not well-represented in preparatory education programs. Further, relevant continuing education opportunities are either not available, not accessible, or not adequately attentive to engineers' needs and work contexts. Finally, confusion and uncertainty arise out of unresolved questions about how far engineers responsibilities could or should extend across time, space and recipients. Related questions are concerned with what constitutes adequate competence, how one reconciles potential conflicts between public and client interests, legal implications, and accountability and enforcement mechanisms. All this has led many to conclude that engineers are not currently in a good position to make a significant contribution to the development of a more sustainable way of life.

I understand the reasoning behind this conclusion but I am not so pessimistic. Historically, engineers have responded to the challenges society has presented them and there are clear indications that they continue to do so. Awareness and commitment to sustainable development is increasing; problem-spaces are expanding; new education and training courses are being developed; and more qualified mentors are stepping up to the plate. Work on multidisciplinary teams and in international settings, involvement in environmentally sensitive projects, new legislation, and work requiring public consultation or resulting in negative public feedback help to facilitate growth and change. All these things have potential. In the end, engineers' effectiveness in sustainable development will depend both on their willingness to take leadership and on the contributions of non-engineering communities. The wheels are turning. Working together, we can ensure the "rubber hits the road."

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Dr. Crofton is an educator, researcher and organizational change consultant specializing in issues related to sustainable development. Many of her current studies and design projects reflect her particular interest in the role and education of engineers. She can be reached through the Sustainable Development Research Institute, UBC, in Vancouver, B.C. email: crofton@unixg.ubc.ca or at: sdri@sdri.ubc.ca .