Case enhancement: Industrial pollution from an ageing pipeline

Activity: Prompts to facilitate discussion activities.

Author: Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).



There are several points in this case during which an educator can facilitate a class discussion about relevant issues. Below are prompts for discussion questions and activities that can be used. These correspond with the stopping points outlined in the case. Each prompt could take up as little or as much time as the educator wishes, depending on where they want the focus of the discussion to be.


Case Summary – Discussion prompts:

1. Professional Contexts. The question listed in the case study is meant to elicit students’ consideration of working as an engineer in a professional culture different from the one they are familiar with. To answer this question, educators could have students reflect quietly and make notes for a few minutes, or discuss with a partner before sharing with the class. If students are hesitant to engage in questions of cultural differences, they could be prompted to examine why they have that discomfort. Educators might also want to prepare for conversations like this by reviewing the guidance article Tackling tough topics in discussion.

2. Meeting Preparation. The question listed in the case study focuses on the choices that engineers make when presenting data; that is, should they show managers a complete or incomplete picture of the situation in question? What implications does that have in terms of managers’ ability to make decisions? The question also is meant to help students consider aspects of professional communication. Students could be tasked with actually doing a version of the meeting preparation as pairs in the classroom, or they could do this as a reflective exercise as well.


Dilemma – Part one – Discussion prompts:

1. Personal and Professional Responsibility. Here, students are being asked to explore their own personal responses to the informal housing situation outside the factory and interrogate whether or not that response could or should affect their professional actions. The question also investigates the scope of professional responsibility, and at what point an engineer has fulfilled this or fallen short. To engage students in this discussion, educators could split the class in half, with half the room discussing the position that Yasin does NOT have a responsibility, and why; and the other half discussing the position that Yasin DOES have a responsibility and why. Alternatively, students could be asked to write down their own answer to this question along with reasoning why or why not, and then the educator could ask volunteers to share responses in order to open up the discussion.

2. Economic Contexts. Students can use this question to expand on question 1 of this section, and in fact they may already have drawn cost into their reasoning. One way to open up this discussion is to think of the broader costs, meaning: is there a social or environmental cost that the company externalises through its polluting activities? Another way into the question is to go back to the question of responsibility, because engineers are routinely responsible for making budgets and judgements related to costs. Through this financial activity, are they able to advocate for more ethical practices, and should they?


Dilemma – Part two – Discussion prompts

1. Job Offer. This question is meant to point to the issue of bribery, and have students wrestle with the situations presented in the case. Educators could have students review various definitions of bribery, including the one in the RAEng’s Statement of Ethical Principles. They could compare this with the Engineering Council of India’s Code of Ethics. What do these two codes say about Yasin’s case? If they don’t give clear guidance, what should Yasin do? Students could discuss why or why not they think this is bribery in small or large groups, and could debate what Yasin’s action should be and why.

2. External Reporting. This question addresses whistleblowing, and what responsibilities engineers have for reporting unethical actions to professional or legal entities. Students could be asked individually to answer the question and give reasons why, based on the codes of ethics relevant to the case. They could also answer the question based on their own personal values. Then they could discuss their responses in small groups and interrogate whether or not the codes conflict with their values. Educators could at this point raise the question of whether or not there may be different cultural expectations in this area that Yasin might have to navigate, and if so, if this should make any difference to the action he should take. Students could also be asked to chart out the personal and professional repercussions Yasin could experience for either action. This discussion could be good preparation for activity #5, the debate.


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Authors: Diana Martin (Eindhoven University of Technology); Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).

Topic:  Participatory approaches for engaging with a local community about the development of risky technologies. 

Engineering disciplines: Nuclear engineering; Energy; Chemical engineering. 

Ethical issues: Corporate Social Responsibility; Risk; Accountability; Respect for the Environment. 

Professional situations: Conflicts of interest; Public health and safety; Communication. 

Educational level: Advanced.  

Educational aim: Engaging in ethical judgement: reaching moral decisions and providing the rationale for those decisions.  


Learning and teaching notes:  

This case study involves an early career engineer tasked with leading the development of plans for the construction of the first nuclear plant in a region. The case can be customised by instructors when specifying the name of the region, as to whether the location of the case study corresponds to the location of the educational institution or if a more remote context is preferred. The case incorporates several components, including stakeholder mapping, participatory methods for assessing risk perception and community engagement, qualitative risk analysis, and policy-making.  

The case study asks students to identify and define an open-ended risk problem in engineering and develop a socially acceptable solution, on the basis of limited and possibly contradictory information and differing perspectives. Additionally, students can gain awareness of broader responsibilities of engineers in the development of risky technologies, as well as the role of engineers in public debates and community engagement related to the adoption or development of risky technologies. 

This case study addresses two of the themes from the Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37. 

The dilemma in this case is presented in three parts. If desired, a teacher can use Part one in isolation, but Part two and Part three develop and complicate the concepts presented in Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.

 Learners have the opportunity to: 

Teachers have the opportunity to:  


Learning and teaching resources: 

Journal articles: 

Community engagement organisations: 


Dilemma – Part one:

You are an early career engineer working in the civil nuclear industry for Ultra Nuclear. This is a major company overseeing the construction of new power stations that has a strong reputation as a leader in the field with no controversies associated with its activity. Indeed, you have been impressed with Ultra Nuclear’s vision that the transition to using more nuclear energy can significantly reduce carbon emissions, and their development of next-generation nuclear technologies. After two years of working on the strictly technical side of the business, you have been promoted to a project manager role which requires you to do more public engagement. Your manager has assigned your first major project which involves making the plans for the development of a new power plant.  


Optional STOP for questions and activities: 

1. Activity: Societal context – What is the context in which Ultra Nuclear operates? Identify the national and supranational policies and regulation in your country related to the adoption of nuclear energy. Reflect on the broader rationale given for the adoption of nuclear energy. Research the history of nuclear technological developments (including opposition and failures) in your country. When tracing the context, you may consider:

2. Discussion: Personal values – What is your initial position on the adoption of nuclear energy? What are the advantages and disadvantages that you see for the adoption of nuclear energy in your country? What alternatives to nuclear energy do you deem more suitable and why?

3. Discussion: Risk perception – How do you perceive the risk of nuclear energy? How do your family and friends see this risk? How is nuclear energy portrayed in the media? Do you see any differences in how people around you see these risks? Why do you think this is so?

4. Activity: Risk mapping – Using a qualitative risk matrix, map the risks of a nuclear power plant.


Dilemma – Part two:

As it happens, this will be the first power plant established in the region where you were born, and your manager counts on your knowledge of the local community in addition to your technical expertise. To complete your project successfully, you are expected to ensure community approval for the new nuclear power plant. In order to do this, you will have to do some research to understand different stakeholders and their positions.  


Optional STOP for questions and activities:

1. Activity: Stakeholder mapping – Who are all the groups that are involved in the scenario? 

1.a. Activity: Read the article by Sven Ove Hansson, which puts forward a method for categorising stakeholders as risk-exposed, beneficiaries, or decision-makers (including overlaps of the three categories). Place each stakeholder group in one of these categories.

1.b. Discussion: Why are some groups risk-exposed, others beneficiaries, and others decision-makers? Why is it undesirable to have stakeholder groups solely in one of the categories? 

1.c. Discussion: What needs to change for some stakeholder groups to be not only in the category of risk-exposed, but also in the category of beneficiaries or decision-makers?  

2. Activity: Stakeholder mapping – How does each stakeholder group view nuclear energy? For each stakeholder group identified, research the arguments they put forward, their positions and preferences in regard to the adoption of nuclear energy. In addition to the stakeholder groups previously identified, you may consider:

For your research, you may consult the webpage of the stakeholder group (if it exists); any manifesto they present; mass media features (including interviews, podcasts, news items or editorials); flyers and posters. 

