Abstract: Nowadays sustainable development has increasingly become an important research topic of engineering education all over the world. Engineering Education for Sustainable Development (EESD) highlighted the importance of addressing sustainable development in engineering practice. However, whether and how the professional engineering learning and experience affect those perceptions is an interesting research topic especially in Chinese context. Our study fills this gap by investigating perceptions bias of EESD among first-grade engineering students, fourth-grade engineering students and experienced engineers using a triple-dimensional model. Our goal is to find the effect of engineering learning and experience on sustainable development and make these learning and experiences more accessible for students and engineers in school and workplace context. The data (n = 138) came from a Likert questionnaire based on the triple-dimensional model of EESD adopted from literature reviews and the data contain 48 first-grade students, 56 fourth-grade students and 34 engineers with rich working experience from Environmental Engineering, Energy Engineering, Chemical Engineering and Civil Engineering in or graduated from Zhejiang University, China. One-way ANOVA analysis was used to find the difference in different dimensions among the three groups. The statistical results show that both engineering students and engineers have a well understanding of sustainable development in ecology dimension of EESD while there are significant differences among three groups as to the socio-economy and value rationality dimensions of EESD. The findings provide empirical evidence that both engineering learning and professional engineering experience are helpful to cultivate the cognition and perception of sustainable development in engineering education. The results of this work indicate that more practical content should be added to students’ engineering education while more theoretical content should be added to engineers’ training in order to promote the engineering students’ and engineers’ perceptions of sustainable development. In addition, as to the design of engineering courses and professional practice system for sustainable development, we should not only pay attention to the ecological aspects, but also emphasize the coordination of ecological, socio-economic and human-centered sustainable development (e.g., engineer's ethical responsibility).
Abstract: In today’s era, it is no news that organizations should
demonstrate honest conduct as well as ethical administration.
Therefore, the concept of corporate social responsibility
(subsequently CSR) has created its tag upon the company’s focal
point as well as marketing communications, and will continue in the
future. The importance of CSR has increased in the last decade, and
this concept has attracted global attention. The notion of CSR has
strategic significance for many organizations. However, businesses
are not adapting the activities of CSR that benefit to all of its
stakeholders (including society). The main reason is the practitioners
are unfortunately unable to comprehend its importance; and
therefore, the activities of the CSR are so detached from the business
activities. Hence, it is required to develop an understanding that the
activities of CSR are not only beneficial for the society but it also
benefit to business. This paper focuses on the concept of strategic
CSR, and develops a theoretical framework that will help
practitioners to filter and chose the activities of CSR that are strategic
in nature.