TwoEA-M seminar, Research Centre for Strategic Environmental Assessment, University of Nankai,

Tianjin, China20-21 March 2010

A review of EA-related taught Masters programmes in Scottish universities,

emphasising the role of strategic environmental assessment

Tony Jackson

University of Dundee, Scotland, UK

Scope of presentation• data from recent surveys on UK & Scottish

taught Masters programmes

• data on UK EA-related taught Masters

• data on UK environmental practitioners

• impact of Scottish EA legislation on Scottish EA educational trends

• Scottish EA-Masters in relation to SEA and carbon reduction training

• SWOT analysis of Scottish EA-Masters

UK Masters programmes in general

• first major survey of UK Masters programmes undertaken in 2009 by UK Higher Education Academy (14,421 responses) indicated that:– students mainly took such programmes for

professional qualifications, career enhancement and personal interest

– they had very positive views about their teaching and learning experience and about their staff

– they rated most highly the development of their research and transferable skills, along with personal confidence about independent learning

0

10

20

30

40

50

60

perc

enta

ge

Professionalqualification

Improveemployment

prospects

Personalinterest

En routeresearchdegree

Career change Professionalentry

Current jobrequirement

Other

UK Higher Education Academy 2009 Taught Postgraduate Experience Survey: Main Motivations for Taking UK Postgraduate Programme

(14,421 responses)

Desire for professional qualification, career enhancement and personal interest are main motivations for those taking UK Universities

Masters programmes

Students on UK Masters programmeshad very positive views about

teaching & learning and about the staff

0

10

20

30

40

50

60

70

80

90

perc

enta

ges

Course isintellectuallystimulating

Staff areenthusiastic aboutw hat they teach

Staff are good atexplaining things

Teaching &learning methodsare effective for

programme

Staff made subjectintersting

Staff are availablew hen needed

I am happy w ithteaching support

There is suff icientcontact time

betw een staff &students to supporteffective teaching

UK Higher Education Academy 2009 Taught Postgraduate Experience Survey: Student Views on Teaching & Learning, and on Staff

(14,421 responses)

Students rated UK Masters programmes most highly for development of research & transferable skills, and for developing confidence about independent learning

0

10

20

30

40

50

60

70

80

perc

enta

ges

Developed researchskills

Developed transferableskills

Greater confidenceabout independent

learning

Confidence in tacklingunfamiliar problems

Helped present myselfwith confidence

Improvedcommunication skills

UK Higher Education Academy 2009 Taught Postgraduate Experience Survey: Student Views on Skills & Personal Development (14,421 responses)

Scottish Masters programmes in general

• latest Scottish Government statistics indicate total numbers on Scottish Masters programmes rose 70% from 1999-00 to 19,510 in 2007-08

• students from outside EU account for 68% of overall rise in Scottish post-graduate qualifications over this period

• two-thirds of holders of Scottish post-graduate qualifications go into professional occupations

• unemployment levels for holders of Scottish post-graduate qualifications remain very low despite the recession (less than 3%)

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Taught Masters graduates from Scottish Universities1999-00 to 2007-08 (Scottish Government)

The number of students graduating from Scottish universities with taught Masters degrees since

1999-00 has risen by 70%

Origin of students graduating with Scottish Universitiespost-graduate qualifications,

1999-00 to 2007-08 (Scottish Government)

0

5000

10000

15000

20000

25000

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Rest of world

Rest of EU

Rest of UK

Scotland

Students from outside the European Union accounted for 68% of the increase in Scottish Universities post-graduate qualifications since

1999-00

Scottish Universities holders of post-graduate qualificationsgaining permanent employment by occupation,

2003-04 to 2007-08 (Scottish Government)

0

10

20

30

40

50

60

70

80

90

100

2003-04 2004-05 2005-06 2006-07 2007-08

Other

Administrative and secretarial

Associate professional & technical

Professionals

Managers & senior officials

Two-thirds of holders of Scottish Universities post-graduate qualifications

go into professions

First destinations of Scottish Universitiesholders of post-graduate qualifications,