3. Discussion: How convincing are these arguments according to you? Do you see any contradictions between the arguments put forward by different groups? 

3.a. Discussion: Which group relies most on empirical data when presenting their position? Which stakeholders take the most extreme positions, according to you (radical either against or for nuclear energy), and why do you think this is so?  

3.b. Discussion: In groups of five students, rank the stakeholders from those that provide the most convincing to the least convincing arguments, then discuss these rankings in plenary. 

3.c. Roleplay (with students divided into groups): Each group is assigned a stakeholder, and gets to prepare and make the case for why their group is right, based on the empirical data and position put forward publicly by the group. The other groups grade on different criteria for how convincing the group is (such as 1. reliability of data, 2. rhetoric, 3. soundness of argument). 

4. Guest speaker activity: The instructor can invite as a guest speaker a representative of one of the stakeholder groups to talk with students about the theme of nuclear energy. Students can prepare a written reflection after the session on the topic of “What I learned about risks from the guest speaker” or “What I learned about my responsibility as a future engineer in regard to the adoption of nuclear energy.” 


Dilemma – Part three:

You arrive at the site of the intended power plant. You are received with mixed emotions. Although you are well liked and have many friends and relatives here, you are also warned that some residents are against the plans for the development of nuclear energy in the area. Several people with whom you’ve had informal chats have significant concerns about the power plant, and whether their health or safety will be negatively affected. At the same time, many people from the surrounding area do not yet know anything about the plans for building the nuclear site. In addition, in the immediate vicinity of the power plant site, the community hosts a small number of refugees who, having just arrived, are yet to be proficient in the language, and whose communication relies mostly on a translator. How will you ensure that this community is well informed of the plans for developing the power plant in their region and approves the plans of Ultra Nuclear? How will you engage with the community and towards what aims? 


Optional STOP for questions and activities: 

1. Activity: Research empirical data on the risk awareness and risk perception of public attitudes about nuclear energy, and sum up any findings that you find interesting or relevant for the case study. 

1.a. Discussion: According to you, is risk awareness and perception the same thing? How do they differ as concepts? Considering the research you just did, is there a relation between people’s risk awareness and perception? What does this imply? 

1.b Discussion: Do you identify any differences in the risk perception of the public (based on gender, age, geographical location, educational level)? Why do you think this is so?  

1.c. Discussion: Does the public see the same risks about nuclear energy as technical experts do? Why is this so? 

1.d. Activity: Read Sheila Jasanoff – The political science of risk perception. What is the key takeaway message for you?

2. Group activity: Compose a survey to understand the risk awareness and risk perception of members of the local community.

2.a. Discussion: What are the key questions for the survey? 

2.b. Discussion: How will you distribute the survey and to how many people? 

2.c. Discussion: Do you need to make any special arrangements to ensure that the views of all relevant groups are represented in the survey? 

2.d. Discussion: How will you use the data from the survey and how do you plan to follow-up on the survey?

3. Group activity: Develop a method for engaging with the community in the stages of developing and operating the nuclear plant.

3.a. Discussion: What values and principles do you highlight by engaging with the community? 

3.b. Discussion: How do you choose which participatory methods to use? 

You can use the following resources: Participation toolkit  or Performing Participatory Foresight Methods, Mazzurco and Jesiek, Bertrand, Pirtle and Tomblin. 



Localised case study: The development of Nuclear Energy in Ireland. 

Context description: Wikipedia entry for Nuclear power in Ireland and the Carnsore Point protests. 


The entire island of Ireland, comprising The Republic of Ireland and Northern Ireland (part of the UK), has never produced any electricity from nuclear power stations. Previous plans have been opposed as early as the 1970s through large public rallies, concerts, and demonstrations against the production of nuclear energy on the island. At the time, Carnsore Point was proposed as a site for the development of four nuclear reactors by the Electricity Supply Board. Public opposition led to the cancelling of this nuclear project and its replacement with a coal burning power station at Moneypoint. Since the 2000s there has been a renewed interest in the possibilities for producing nuclear energy on the island, in response to climate change and the need to ensure energy security. Surveys for identifying public acceptance and national forums have been proposed as ways to identify current perceptions and prospects for the development of nuclear energy. Nevertheless, nuclear energy in the Republic of Ireland is still prohibited by law, through the Electricity Regulation Act (1999). Nuclear energy is currently a contentious topic of debate, with many involved parties holding varying positions and arguments. 

Example of stakeholders: The Irish government; the UK government; political parties; electricity supply board (state owned electricity company); BENE – Better Environment with Nuclear Energy (lobby group); Friends of the Irish Environment (environmental group), Friends of the Earth – Ireland (environmental group); The Union of Concerned Scientists; Wind Aware (lobby group); local community (specified further based on demographic characteristics, such as the Traveller community); scientists in the National Centre for Plasma Science & Technology at Dublin City University (university researchers). 

Sources used for the description of the roles: Policy documents; official websites; institutional or group manifestos; news articles, editorials and other appearances in the media. 


This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Authors: Mr Neil Rogers (Independent Scholar); Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).

Topic: Suitable technology for developing countries. 

Engineering disciplines: Mechanical engineering; Electrical engineering; Energy. 

Ethical issues: Sustainability; Honesty; Integrity; Public good. 

Professional situations: Communication; Bribery; Working cultures; Honesty; Transparency. 

Educational level: Advanced. 

Educational aim: Practicing Ethical Reasoning: the application of critical analysis to specific events in order to evaluate and respond to problems in a fair and responsible way. 


Learning and teaching notes: 

This case study requires a newly appointed engineer to make a decision about whether or not to sell unsuitable equipment to a developing country. Situated in Ghana, the engineer must weigh perspectives on environmental ethics that may differ from those informed by a different cultural background, as well as navigate unfamiliar workplace expectations. 

The engineer’s own job security is also at stake, which may complicate decision-making. As a result, this case has several layers of relations and potential value-conflicts. These include values that underlie assumptions held about honesty, integrity, the environment and its connection to human life and services. 

This case study addresses two of the themes from the Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37. 

This case study is presented in two parts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. The case study allows teachers the option to stop at multiple points for questions and/or activities as desired.  

Learners have the opportunity to: 

Teachers have the opportunity to: 


Learning and teaching resources: 

Educational institutions: 

Journal articles: 

Professional organisations: 

News articles: 




To prepare for activities related to environmental ethics, teachers may want to read, or assign students to pre-read, the academic articles found in the resource list: ‘Environmental ethics: An overview’ or ‘Mean or Green: Which values can promote stable pro-environmental behaviour?’ 


Dilemma – Part one: 

You have just graduated from university as a mechanical engineer and you are starting your first job as a sales engineer for JCD Engineering, a company that designs and manufactures pumping equipment. JCD has recently expanded operations in sub-Saharan Africa and you took the job because you were excited for the opportunity to travel and work in a country and culture different from your own.  

For your first project, you have been asked to put together quite a large bid for a water pumping aid project for some farms in northern Ghana. It just so happens that there is a trade show being held in Accra, so your manager has suggested you attend the show with a colleague to help on the company stand and combine this with a site visit to where the pumping equipment is to be installed. A representative from the aid organisation agrees to drive you to where the project will be sited before the trade show takes place. 

On arrival in Ghana, you are met by the rep to take you on your journey up country. This is your first visit to a developing country; you are excited, a little apprehensive and quite surprised by disorganisation at the airport, poor infrastructure, and obvious poverty in the villages up country. Still, you immediately see the difference that water pump installation could make to improve quality of life in villages. After two days of travelling, you eventually arrive at the village where the project JCD is bidding on will be situated. You are surprised to hear that the aid rep is quite cynical about engineering aid projects from the UK; this is because many have failed and she hopes that this won’t be another one. She is very busy and leaves you with local school teacher Amadou, who will host you during your stay and act as your interpreter. 

