European EAM related higher education in Europe: An overview Thomas Fischer & Urmila Jha-Thakur Presented in Seminar on Experiences in S Korea, Japan and.

European EAM related higher education in Europe: An overview

Thomas Fischer & Urmila Jha-Thakur

Presented in Seminar on Experiences in S Korea, Japan and the EU Yonsei University, Seoul, 30.11.-01.12.2009

Outline of today’s presentation

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

Rationale- Why?

• 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• 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.

Methodology- How?

• 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.

• A separate category of ‘combined degrees’ was set up for programmes which are offered by more than one university and involving at least 2 countries

Methodology- How?

• Key phrases and words were chosen, including “Masters Environmental Assessment and Management” (country name) and

“Masters Environmental Assessment” (country name).

• 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)

• In this initial search, programmes from six EU member states had not been identified. These include Romania, Portugal, Cyprus, Malta,

Luxembourg and Greece

Methodology- How?Sl No. Country Name Template No.

Headings Sub-categories

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

2

3

4

5

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

7

8

9

10

11

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

13

141516

17 Remarks

Overview of Findings (Highlights)

• A total of 112 EAM related Master programmes were identified across the 21 countries covered in the survey.

• 99 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.

Country-wise distribution of EAM related Master programmes

Main Focus of programmes Surveyed

Subject areas-within which EAM related Degree Programmes are offered

Subject-wise distribution of EAM related Master level Degree Programmes

Inspired by the parameters of sustainability...

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

Duration-wise distribution of EAM related programmes across Europe

Language-wise distribution of EAM related Master Programmes

Fees distribution of EAM related Master Programmes across countries

Conclusion and Limitations...

• The finds presented here will be further substituted by information from the additional 6 countries...(Malta, Cyprus, Luxembourg);

• It was not always possible to find all relevant data in the same detail for each programme.

• 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.

• The information collected and presented here was true at the time of the survey, it is subject to changes.

Conclusion and Limitations...

• 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.

Thank you!Thank you!