An approach to scenario analysis of the sustainability of an industrial sector applied to clothing and textiles in the UK

Companies aiming to be 'sustainability leaders' in their sector and governments wanting to support their ambitions need a means to assess the changes required to make a significant difference in the impact of their whole sector. Previous work on scenario analysis/scenario planning demonstrates extensive developments and applications, but as yet few attempts to integrate the 'triple bottom line' concerns of sustainability into scenario planning exercises. This paper, therefore, presents a methodology for scenario analysis of large change to an entire sector. The approach includes calculation of a 'triple bottom line graphic equaliser' to allow exploration and evaluation of the trade-offs between economic, environmental and social impacts. The methodology is applied to the UK's clothing and textiles sector, and results from the study of the sector are summarised. In reflecting on the specific study, some suggestions are made about future application of a similar methodology, including a template of candidate solutions that may lead to significant reduction in impacts. © 2007 Elsevier Ltd. All rights reserved.

Futures perspectives for manufacturing

This paper introduces a new approach to the capture, structuring and analysis of results from five national manufacturing Foresight exercises, and illustrates how such tools can help to integrate futures studies and strategy formulation.

Design support for turbomachinery

From the steam turbines which provide most of our electricity to the jet engines which have shrunk our World, turbomachines undoubtedly play a major role in life today. Competition in the turbomachinery industry is fiercely strong [Wisler, 1998], hence good aerodynamic design is vital. However, with efficiency levels already close to their theoretical maxima, companies are increasingly looking to reduce costs and increase reliability through improved design practice. Computational Fluid Dynamics (CFD) can make a strong contribution to assisting this process as it has the potential to increase performance while reducing cost. The situation is, however, complicated by an ever decreasing number of engineers with sufficient design experience to reap the full benefits offered by CFD. With the large risks involved, novice designers of today are increasingly confined to refining old designs rather than gaining experience, like their forebears, through 'clean sheet' exercises. Hence it is desirable to capture the knowledge and experience of older designers, before it is lost, to assist the engineers of tomorrow. It is therefore the aim of this project to produce a design support tool which will not only store the appropriate CFD codes, but also provide a dynamic signpost (based on elicited knowledge and experience) to advise the engineer in their use. The signposting methodology developed for the aerospace industry [Clarkson and Hamilton, 1997] will provide the basic framework for the tool. This paper reviews current turbomachinery design practice (including an examination of the relevant CFD) in order to establish the important issues which a support tool must address. Current design support methodologies and their propriety are then reviewed, followed by a detailed description of the signposting concept. It then sets out a clear statement of the objectives for the research and the methods proposed to meet them. The paper concludes with a timetable of the work.

Exploring key sustainable development themes through learning activities

The Masters programme in Engineering for Sustainable Development at Cambridge University explores a number of key themes, including dealing with: complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade-offs. This paper examines how these concepts are introduced and analyses the range of exercises and assignments which are designed to encourage students to test their own assumptions and abilities to develop competencies in these areas. Student performance against these tasks is discussed and student feedback is also presented, with a focus on how their awareness of the themes are met through a range of activities.

Exploring key sustainable development themes through learning activities

Purpose: The paper examines how a number of key themes are introduced in the Masters programme in Engineering for Sustainable Development at Cambridge University through student centred activities. These themes include dealing with complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade-offs. Design/methodology/approach: The range of exercises and assignments designed to encourage students to test their own assumptions and abilities to develop competencies in these areas are analysed by mapping the key themes onto the formal activities which all students undertake throughout the core MPhil programme. The paper reviews the range of these activities that are designed to help support the formal delivery of the taught programme. These include residential field courses, role plays, change challenges, games, systems thinking, multi criteria decision making, awareness of literature from other disciplines and consultancy projects. An axial coding approach to the analysis of routine feedback questionnaires drawn from recent years has been used to identify how student’s own awareness develops. Also results of two surveys are presented which tests the students’ perceptions about whether or not the course is providing learning environments to develop awareness and skills in these areas. Findings: Students generally perform well against these tasks with a significant feature being the mutual support they give to each other in their learning. The paper concludes that for students from an engineering background it is an holistic approach to delivering a new way of thinking through a combination of lectures, class activities, assignments, interactions between class members, and access to material elsewhere in the University that enables participants to develop their skills in each of the key themes. Originality /value: The paper provides a reflection on different pedagogical approaches to exploring key sustainable themes and reports students own perceptions of the value of these kinds of activities. Experiences are shared of running a range of diverse learning activities within a professional practice Masters programme.

Manufacturing excellent engineers: Skill development in a Masters programme

An MPhil programme, delivered by the Engineering Department at the University of Cambridge, claims to be excellent at preparing graduates for manufacturing industry careers. The course uses a combination of different educational experiences, including industry-based assignments, industrial visits and practical exercises. This research explores how problem solving skills are developed during the first module, Induction, which is designed to enable students to undertake their first industrial assignment. From the literature, four conditions necessary for skill development were identified: Provision of a skill description, making explicit key components A number of different experiences with a range of contextual variables A teaching process which includes regular feedback and student reflection Students motivated to learn. These were used to construct a skill development framework (SDF). Using a case study research design, multiple types of evidence were collected to test for the above conditions using both classroom observation and questionnaire methods. The results confirmed the presence of the SDF conditions at different levels, with reflection aspects considered the weakest. Conflicting results were obtained regarding the students' self-awareness of skill levels. A plausible explanation is a change in the students' frame of reference. This initial study set out to develop a better understanding of the process of skill development. Whilst the SDF appears reasonable, there is a need for further work in three broad areas of defining skills, assessing skills and developing reflection skills.