The local chief, farmers, and their families are very excited to see you and you are taken aback by the lavish food, dancing, and reception that they have laid on especially for you. You exchange social media contacts with Amadou, who you understand has been instrumental in winning this contract. You get excited about working with Amadou on this project and the prospect of improving the livelihoods of the locals with better access to clean water. 

After some hours you get shown some of the existing pumping equipment, but you don’t recognise it and it has obviously been left idle for some time and looks to be in a poor state. The farmers appear confused and are surprised that you aren’t familiar with the pumps. They explain that the equipment is from China and was working well for many years. They understand how it operates and have even managed to repair some of the fittings in local workshops, but there are now key parts they have been waiting many months for and they assume that you have brought them with you. 

You try to explain through Amadou that there has been some misunderstanding and that you don’t have the spares but will be quoting for replacement equipment from your company in the UK. This is not what the farmers want to hear and the mood changes. They have spent many years getting to know this kit and now they can even locally fabricate some of the parts. Why would you change it all now? The farmers start shouting and Amadou takes you to one side and suggests you should respond by offering them something in return. 

What should you offer them? 


Optional STOP for questions and activities: 

1. Discussion: What is your initial reaction to the miscommunication? Does it surprise you? What might your initial reaction reveal to you about your own perspectives and values? 

2. Discussion: What is your initial reaction to the reception given to you? Does it surprise you? What might your initial reaction reveal to you about your own perspectives and values? 

3. Activity: Technical integration – undertake an electrical engineering technical activity related to water pumps and their power consumption against flow rates and heads. 

4. Discussion and activity: List the potential benefits and risks to implementing water pump technology compared to traditional methods of water collection. Are these benefits and risks the same no matter which country they are implemented in? 

5. Activity: Research water pumping in developing countries. What are the main technical and logistical issues with this technology? Are there any cultural issues to consider?  

6. Activity: This activity is related to optional pre-readings on environmental ethics. Consider how your perspective is related to the following environmental values, and pair/share or debate with a peer. 


Dilemma – Part two: 

You reluctantly backtrack a little on what you said earlier and convince Amadou and the farmers that you will be able to sort something out. Back in Accra at the local trade show, you manage to source only a few spares as a quick fix since you had to pay for them yourself without your colleague noticing. The aid representative agrees to take them up country next time she travels. 

You arrive back in the UK and begin to prepare the JCD bid. You are aware that the equipment from your company is very different to the Chinese kit that the farmers already have. It is designed to run on a different voltage and uses different pipe gauges throughout for the actual water pumping. The locally fabricated spares will definitely not connect to the JCD components you will be specifying. 

You voice your concerns to your manager about the local situation but your manager insists that it is not your problem and the bid will not win if it is not competitive. Sales in your department are not good at the moment, and after all you are a new employee on probation and you want to make a good first impression. 

Having further investigated some comments Amadou made on the trip, you discover that the water table has dropped by several metres in this part of Ghana over the last five years and you realise that the equipment originally quoted for might not even be up to the job! 


Optional STOP for questions and activities: 

1. Discussion: Should you disclose these newly discovered concerns about the water table height or keep quiet? 

2. Discussion: Do you continue to submit the bid for equipment that you know may be totally inappropriate? Why, or why not? 

3. Activity: Role-play a conversation between the engineer and the JCD manager about the issues that have been discovered. 

4. Discussion and activity: Research levels of the water table in West Africa and how they have changed over the last 50 years. Is there a link here to climate change? What other factors may be involved? 

5. Discussion: Environmental ethics deals with assumptions that are often unstated, such as the obligation to future generations. Some people find that our obligation is greater to people who exist at this moment than to those that don’t yet exist. Do you agree or disagree with this position? Why? Can we maintain an obligation to future generations while simultaneously saying that this must be weighed against the obligations in the here and now? 

6. Activity: Both cost-benefit and value trade-off analyses are valuable approaches to consider in this case. Determine the possible courses of action and undertake both types of analysis for each position by considering both short- and long-term consequences. (Use the Mapping actors and processes article to help with this activity.) 

7. Activity: Using reasoning and evidence, create arguments for choosing one of the possible courses of action. 

8. Activity: Use heuristics to analyse possible courses of action. One heuristic is the Environmental ethics decision making guide. Another is the 7-step guide to ethical decision-making. 


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Case enhancement: Water wars: managing competing water rights

Activity: Role-play the council meeting, with students playing different characters representing different perspectives.

Author: Cortney Holles (Colorado School of Mines, USA).



This enhancement is for an activity found in the Dilemma Part two, Point 6 section: “Role-play the council meeting, with students playing different characters representing different perspectives.” Below are several prompts for discussion questions and activities that can be used. Each prompt could take up as little or as much time as the educator wishes, depending on where they want the focus of the discussion to be.


Prompts for questions:

After discussing the case in class, and completing the stakeholder mapping activity (Dilemma Part one, Point 4 – repeated below) from the Water Wars case study, this lesson guides teachers through conducting a role-play of the council meeting scenario.

1. Discuss the stakeholder mapping activity: Who are all the characters in the scenario? What are their positions and perspectives? How can you use these perspectives to understand the complexities of the situation more fully?

2. To prepare for the council meeting role-play activity, assign students in advance to take on different stakeholder roles (randomly or purposefully), or let them self-assign based on their interests.  Roles can include any of the following:

Suggestions from Stakeholder mapping activity:

Additional stakeholders to consider:

3. Before the class session in which the role-play will occur, students should research their stakeholder to get a sense of their values and motivations in regard to the case. Where no information is available, students can imagine the experiences and perspectives of the stakeholder with the goal of articulating what the stakeholder values and what motivates them to come to the council meeting to be heard on this issue. Students should prepare some statements about the stakeholder position on the water use by DSS, what the stakeholder values, and what the stakeholder proposes the solution should be. Students assigned to be council members will prepare for the role-play by learning about the conflict and writing potential questions they would want to ask of the stakeholders representing different views on the conflict.

4. In class, students prepare to role-play the council meeting by first connecting with others in the same stakeholder role (if applicable – you may have few enough students to have only one student assigned to a stakeholder) and deciding who can speak (you may want to require each student to speak or ask that one person be nominated to speak on behalf of the stakeholder group).

5. As the session begins, remind students to jot down notes from the various perspectives’ positions so there can be a debrief conversation at the end.  Challenge students to consider their personal biases and position at the outset and reflect on those positions and biases at the end of the council meeting. If they were a lead member of the council, what solution would they propose or vote for?

6. As the Council Meeting begins, the teacher should act as a moderator to guide students through the session. First the teacher will briefly highlight the issue up for discussion, then pass it to the students representing the Council members.  Council members will open the meeting with their description of the matter at hand between DSS and other local parties. They set the tone for the meeting with a call for feedback from the community members. The teacher can help the Council members call up the stakeholders in turn. Each stakeholder group will have a chance to state their argument, values, and reasons for or against DSS’ water use.  Each stakeholder will have an opportunity to suggest a proposed solution and Council members can engage in discussion with each stakeholder to clarify anything about their position that was unclear.

7. At the end of the meeting, the council members privately confer and then publicly vote on a resolution for the community.  All students, no matter their role, end the class by reflecting on the outcome and their original position on the case. Has anything shifted in their position or rationale after the council meeting? Why or why not?

8. The whole class could then engage in a discussion about the outcome of the council meeting. Teachers could focus on an analysis of how the process went, a discussion about the persuasiveness of different values and positions, and/or an exploration of the internal thinking students went through to arrive at their positions.


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Case enhancement:
Business growth models in engineering industries within an economic system

Activity: Defending a profit-driven business versus a non-profit-driven business.

Author: Dr Sandhya Moise (University of Bath).