2003-04 to 2007-08 (Scottish Government)

0

10

20

30

40

50

60

70

80

90

100

2003-04 2004-05 2005-06 2006-07 2007-08

Other

Believed unemployed

Overseas employment

Temporary UK employment

Permanent Uk employment

Study/training

Unemployment levels for holders of Scottish Universities post-graduate qualifications

remain low despite global recession

IEMA survey of UK EA Programmes• Institute of Environmental Management and

Assessment (IEMA) is leading UK EA professional body (highest professional status is Chartered Environmentalist)

• IEMA databases indicate:– taught Masters programmes made up 25% of all

IEMA-recognised UK courses in 2008 (442 out of 1747 courses)

– two-thirds of IEMA-recognised Masters programmes are in environmental sciences, assessment & management, and engineering & technology

Institute of Environmental Management and Assessment (IEMA)recognised UK courses 2008

24%

9%

42%

25%

Short commercial courses

sub-degree

first degree

masters

Masters programmes made up 25% of all IEMA professionally recognised UK courses in 2008

IEMA UK recognised UK Masters courses 2008by subject area

34%

18%15%

10%

10%

4%7%

2%Environmental sciences

Environmental assessment &management

Engineering & technology

Environmental health &protection

Environmental economics &social sciences

Environmental planning,conservation & sustainability

Environmental chemistry &physical sciences

Other

Two-thirds of IEMA recognised UK Masters are in environmental sciences, environmental assessment &

management, and engineering & technology

Information on UK IEMA members

• 41% of IEMA members surveyed in 2007 hold Masters degree as highest qualification (1,131 out of 2,759)

• IEMA members cover many areas of environmental responsibility in their work, the most being environmental management systems, waste, environmental legislation

Highest academic qualification of IEMA members2007 survey (2,759 responses)

5%

41%

11%

24%

9%2%

8% Doctor

Master

PG Dip

Bach (Hons)

HNC/HND

Other

Not stated

41% of IEMA members hold a Masters degree as their highest qualification

Main work areas of IEMA members, 2007 survey (2,759 responses)

0

10

20

30

40

50

60

70

per

cen

tag

e

Main work areas of IEMA members cover environmental management systems,

waste & environmental legislation

Nature of EA Masters teaching reflects different conceptions of role of EA

• some academic approaches advocate EA purely as a scientific, technocratic and instrumental process, intended simply to implement policy-decisions on how to protect the environment

• others regard EA in addition as a communicative, participatory and substantive tool, designed to explore decision-making processes and to examine their validity and underlying value-judgements

• differences in the interpretation of the role of EA are particularly apparent in strategic environmental assessment (SEA), which forms a central part of teaching in leading Scottish Universities professionally-accredited EA Masters programmes

Trends influencing ScottishEA-Masters programmes

• Environmental Assessment (Scotland) Act 2005 sets most demanding SEA requirements in EU

• covers all Scottish public sector policies, plans & programmes (PPPs), whether voluntary or statutory

• without properly-executed SEAs, Scottish public sector PPPs cannot be implemented and have no legal effect

• legislation intended by Scottish Ministers to make ‘Scotland a world leader in SEA’

SEA in Scottish public sector• any Scottish public sector PPP that may have

significant environmental effects (both positive & negative) is now subject to SEA prior to adoption & implementation, which entails:– undertaking an assessment evaluating the significant effects

on the environment– publishing this information in an Environmental Report (ER)

and consulting the public on both the ER and the PPP– taking account of the ER and of the views expressed during

the consultation prior to adopting the plan– putting into place mitigation actions to prevent, reduce or

offset adverse effects– monitoring the effects of the PPP on the environment

Sector PPP carried over from previous

year

PPP started in 2008

Total PPPs active in

2008

%

AgricultureForestryFisheriesEnergyIndustryTransportWaste ManagementWater ManagementTelecommunicationsTourismPlanning & land useMiscellaneous

