There is a general awareness of sustainability issues in the built environment professions as well as a growing focus on using technical skills to provide sustainability solutions. In recent years the subject of sustainability has increasingly come to the fore at a strategic level within organisations. However, at present there is still relatively little clarity about which skill sets genuinely facilitate the delivery of sustainable outcomes even though – or perhaps because – education and training providers deliver a bewildering array of products. While sustainability knowledge and skills continue to be so poorly defined, sustainability itself will continue to lack credibility, which in turn will hinder people’s ability to identify and acquire the skills they need to deliver sustainability solutions.
This paper primarily seeks to draw together the latest thinking on what the core knowledge and skill sets among white collar professionals across all sectors of the built environment industry should be. This core knowledge and these skills are essentially the building blocks of sustainability literacy. In addition, they have other important ramifications – in particular in terms of the methods that are used
in sustainability training and education, and the ways in which these skills may be translated into business opportunities.
Competencies in Higher Education Frida Besong and Charlotte Holland
Dublin City University, Ireland
The concepts of sustainability and sustainability competence are controversial, complex,
difficult to define and measure, and have varied meanings for different people and
practices. Given the complex nature of sustainability, there is limited availability of
paradigmatic frameworks to guide educators in assessing sustainability competencies.
This paper introduces the Dispositions, Abilities and Behaviours (DAB) framework,
which influenced the design of an intervention in 2013ñ2014 that profiled sustainability
competencies among final year undergraduate students in a higher education institution.
The results of the mixed methods study indicate that the DAB framework has good
potential as a guide to educators or researchers in understanding and profiling sustainability-related
abilities, attitudes and actions (areas of performance) of cohorts of students
within higher education settings.