This enhancement is for an activity found in the Dilemma Part one, Point 4 section of the case: “In a group, split into two sides with one side defending a profit-driven business and the other defending a non-profit driven business. Use Maria’s case in defending your position.” Below are several prompts for discussion questions and activities that can be used. These correspond with the stopping points outlined in the case. Each prompt could take up as little or as much time as the educator wishes, depending on where they want the focus of the discussion to be.


Session structure:

1. As pre-class work, the students can be provided the case study in written format.

2. During class, the students will need to be introduced to the following concepts, for which resources are provided below (~20 min):

3. Group activity (15 min +)

4. Whole class discussion/debate (15 min +)


Learning resources:

Ethics in Engineering resources:

Professional Codes of Conduct resources:

Corporate Social Responsibility Resources:

ESG Mandate Resources:

In recent years, there have been calls for more corporate responsibility in environmental and socioeconomic ecosystems globally. For example:

In 2017, the economist Kate Raworth set out to reframe GDP growth to a different indicator system that reflects on social and environmental impact. A Moment for Change?

Further reading:


Group Activity – Structure:

Split the class into two or more groups. One half of the class is assigned as Group 1 and the other, Group 2. Ask students to use Maria’s case in defending their position.


Group activity 1:

Group 1: Defend a profit-driven business model – Aims at catalysing the company’s market and profits by working with big corporations as this will enable quicker adoption of technology as well as economically benefit surrounding industries and society.

Group 2: Defend a non-profit driven business – Aims at preventing the widening of the socioeconomic gap by working with poorly-funded local authorities to help ensure their product gets to the places most in need (opportunities present in Joburg).


Pros and Cons of each approach:

Group 1: Defend a profit-driven business model:

Advantages and ethical impact:

Disadvantage and ethical impacts:

Group 2: Defend a non-profit driven business:

Advantages and ethical impact:

Disadvantage and ethical impacts:


Relevant ethical codes of conduct examples:

Royal Academy’s Statement of Ethical Principles:

Both of the above statements can be interpreted to mean that engineers have a professional duty to not propagate social inequalities through their technologies/innovations.


Discussion and summary:

This case study involves very important questions of profit vs values. Which is a more ethical approach both at first sight and beyond? Both approaches have their own set of advantages and disadvantages both in terms of their business and ethical implications.

If Maria decides to follow a profit-driven approach, she goes against her personal values and beliefs that might cause internal conflict, as well as propagate societal inequalities.

However, a profit-driven model will expand the company’s business, and improve job opportunities in the neighbourhood, which in turn would help the local community. There is also the possibility to establish the new business and subsequently/slowly initiate CSR activities on working with local authorities in Joburg to directly benefit those most in need. However, this would be a delayed measure and there is a possible risk that the CSR plans never unfold.

If Maria decides to follow a non-profit-driven approach, it aligns with her personal values and she might be very proactive in delivering it and taking the company forward. The technology would benefit those in most need. It might improve the reputation of the company and increase loyalty of its employees who align with these values. However, it might have an impact on the company’s profits and slow its growth. This in turn would affect the livelihood of those employed within the company (e.g. job security) and risks.


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Theme: Knowledge exchange, Universities’ and businesses’ shared role in regional development, Collaborating with industry for teaching and learning

Authors: Ben Ricketts (NMITE), Prof Beverley Gibbs (NMITE) and Harriet Dearden (NMITE)

Keywords: Challenge-based Learning, Timber Technology, Levelling-up, Skills, Future of Work

Abstract: NMITE is a greenfield engineering-specialist HEI in Herefordshire which welcomed its first students in September 2021. Partnership is key to our growth, from both necessity and choice. Our MEng Integrated Engineering is infused with partners who facilitate a challenge-based learning pedagogy, and our Centre for Advanced Timber Technology (opening September 2022) works in national partnership to deliver a curriculum developed by – and for – the timber engineering industry. Alongside a rich educational offer, NMITE’s greenfield status brings with it the responsibility to contribute to civic and economic growth. We are a named partner in Western Power Distribution’s Social Contract as we pursue shared goals for regional development and reduced economic inequality. Key to our goals is our role in in Hereford’s Town Plan, leading an initiative called The Skills Foundry which will promote community engagement around individual skills, and with businesses in the changing nature of work.


NMITE is a greenfield HEI founded to make a difference to the people of Herefordshire and to its economy. Herefordshire is  characterised by lower-than-average wages, lower-than-average skills, higher proportions of part-time work, a GVA gap of £1.75bn[1], and is categorised as a social mobility coldspot [2].  Into this context, NMITE was launched in 2021 without any antecedent or parent organisation, and with an engineering and technology focus whose graduates would help address the national shortfall of engineers.  We see ourselves as educators, educational innovators, a catalyst for upskilling, and agents for regional change.

An HEI founded in partnership

From NMITE’s earliest days, building strong relationships with partners has been a core part of our culture.  NMITE’s first supporters were industry partners, a mixture of local SMEs and national and international companies with a regional presence, united by the need for access to a talent pipeline of engineering graduates. The urgency of this need was evidenced in the raising of over £1M of seed funding, from a range of businesses and individuals. This early investment demonstrated to Government and other stakeholders that the concept of an engineering higher education institution in Hereford had industrial support. In turn, this unlocked significant Government funding which has subsequently been matched through donations and sponsorship to NMITE.

Over the last five years, the portfolio of partners has continued to grow. The nature of the support spans equipment, expertise and financial donations. Our Pioneer Fund raised money to support NMITE’s first students, with donations recognised through naming opportunities. For NMITE, this enabled us to offer universal bursaries to our students joining in our first two years of operation – a powerful tool in student recruitment, and with a longer-term outcome for those early investors in their ability to develop relationships with students, increase their brand awareness and achieve their own recruitment targets in the future.

Curriculum Partnerships

NMITE welcomed its first MEng students in September 2021, and this has provided new opportunities for industrial partnership in the curriculum. The MEng Integrated Engineering is a challenge-led pedagogy where learners work in teams to address real engineering challenges provided by an industrial (and occasionally community) partner. During the process, learners have direct contact with professionals to understand commercial pressures and engineering value, apply theoretical knowledge and develop professional capabilities.

In the sprint-based MEng, NMITE learners tackle around 20 different challenges in this way. Since September, our first students have helped re-engineer the material on a torque arm, designed and built a moisture sensor for a timber-framed house, visualised data from a geotechnical survey, and validated/optimised their own designs for a free-standing climbing structure. Students are already building their portfolio of work, and employers are building relationships with our student body.

Amplifying Innovation

Whilst NMITE is comfortable in its positioning as a teaching-focused HEI, we are mindful of the contribution we can make to the regional economy. NMITE has benefitted from LEP investment to support regional skills and productivity [3], and we have identified opportunities in advanced timber technology, automated manufacturing and skills for a changing future of work.

The Centre for Advanced Timber Technology (CATT) will open in September 2022 on Skylon Park, Hereford’s Enterprise Zone. Drawing on insight from a series of round table meetings with global and national businesses in timber, we came to understand that the UK timber industry needed to be much better connected, with more ambitious collaboration across the industry both vertically (seed to end product) and horizontally (between architects, engineers and construction managers, for example). In pursuing these aims we once again opted for a partnerships-based approach, forging close relationships with Edinburgh Napier University – internationally recognised for timber construction and wood science – and with TDUK – the timber industry’s central trade body. Founded in this way, CATT is firmly rooted in industrial need, actively engaged with industrial partners across the supply chain, and helps join up activity between Scotland, England and Wales. 

CATT’s opening in 2022 will spearhead NMITE’s offer for part-time, work-based learners (including professionals, reskillers and degree apprentices) and provide a progressive curriculum for a sustainable built environment. In keeping with NMITE’s pedagogical principals, the CATT’s curriculum will be infused with a diverse portfolio of industrial partners who will provide challenges and context for the CATT curriculum. In future years, the Centre for Automated Manufacturing will provide educational options for comparable learners in the manufacturing industry.

