Mitigating Social Risk in the Extractive Sector: Developing Intercultural Competence as a Tool for Negotiating Western-Indigenous Perspectives within the Undergraduate Mining Engineering Curriculum

Drawing upon critical, communications, and educational theories, this thesis develops a novel framing of the problem of social risk in the extractive sector, as it relates to the building of respectful relationships with indigenous peoples. Building upon Bakhtin’s dialogism, the thesis demonstrates the linkage of this aspect of social risk to professional education, and specifically, to the undergraduate mining engineering curriculum, and develops a framework for the development of skills related to intercultural competence in the education of mining engineers. The knowledge of social risk, as well as the level of intercultural competence, of students in the mining engineering program, is investigated through a mixture of surveys and focus groups – as is the impact of specific learning interventions. One aspect of this investigation is whether development of these attributes alters graduates’ conception of their identity as mining engineers, i.e. the range and scope of responsibilities, and understanding of to whom responsibilities are owed, and their role in building trusting relationships with communities. Survey results demonstrate that student openness to the perspectives of other cultures increases with exposure to the second year curriculum. Students became more knowledgeable about social dimensions of responsible mining, but not about cultural dimensions. Analysis of focus group data shows that students are highly motivated to improve community perspectives and acceptance. It is observed that students want to show respect for diverse peoples and communities where they will work, but they are hampered by their inability to appreciate the viewpoints of people who do not share their values. They embrace benefit sharing and environmental protection as norms, but they mistakenly conclude that opposition to mining is rooted in a lack of education rather than in cultural values. Three, sequential, threshold concepts are identified as impeding development of intercultural competence: Awareness and Acknowledgement of Different Forms of Knowledge; Recognition that Value Systems are a Function of Culture; Respect for varied perceptions of Social Wellbeing and Quality of Life. Future curriculum development in the undergraduate mining engineering program, as well as in other educational programs relevant to the extractive sector, can be effectively targeted by focusing on these threshold concepts.

Study Abroad Course Development: Pre-Departure Sessions

Study abroad is a highly encouraged component of the undergrad business program at Bella Lake University, with the large majority of undergraduate students choosing to study and live in a foreign country to expand on their international experiences. Currently, there is no learning structure or learning outcome expectation for students that will participate in the study abroad experience. This project focuses on the development of a course that supports students in the pre-departure phase of their study abroad journey and prepares them to set goals, understand the learning process and the practices of experiential learning to encourage students to achieve both personal and professional goals, and encourage the development of intercultural competence. The discourse surrounding the perceptions and efficacy of the course development is based on a self-assessment survey completed by 121 undergraduate business students that participated in the pre-departure sessions prior to leaving for study abroad in March 2016. The self-assessment results overall showed that the course achieved its aims with the majority of students rating that they were more likely to understand and engage in experiential learning, set goals for their study abroad experience and felt more prepared for study abroad after attending the pre-departure sessions. The project concludes that in order for the pre-departure course to maintain its value, the conversation with students surrounding experiential learning in study abroad needs to continue with further course development focusing on both during and post-study abroad. Further exploration can also be done to find varying ways to motivate different students to engage in the learning potential of study abroad.