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8th International Conference on ‘Engineering Education for Sustainable Development’ EESD

(Bruges, 4-7 September 2016)


The deadline for submissions of abstracts (400 words) will be January 15th 2016, and full papers are due by the April 15th 2016.

Call for abstracts:

Being involved from the start of this series of conferences, we have seen maturing the understanding of the 7 W-questions. What is EESD all about? Where is EESD taking place? Who is a champion in EESD? How is EESD implemented? Why is EESD important? What if EESD doesn’t work out? To whom is EESD addressed?
Attending an EESD-conference these days, allows you to have a better understanding, to contribute to the further development and to get feedback from colleagues on your own practices.
Each of the conferences has been focusing on a theme. EESD 2016 addresses the challenge of ‘Building a circular economy together’ by analysing the implications for engineering education. Furthermore, at the conference – under the heading of ‘Beyond the triple helix’, beyond an interaction between academia, industry and public authorities – the involvement of other stakeholders in formulating the expectations towards engineers will be debated.

Building a circular economy together.

Despite the differences in vision on society, there is a growing recognition that globally several megaforces can be observed that have an impact on the society at regional and local level. Population growth, urbanization and the increase in the purchasing power of the middle class in emerging countries lead to a huge demand for resources (fossil fuels, metals, biomass...) in order to meet the production and consumption needs. The results are volatile but increasing prices and uncertainties in supply. Facing the threats of climate change societies have been choosing, inter alia, to expand the sector of renewable energy. As a result all these developments the demand for resources (metals, biomass …) has indeed further increased. The pressure on ecosystems is immense, food systems are threatened, biodiversity is decreasing, etc. From this observation it becomes clear that the current globalised throughput economy cannot be placed in a context of sustainable development and should urgently be replaced by a circular economy.

Succeeding in a transition never experienced before and on a short notice will require a societal support from all stakeholders. Therefore the so-called triple helix, where university, industry and government are setting up relationships, is not suitable anymore for the challenges ahead of us: all actors need to be involved in this technological and societal innovation. 1 Moving ‘Beyond the triple helix’ means the involvement as well of the civil society at large, the trade unions, etc. 2

The engineer needs to develop capabilities to perform within these complex settings of society. Formal engineering education is the start to prepare young people for this challenging task. Lifelong learning should train engineers on the job to take into account these challenges in their daily work.
The call for submissions and the programme of EESD 2016 is organised along these lines.

Key questions:

The conference organisers ask authors and delegates to consider the following key questions regarding engineering education for sustainable development when submitting an abstract.

• Circular Economy: how is design for scarcity or recycling for scarcity introduced into the curriculum of engineers? what about the inter- and intrasectoral competition for resources?
• Technological and societal innovation: how does it influence the curriculum of engineers? what about stakeholder involvement? what is the role of engineering in the sustainability transition processes? how is engineering education dealing with it?
• Organisational change: how technical universities/faculties/departments can change their management in function of EESD?
• Multi-, inter- and transdisciplinarity: how are courses set up for developing these capabilities? how far does this multi-, inter- and transdisciplinarity work in practice?
• Innovative teaching technology/organisation: are there good examples in engineering education of ‘massive open online courses’ (MOOCs), ‘small private online courses’ (SPOC’s), ‘open educational resources’ (OER’s), virtual communities of practise (VCoP’s), etc.?
• Lifelong learning: are the examples of on the job training to cope with the described challenges?

Please keep the conference theme in mind (‘Building a circular economy together.’) when addressing one of the key questions in the suggested abstract.


The deadline for submissions of 400 word, extended abstracts will be the January 15th 2016, and full papers are due by the April 30th 2016. For submission of abstracts, see For any information, please send us an email ([email protected]).