Our initial research in establishing need in these areas pointed not only to skills shortages, but to technological capacity. Herefordshire has a very high proportion of SME’s who report difficulties in horizon scanning new technologies, accessing demonstrations, attracting and retaining graduates with up-to-date knowledge. In this space, and an HEI can play a key role in amplifying innovation; activities to support this will be integral to NMITE’s work at Skylon Park.

The Changing Nature of Work

NMITE is active in two further projects that support the regional economy and social mobility, founded in the knowledge that today’s school leavers will face very different career paths and job roles to those we have enjoyed. Automation, globalisation and AI are hugely disruptive trends that will change opportunities and demand new skills.

NMITE’s ‘Herefordshire Skills for the Future’ project is funded by the European Social Fund and helps SMEs, micro-businesses and young people to develop and secure the skills needed to flourish in the economy of 2030. Activities include:

NMITE’s Future Skills Hub is a central element of the Hereford Stronger Towns bid [4] to the Government’s Towns Fund, a flagship levelling-up vehicle. The overarching goal of the hub is to provide access to skills and improve employment opportunities for Herefordians, in the context of changing job roles and opportunities.


Our core mission of innovation in engineering education is enhanced by our civic commitment to regional growth and individual opportunity. From the outset, NMITE has been clear that to meet business demand for work-ready engineers, business must contribute meaningfully to their development. We aim to contribute to closing the gap in regional, national and global demand for engineers, but without that critical early investment from partners we would not have been in the position to establish the radical institution that NMITE is today, that remains so close to the original vision of the Founders.


[1] Herefordshire Council. Understanding Herefordshire: Productivity and Economic Growth, 2022. Available online at Productivity and economic growth – Understanding Herefordshire [accessed 17th January 2022].

[2] [1] Herefordshire Council. Understanding Herefordshire: Topics Related to Social Mobility, 2022. Available online at Topics relating to social mobility – Understanding Herefordshire [accessed 17th January 2022].

[3] Marches Local Economic Partnership. Marches LEP backs NMITE project with £5.66m funding deal. Available online at Marches LEP backs NMITE project with £5.66m funding deal – Marches LEP [accessed 17th January 2022].

[4] Stronger Hereford. #StrongerHereford – The independent Towns Fund Board for Hereford


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Theme: Universities’ and businesses’ shared role in regional development.

Author: Dr Laura Fogg-Rogers (University of the West of England, Bristol).

Case-study team: Wendy Fowles-Sweet; Maryam Lamere; Prof. Lisa Brodie; Dr Venkat Bakthavatchaalam (University of the West of England, Bristol); Dr Abel Nyamapfene (University College London).

Keywords: Education for Sustainable Development; Climate Emergency; Net Zero; Sustainable Development Goals.

Abstract: The University of the West of England (UWE Bristol) has declared a Climate and Ecological Emergency, along with all regional councils in the West of England. In order to meet the regional goal of Net-Zero by 2030, sustainability education has now been embedded through all levels of the Engineering Curriculum. Current modules incorporate education for Sustainable Development Goals alongside citizen engagement challenges, where engineers find solutions to real-life problems. All undergraduate engineers also take part in immersive project weeks to develop problem-based learning around the Engineers without Borders international challenges.


Engineering Education for Sustainable Development

The environmental and health impacts of climate change and biodiversity loss are being felt around the world, from record high temperatures, drought, wildfires, extreme flooding, and human health issues (Ripple et al., 2020). The Intergovernmental Panel on Climate Change reports that urgent action is required to mitigate catastrophic impacts for billions of people globally (IPCC, 2022). The UK Government has pledged to reach net zero emissions by 2050, with a 78% drop in emissions by 2035 (UK Government, 2021). Following IPCC guidance, regional councils such as Bristol City Council and the West of England Combined Authority, have pledged to reach Net Zero at an earlier date of 2030 (Bristol City Council, 2019). In parallel, UWE Bristol has embedded this target within its strategic plan (UWE Bristol, 2019), and also leads the Environmental Association for Universities and Colleges (EAUC), an Alliance for Sustainability Leadership in Education (UWE Bristol, 2021b). All UWE Bristol programmes are expected to embed the UN Sustainable Development Goals (SDGs) within curricula (UN Department of Economic and Social Affairs, 2021), so that higher education degrees prepare graduates for working sustainably (Gough, 2021).

Bourn and Neal (2008) draw the link between global sustainability issues and engineering, with the potential to tackle complex sustainability challenges such as climate change, resource limitations, and extreme poverty. The SDGs are therefore particularly relevant to engineers, showing the connections between social, environmental, and economic actions needed to ensure humanitarian development, whilst also staying within planetary boundaries to support life on earth (Ramirez-Mendoza et al., 2020). The engineering sector is thus obligated to achieve global emissions targets, with the work of engineers being essential to enable the societal and technological change to reach net zero carbon emissions (Fogg-Rogers, L., Richardson, D., Bakthavatchaalam, V., Yeomans et al., 2021).

Systems thinking and solution-finding are critical engineering habits of mind (Lucas et al., 2014), and so introducing genuine sustainability problems provides a solid foregrounding for Education for Sustainable Development (ESD) in engineering. Indeed, consideration for the environment, health, safety, and social wellbeing are enshrined in the UK Specification for Professional Engineers (UK SPEC) (Engineering Council, 2021). ‘Real-world’ problems can therefore inspire and motivate learners (Loyens et al., 2015), while the use of group projects is considered to facilitate collaborative learning (Kokotsaki et al., 2016). This aligns with recommendations for creating sustainability-literate graduates published by the Higher Education Academy (HEA) and the UK Quality Assurance Agency for Higher Education (QAA and Advance HE, 2021) which emphasise the need for graduates to: (1) understand what the concept of environmental stewardship means for their discipline and their professional and personal lives; (2) think about issues of social justice, ethics and wellbeing, and how these relate to ecological and economic factors; and (3) develop a future-facing outlook by learning to think about the consequences of actions, and how systems and societies can be adapted to ensure sustainable futures (QAA & HEA, 2014). These competencies are difficult to teach, and instead need to developed by the learners themselves based on experience and reflection, through a student-centred, interdisciplinary, team-teaching design (Lamere et al., 2021).  

The need for engineers to learn about the SDGs and a zero carbon future is therefore necessary and urgent, to ensure that graduates are equipped with the skills needed to address the complex challenges facing the 21st Century.  Lamere et al., (2021)describe how the introduction of sustainability education within the engineering curriculum is typically initiated by individual academics (early adopters) introducing elements of sustainability content within their own course modules. Full curricula refresh in the UWE Bristol engineering curricula from 2018-2020 enabled a more programmatic approach, with inter-module connections being developed, alongside inter-year progression of topics and skills.

This case study explores how UWE Bristol achieved this curriculum change throughout all programmes and created inter-connected project weeks in partnership with regional stakeholders and industry. 

Case Study Methods – Embedding education for sustainable development

The first stage of the curricula transformation was to assess current modules against UK SPEC professional requirements, alongside SDG relevant topics. A departmental-wide mixed methods survey was designed to assess which SDGs were already incorporated, and which teaching methods were being utilized. The survey was emailed out to all staff in 2020, with 27 module leaders responding to highlight pedagogy in 60 modules, covering the engineering topics of: Aerospace; Mechanical and Automotive; Electrical, Electronic, and Robotics; Maths and Statistics; and Engineering Competency.