1140004220

322412

101205700

166217

2141209920

488629

1.06.90.51.00.04.54.51.00.0

23.742.514.4

Total 91 111 202 100.0

PPPs subject to Scottish SEA 2008(Source: SEA Unit Scottish Government)

National level PPPs Local & regional level PPPs

Second National Planning Framework

Scottish Planning Policy

Scottish Forestry Strategy

EU Structural Funds Programmes

Rural Development Programme

National Transport Strategy

Historic Environment Programmes

Radioactive Waste Plan

Scottish Climate Change Legislation

Scotland’s Railways Plan

Marine Renewables Plan

Aquaculture Strategy

Scottish Soils Framework

Strategic Transport Projects Review

Development plans

Land Use Master Plans and Development Briefs

Regional Transport Strategies

Renewable Energy Strategies

Local Biodiversity Action Plans

Housing Strategies

Access Strategies

Forestry Strategies

Drainage Plans

Planning Frameworks

Regeneration Strategies

Local Transport Strategies

Sustainable Development Strategies

Economic Development Operating Plans

Area Waste Plans

Core Path Plans

Regional Park Plans

National Park Plans

Range of Scottish PPPs subject to SEA

Examples of Scottish UniversitiesMasters programmes in EA and EMS

• three Scottish examples demonstrating EA programmes in engineering, in environmental sciences, and in spatial planning:– University of Strathclyde (Glasgow) MSc in Environmental

Studies (12 months Faculty of Engineering programme delivered through David Livingstone Centre for Sustainability)

– University of St. Andrews MSc in Sustainable Development (12 months School of Geography and Geosciences)

– University of Dundee MSc in Spatial Planning with Environmental Assessment (12 months School of Social and Environmental Sciences planning-based programme)

University of Strathclyde MSc in Environmental Studies (180 credits)

Compulsory modules (12 credits each) Electives (10-12 credits each = 72 in total)

Principles of sustainable developmentApplied strategic environmental

assessmentResearch methods and participatory

approachesInternational environmental

governance

Environmental Impact AssessmentEcology, biodiversity & sustainability

Biotechnology & the environmentPollution & rehabilitation of degraded

ecosystemsCoastal processes & management

UK & EU environmental lawEnvironmental economicsEnvironmental education

Environmental management systemsEnergy resources & policyEnvironmental modelling

Water & environmental managementSolid waste issues

Business strategy & the environmentAir pollution control

Atmospheric pollution impact assessmentPollution control policy

Spatial query & analysis using GISTransport, development & sustainability

Eligible for IEMA accreditation Research project (60 credits)

University of St. Andrews MSc in Sustainable Development (180 credits)

Core modules(70 credits total)

Electives (10-20 credits = 50 in total)

either:Introduction to SD issues

or:Review of SD issues (both 20

credits)Knowledge & SD (30 credits)

Master classes in SD (20 credits)

Quantitative methods in social scienceEnterprise, creativity and innovation

GIS for social researchGIS for environmental management

Advanced GISEnvironmental change

Data capture & analysis: lab methodsBasic concepts in ecology & evolutionPlant responses to their environment

Marine mammal biologyAnthropology, indigenous peoples & resource management

Qualitative methods in social scienceManagement as if the earth mattered

Responsibility, sustainability & accountability in organisationsGlobal & local issues of the environment

Environmental genomicsEnvironmental microbiology & toxicology

Conservation & management of marine mammalsCurrent issues in biologging

Environmental management & policy

Research project (60 credits)

University of Dundee, Scotland, MSc in Spatial Planning with Environmental Assessment (180 credits)

Core modules (15 credits each) Elective ‘specialist’ module(30 credits)

Sustainable environmentsUrban economicsPlanning theory

Place designStatutory planningStatutory systems

Development project managementPlanning knowledge management

Environmental assessment (covering EIA and SEA)

Accredited by Royal Town Planning Institute

Eligible for IEMA accreditationResearch project (30 credits)