Two sub-themes were identified: ‘Direct’ and ‘Indirect’ embedding of SDGs; direct being where the engineering designs explicitly reference the SDGs as providing social or environmental solutions, and indirect being where the SDGs are achieved through engineering education e.g. quality education and gender equality. Direct inclusion of the SDGs tended to focus on reducing energy consumption, and reducing weight and waste, such as through improving the efficiency of the machines/designs. Mitigating the impact of climate change through optimal use of energy was also mentioned. The usage of lifecycle analysis was implemented in several courses, especially for composite materials and their recycling. The full analysis of the spread of the SDGs and their incorporation within different degree programmes can seen in Figure 1.


Figure 1 Number of Engineering Modules in which SDGs are Embedded


Project-based learning for civic engagement in engineering

Following this mapping process, the modules were reorganized to produce a holistic development of knowledge and skills across programmes, starting from the first year to the final year of the degree programmes. This Integrated Learning Framework was approved by relevant Professional Bodies and has been rolled out annually since 2020, as new learners enter the refreshed degree programmes at UWE Bristol. The core modules covering SDG concepts explicitly are Engineering Practice 1 and 2 (at Level 1 and 2 of the undergraduate degree programme) and ‘Engineering for Society’ (at Level 3 of the undergraduate degree programme and Masters Level). These modules utilise civic engagement with real-world industry problems, and service learning through engagement with industry, schools, and community groups (Fogg-Rogers et al., 2017).

As well as the module redevelopment, a Project-Based Learning approach has been adopted at department level, with the introduction of dedicated Project Weeks to enable cross-curricula and collaborative working. The Project Weeks draw on the Engineering for People Design Challenge (Engineers without Borders, 2021), which present global scenarios to provide university students with “the opportunity to learn and practice the ethical, environmental, social and cultural aspects of engineering design”. Critically, the challenges encourage universities to develop partnerships with regional stakeholders and industry, to provide more context for real-world problems and to enable local service learning and community action (Fogg-Rogers et al., 2017).

A collaboration with the innovation company NewIcon enabled the development of a ‘design thinking’ booklet which guides students through the design cycle, in order to develop solutions for the Project Week scenarios (UWE Bristol, 2021a). Furthermore, a partnership with the initiative for Digital Engineering Technology and Innovation (DETI) has enabled students to take part in the Inspire outreach programme (Fogg-Rogers & Laggan, 2022), which brings together STEM Ambassadors and schools to learn about engineering through sustainability focussed activities. The DETI programme is delivered by the National Composites Centre, Centre for Modelling and Simulation, Digital Catapult, UWE Bristol, University of Bristol, and University of Bath, with further industry partners including Airbus, GKN Aerospace, Rolls-Royce, and Siemens (DETI, 2021). Industry speakers have contributed to lectures, and regional examples of current real-world problems have been incorporated into assignments and reports, touching on a wide range of sustainability and ethical issues.

Reflections and recommendations for future engineering sustainability education

Students have been surveyed through module feedback surveys, and the project-based learning approach is viewed very positively. Students commented that they enjoyed working on ‘real-world projects’ where they can make a difference locally or globally. However, findings from surveys indicate that students were more inclined towards sustainability topics that were relevant to their subject discipline. For instance, Aerospace Engineering students tended to prefer topics relevant to Aerospace Engineering. A survey of USA engineering students by Wilson (2019) also indicates a link between students’ study discipline and their predilection for certain sustainability topics. This suggests that for sustainability education to be effective, the content coverage should be aligned, or better still, integrated, with the topics that form part of the students’ disciplinary studies.

The integration of sustainable development throughout the curricula has been supported at institutional level, and this has been critical for the widescale roll out. An institution-wide Knowledge Exchange for Sustainability Education (KESE) was created to support staff by providing a platform of knowledge sharing. Within the department, Staff Away days were used to hold sustainability workshops for staff to discuss ESD and the topics of interest to students.  In the initial phase of the mapping exercise, a lack of common understanding amongst staff about ESD in engineering was noted, including what it should include, and whether it is necessary for student engineers to learn about it. During the Integrated Learning Framework development, and possibly alongside growing global awareness of climate change, there has been more acceptance of ESD as an essential part of the engineering curriculum amongst staff and students. Another challenge has been the allocation of teaching workload for sustainability integration. In the initial phases, a small number of committed academics had to put in a lot of time, effort, and dedication to push through with ESD integration. There is now wider support by module leaders and tutors, who all feel capable of delivering some aspects of ESD, which eases the workload.

This case study outlines several methods for integrating ESD within engineering, alongside developing partnership working for regionally relevant real-world project-based learning. A recent study of UK higher education institutions suggests that only a handful of institutions have implemented ESD into their curricula in a systemic manner (Fiselier et al., 2018), which suggests many engineering institutions still need support in this area. However, we believe that the engineering profession has a crucial role to play in ESD alongside climate education and action, particularly to develop graduate engineers with the skills required to work upon 21st Century global challenges. To achieve net zero and a low carbon global economy, everything we make and use will need to be completely re-imagined and re-engineered, which will require close collaboration between academia, industry, and the community. We hope that other engineering educators feel empowered by this case study to act with the required urgency to speed up the global transition to carbon neutrality.


Bourn, D., & Neal, I. (2008). The Global Engineer Incorporating global skills within UK higher education of engineers.

Bristol City Council. (2019). Bristol City Council Mayor’s Climate Emergency Action Plan 2019.

DETI. (2021). Initiative for Digital Engineering Technology and Innovation.

Engineers without Borders. (2021). Engineering for People Design Challenge.

Fiselier, E. S., Longhurst, J. W. S., & Gough, G. K. (2018). Exploring the current position of ESD in UK higher education institutions. International Journal of Sustainability in Higher Education, 19(2), 393–412.

Fogg-Rogers, L., & Laggan, S. (2022). DETI Inspire Engagement Report.

Fogg-Rogers, L., Lewis, F., & Edmonds, J. (2017). Paired peer learning through engineering education outreach. European Journal of Engineering Education, 42(1).

Fogg-Rogers, L., Richardson, D., Bakthavatchaalam, V., Yeomans, L., Algosaibi, N., Lamere, M., & Fowles-Sweet, W. (2021). Educating engineers to contribute to a regional goal of net zero carbon emissions by 2030. Le Développement Durable Dans La Formation et Les Activités d’ingénieur.

Gough, G. (2021). UWE Bristol SDGs Programme Mapping Portfolio.

IPCC. (2022). Impacts, Adaptation and Vulnerability – Summary for policymakers. In Intergovernmental Panel on Climate Change, WGII Sixth Assessment Report.

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools.

Lamere, M., Brodie, L., Nyamapfene, A., Fogg-Rogers, L., & Bakthavatchaalam, V. (2021). Mapping and Enhancing Sustainability Literacy and Competencies within an Undergraduate Engineering Curriculum Implementing sustainability education : A review of recent and current approaches. In The University of Western Australia (Ed.), Proceedings of AAEE 2021.

Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction.

Lucas, Bill., Hanson, Janet., & Claxton, Guy. (2014). Thinking Like an Engineer: Implications For The Education System. In Royal Academy of Engineering (Issue May).

QAA and Advance HE. (2021). Education for Sustainable Development.

Ramirez-Mendoza, R. A., Morales-Menendez, R., Melchor-Martinez, E. M., Iqbal, H. M. N., Parra-Arroyo, L., Vargas-Martínez, A., & Parra-Saldivar, R. (2020). Incorporating the sustainable development goals in engineering education. International Journal on Interactive Design and Manufacturing.

Ripple, W. J., Wolf, C., Newsome, T. M., Barnard, P., & Moomaw, W. R. (2020). World Scientists’ Warning of a Climate Emergency. In BioScience.

UK Government. (2021). UK enshrines new target in law to slash emissions by 78% by 2035.

UN Department of Economic and Social Affairs. (2021). The 17 Sustainable Development Goals.

UWE Bristol. (2019). Climate and Ecological Emergency Declaration.

UWE Bristol. (2021a). Engineering Solutions to Real World Problems.

UWE Bristol. (2021b). Sustainability Strategy, Leadership and Plans. Wilson, D. (2019). Exploring the Intersection between Engineering and Sustainability Education. In Sustainability (Vol. 11, Issue 11).


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Theme: Universities’ and business’ shared role in regional development; Knowledge exchange.

Authors: Prof Tony Dodd (Staffordshire University); Marek Hornak (Staffordshire University) and Rachel Wood (Staffordshire University).

Keywords: Regional Development Funding, Innovation Enterprise Zone

Abstract: The Stoke-on-Trent and Staffordshire region registers low in measures of economic prosperity, research and development expenditure, productivity, and higher skills. Staffordshire University has received funding to support regional growth in materials, manufacturing, digital and intelligent mobility and to develop higher skills. Packaged together into the Innovation Enterprise Zone these projects have made positive impacts in the region. This presentation will provide an overview of our approach to regional support and highlight impact and lessons learnt for companies, academics, and students.



The Stoke-on-Trent and Staffordshire economy underperforms compared to the wider West Midlands and England [1].

Industry is dominated by SMEs with strengths in manufacturing, advanced materials, automotive, logistics and warehousing, agriculture, and digital industries [1].

Aims and Objectives

The aim was to develop an ecosystem for driving innovation, economic growth, job creation and higher skills in Stoke-on-Trent and Staffordshire.

The objectives were to:

Enterprise Zone and Projects

Funding was successfully awarded from ERDF, Research England, and Staffordshire County Council.  The themes of the projects were developed in collaboration with regional partners to identify key strengths and potential for growth.  Each of the projects is match funded by Staffordshire University including through academic time.


Skills development through the Enterprise Academy

The projects are part of the wider Staffordshire University Innovation Enterprise Zone (launched November 2020, Research England) to support research collaboration, knowledge exchange, innovation, and skills development.  This includes space for business incubation and low-cost shared office space in The Hatchery for new start-ups.  We also provide a Creative Lab (funded by Stoke-on-Trent and Staffordshire LEP) for hosting business-academic meetings and access to the SmartZone equipment for rapid prototyping.

Spotlight on Innovation Projects

To highlight the differences between approaches we highlight two innovation projects.

Staffordshire Advanced Manufacturing, Prototyping, and Innovation Demonstrator (SAMPID) Staffordshire Connected & Intelligent Mobility Innovation Accelerator (SCIMIA)
Advanced manufacturing and product development Connected and intelligent mobility
ERDF funded ERDF funded
SMEs in Stoke-on-Trent and Staffordshire SMEs in Stoke-on-Trent and Staffordshire
12-weeks of funded support Up to 12-months of support
Innovation consultants (students/graduates) Innovation consultants (students/graduates)
Academic supervision, knowledge exchange and business support Academic supervision, knowledge exchange and business support
Dedicated technician support (0.5FTE) Dedicated technician support (0.5FTE)
3x funded PhD students to support projects and develop advanced innovation 2x Innovation and Enterprise Fellows to support technical business engagement
Funded advanced manufacturing equipment (including 3D metal printing, robot arms) and access to equipment in SmartZone Access to equipment in SmartZone


Case study videos:

Lessons Learnt

Business engagement

Project length

Student roles and recruitment

Supporting roles

Academic involvement

Possible future developments


[1] Stoke-on-Trent and Staffordshire Local Enterprise Partnership (2019).  Local Industrial Strategy – Evidence Base September 2019.  Available from Development of a Stoke-on-Trent & Staffordshire Industrial Strategy (SSIS) (


Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.


Authors: Professor Dawn Bonfield MBE (Aston University);Professor Sarah Hitt SFHEA (NMITE); Dr Darian Meacham (Maastricht University); Dr Nik Whitehead (University of Wales Trinity Saint David); Dr Matthew Studley (University of the West of England, Bristol); Professor Mike Bramhall (TEDI-London); Isobel Grimley (Engineering Professors’ Council).

Topic: Data centres’ impact on sustainable water resources.

Engineering disciplines: Civil engineering, Electronic engineering.

Ethical issues: Sustainability, Respect for environment, Future generations, Risk, Societal impact.

Professional situations: Law or policy, Communication, Integrity.

Educational level: Intermediate.

Educational aim: Practise ethical judgement. Ethical Judgment is the activity of thinking about whether something has a moral attribute. Judgments involve reaching moral decisions and providing the rationale for those decisions.


Learning and teaching notes:

This case involves a situation where environmental damage may be occurring despite the mechanism causing this damage being permissible by law. The engineer at this centre of the case is to represent the company that is responsible for the potential damage, at a council meeting. It requires the engineer to weigh up various harms and goods, and make a decision that could seriously impact their own job or career. There is also a section at the end of this case study that contains technical information providing further details about the water cooling of ICT equipment.

This case study addresses two of AHEP 4’s themes: The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.

The dilemma in this case is presented in two parts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and/or activities as desired.

Students have the opportunity to:

Teachers have the opportunity to:


Learning and teaching resources:



The company Data Storage Solutions (DSS) has built a large data centre on land that was historically used for agriculture and owned by a farming operation. DSS was incorporated as a subsidiary of the farming company so that it could retain the water rights that were attached to the property. This ensured access to the large amount of water needed to cool their servers. This centre manages data from a variety of sources including the local hospital and university.

When the property was used as a farm, the farming operation never used its full allocation of water. Now, the data centre always uses the maximum amount legally allotted to it. For the rainy half of the year, this isn’t a problem. However, in more arid months, the nearby river almost runs dry, resulting in large volumes of fish dying. Other farmers in the area have complained that the water level in their wells has dropped, making irrigation much more expensive and challenging.


Dilemma – Part one:

You are a civil engineer working for DSS and have been requested by your boss to represent the company at a forthcoming local council meeting where the issue will be discussed. Your employer is sending you to justify the company’s actions and defend them against accusations of causing an environmental hazard in the local area which is reducing the water table for farmers and affecting local biodiversity. Your boss has told you that DSS has a right to the water and that it does not intend to change its behaviour. This meeting promises to be a contentious one as the local Green party and farmers’ union have indicated that they will be challenging the company’s water usage. How will you prepare for the meeting?


Optional STOP for questions and activities: 

1. Discussion: Personal values – What is your initial position on the issue? Do you see anything wrong with DSS’s water use? Why, or why not?

2. Discussion: Professional responsibilities – What ethical principles and codes of conduct are relevant to this situation?

3. Activity: Define and identify the relevant data you should compile to take to the meeting. What information do you need in order to be prepared?

4. Activity: Stakeholder mapping – Who are all the characters in the scenario? What are their positions and perspectives? How can you use these perspectives to understand the complexities of the situation more fully? Examples include:

Data Storage Solutions

5. Activity: Undertake a technical activity such as civil and / or electronic engineering related to the measurement of stream flow and calculating data centre cooling needs.


Dilemma – Part two:

As you prepare for the meeting, you reflect on several competing issues. For instance, you are an employee of DSS and have a responsibility to represent its interests, but can see that the company’s actions are environmentally harmful. You appreciate that the data centre is vital for the local community, including the safe running of schools and hospitals, and that its operation requires sufficient water for cooling. Your boss has told you that you must not admit responsibility for any environmental damage or biodiversity loss. You also happen to know that a new green battery plant is planning to open nearby that will create more data demand and has the potential to further increase DSS’s water use. You know that obtaining water from other sources will be costly to DSS and may not be practically possible, let alone commercially viable. What course of action will you pursue?


Optional STOP for questions and activities: 

1. Activity: Debate what course of action you should take. Should you take the company line despite knowing about the environmental impacts? Should you risk your reputation or career? What responsibilities do you have to fellow employees, the community, and the environment?