Scottish EA Masters training for specific professional skills: carbon budgeting

• Scottish Climate Change (Scotland) Act 2009 has adopted target of 50% of Scottish energy from renewables by 2020

• greenhouse gas reduction targets to be delivered via mandatory carbon reduction commitment placed on all large non-energy intensive businesses & Scottish public sector organisations

• objective to reduce emissions by 0.5 million tonnes of carbon per year by 2015, rising to 1.2 million tonnes per year by 2020

• 5,000 Scottish organisations with energy consumption of 6 MW or more per year covered

• SEA crucial in promoting a low carbon development process, in combination with new software for measuring carbon footprints

Local Footprint initiative• Scottish public bodies must now calculate their carbon

allowance responsibility, purchase requisite allowances, monitor & report annual energy consumption, & keep evidence pack which involves an audit trail

• carbon accounting software being developed to help them meet these statutory obligations

• termed Local Footprints Project, this is joint venture by WWF Scotland & the Sustainable Scotland Network, with funding & support from Eco-Schools Scotland, the Improvement Service, the Scottish Government & Scottish Power

• University of Dundee MSc in Spatial Planning with Environmental Assessment provides training in applying this technique for SEA of development plans

Carbon modelling of development plans

• project uses Stockholm Environment Institute Resources and Energy Appraisal Programme (REAP) inter-active software package, designed to model their current & projected local activities for their carbon (and ecological) footprints

• input data on relevant scenarios (next slide)

• decision on new housing or transport or energy developments then modelled through REAP software to identify lowest carbon footprint (second slide)

Housing/Transport Calculator

Projections translated into REAP variables

Enter REAP variables into Scenario editor

Scenario Development – Data Input

Councils developing scenarios

SWOT analysis of ScottishEA/EMS Masters programmes

• based on personal involvement in all three Scottish EA-related Masters programmes outlined, including interviews with students taking these programmes:– around half 20-30 annual intake of each programme

consists of overseas students from non-EU countries

– two programmes (Dundee & Strathclyde) offer direct entry into professional careers, through RTPI and IEMA qualifications

– all three subject to regular external academic programme review, with Dundee & Strathclyde also subject to professional review

SWOT analysis of ScottishEA/EMS Masters programmes

• strengths:– often professionally-accredited, with graduates

quickly gaining employment in appropriate careers– graduates meet need for new skills in EIA & SEA to

deliver climate change targets through application of quantitative carbon-budgeting techniques

– dovetailing of university training at Masters level with Scottish Government initiatives in training public sector staff to undertake new legislative responsibilities in SD, SEA, EIA and carbon budgeting

SWOT analysis of ScottishEA/EMS Masters programmes

• weaknesses:– limited exposure to environmental law & auditing– limited training in policy-formulation, project

appraisal and programme management skills– emphasis on electives in some programmes allows

possibility of degree pathways which do not fully cover professional EA/EMS requirements, necessitating further subsequent on-the-job training

– limited on-site experience during programme: little opportunity for placements, so exposure to actual practice mainly from guest speakers and research project

SWOT analysis of ScottishEA/EMS Masters programmes

• opportunities:– rapidly increasing global demand for professionals

with EA/EMS skills, demonstrated by growth of international bodies such as International Association for Impact Assessment (IAIA)

– career in EA/EMS offers flexible career opportunities for disseminating professional expertise across many sectors and many countries because of extensive international sharing of core skills and techniques, reflected in common components in university Masters EA/EMS syllabi

SWOP analysis of ScottishEA/EMS Masters programmes

• threats:– potential divergence between:

• technical/instrumental approaches to EA/EMS covered by science- & engineering-based Masters programmes, which often assume such skills are simply designed to facilitate delivery of policy decisions; and

• deliberative/substantive approaches in social science- & management-based Masters programmes, which see EA/EMS also as means of exploring and questioning values on which decisions are made, helping promote better policy formulation for sustainable development

– need to ensure that both instrumental and substantive aspects of EA/EMS are supported