2. Activity: Risk analysis – What are the short- and long- term burdens and benefits of each course of action? Should environmental concerns outweigh others? Is there a difference between the environment locally and globally?

3. Activity and discussion: Read Sandra Postel’s case for a Water Ethic, and consider New Zealand’s recent legislation that gives a rainforest the same rights as a human. With this in mind, does the stream have a right to thrive? Do the fish have a right to a sustainable environment? Are humans ultimately at risk here, or just the environment? Does that answer change your decision? Why?

4. Activity: Prepare a statement for the council meeting. What will you argue?

5. Activity: The students should interrogate the pros and cons of each possible course of action including the ethical, the practical, the cost, the local relationship and the reputational damage implications. They should decide on their own preferred course of action and explain why the balance of pros and cons is preferable to other options. The students may wish to consider this from other perspectives, such as:

6. Activity: Role-play the council meeting, with students playing different characters representing different perspectives.

7. Activity: Allow students to reflect on how this case study has enabled them to see the situation from different angles, and whether this has helped them to understand the ethical concerns and come to an acceptable conclusion.


Annex – Accompanying technical information:

ICT equipment generates heat and so most devices must have a mechanism to manage their temperature. Drawing cool air over hot metal transfers heat energy to that air, which is then pushed out into the environment. This works because the computer temperature is usually higher than the surrounding air. There are several different mechanisms for data centre cooling, but the general approach involves chillers reducing air temperature by cooling water – typically to 7–10 °C, which is then used as a heat transfer mechanism. Some data centres use cooling towers where external air travels across a wet media so that the water evaporates. Fans expel the hot, wet air and the cooled water is recirculated. Other data centres use adiabatic economisers – where water is sprayed directly into the air flow, or onto a heat exchange surface, thereby cooling the air entering the data centre. With both techniques the evaporation results in water loss. A small 1 MW data centre using one of these types of traditional cooling can use around 25.5 million litres of water per year. Data centre water efficiency deserves greater attention. Annual reports show water consumption for cooling directly paid for by the operator, so there is an economic incentive to increase efficiency. As the total energy share of cooling has fallen with improving PUEs (Power Usage Effectiveness metric), the focus has been on electricity consumption, and so water has been a low priority for the industry. However, the largest contributor to the water footprint of a data centre is electricity generation. Where data centres own and operate the entire facility, there is more flexibility for exploring alternative sources of water, and different techniques for keeping ICT equipment cool.



An enhancement for this case study can be found here.


This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.


Authors: Professor Sarah Hitt SFHEA (NMITE); Professor Chike Oduoza (University of Wolverhampton); Emma Crichton (Engineering Without Borders UK); Professor Mike Sutcliffe (TEDI-London); Dr Sarah Junaid (Aston University); Isobel Grimley (Engineering Professors’ Council).

Topic: Monitoring and resolving industrial pollution.

Engineering disciplines: Chemical engineering; Civil engineering; Manufacturing; Mechanical engineering.

Ethical issues: Environment, Health, Public good.

Professional situations: Bribery, Whistleblowing, Corporate social responsibility, Cultural competency.

Educational level: Advanced.

Educational aim: To encourage ethical motivation. Ethical motivation occurs when a person is moved by a moral judgement, or when a moral judgement is a spur to a course of action. 


Learning and teaching notes:

This case requires an engineer to balance multiple competing factors including: economic pressure, environmental sustainability, and human health. It introduces the perspective of corporate social responsibility (CSR) as a lens through which to view the dilemma. In this case study, the engineer must also make decisions that will affect their professional success in a new job and country.  

This case study addresses two of AHEP 4’s themes: The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.

The dilemma in this case is presented in two parts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and/or activities as desired.

Learners have the opportunity to:

Teachers have the opportunity to:


Learning and teaching resources:



Yasin is a pipeline design engineer who has been employed to manage the wastewater pipeline for MMC Textile Company in Gujarat. The company has a rapidly growing business contributing to one of India’s most important industries for employment and export. Yasin was hired through a remote process during the pandemic – he had never been to the industrial site or met his new colleagues in person until he relocated to the country. For 10 years, Yasin worked for the Water Services Regulation Authority in the UK as a wastewater engineer; this is the first time he has been employed by a private company and worked within the textile industry.

The production of textiles results in highly toxic effluent that must be treated and disposed of. A sludge pipeline takes wastewater away from MMC’s factory site and delivers it to a treatment plant downstream. On arrival at MMC, Yasin undertakes an initial inspection of the industrial site and the pipeline. He conducts some testing and measurements, then reviews the company’s documents and specifications related to the pipeline. This pipeline was built 30 years ago when MMC first began operations. In the last five years, MMC has partnered with a fast fashion chain and invested in advanced production technologies, resulting in a 50% increase in its yearly output. Yasin soon realises that as production has increased, the pipeline sometimes carries nearly double its registered capacity. Yasin was hired because MMC’s managers were aware that the pipeline capacity might be stretched and needed his expertise to develop a solution. However, Yasin suspects they are unaware of the real extent of the problem, and is nervous about how they will react to confirmation of this suspicion. Yasin is due to provide an informal verbal report on his initial inspection to the factory managers. This will be his first official business meeting since arriving in India.


Optional STOP for questions and activities:

1. Discussion: Although Yasin is a qualified and experienced engineer, what professional challenges might he encounter at MMC?

2. Discussion: What preparation does Yasin need to make for this informal meeting? What data or evidence should he present?

3. Activity: Role-play Yasin’s first meeting with the factory managers.

4. Activity: Research the environmental effects of textile production and / or India’s policies on textile waste management.


Dilemma – Part one:

At the meeting, Yasin is tasked with developing a menu of proposals to mitigate the problem. The options he puts forward include retrofitting the original pipeline, replacing it with a new one, eliminating the pipeline entirely and focusing on on-site water treatment technology, as well as other solutions. He is directed to consider the risks and benefits of the alternatives. These include the economic burdens, both the cost of the intervention as well as the decline in production necessitated while the intervention takes place, and the environmental consequences of action or inaction.  

During his research, Yasin discovers that informal housing has sprung up in the grey zone between the area’s formal zoned conurbation and the MMC industrial site. This is because there is little local regulation or enforcement as to where people are allowed to erect temporary or permanent dwellings. He estimates that there are several thousand people living in impoverished conditions on the edges of MMC’s property. Indeed, many of the people living in the informal settlement work in the lowest-skilled jobs at the textile factory. The informal settlement is located around a well that Yasin suspects may be polluted by effluent that seeps into the soil and groundwater when the pipeline overflows. He can find no information in company records about data related to this potential pollution.


Optional STOP for questions and activities:

1. Discussion: Does Yasin have a responsibility to do anything about the potential groundwater pollution at the informal settlement?

2. Discussion: Should Yasin advocate for the solution with the lowest cost?

3. Activity: Practise problem definition. What are the parameters and criteria Yasin should use in defining the issues at stake? What elements of the problem is he technically or ethically obligated to resolve? Why?

4. Activity: Create a tether diagram mapping the effects of each potential solution on the company, the local people, and the environment.

5. Activity: Undertake a technical activity in the areas of chemical, civil, manufacturing and / or mechanical engineering related to groundwater pollution.


Dilemma – Part two:

As Yasin learns more about MMC, he discovers that as the company grew rapidly in the last five years,  and has boosted its CSR initiatives, MMC started a programme to hire and upskill local labourers and began a charitable foundation to make donations to local schools and charities. For these activities, MMC has recently received a government commendation for its community commitments. Yasin is concerned about how to make sense of these activities on the one hand, and the potential groundwater contamination on the other. He speaks to his supervisor about MMC’s CSR initiatives and learns that company directors believe that their commendation will pave the way for an even better relationship with the government and perhaps enable a favourable decision on a permit to build another textile factory site nearby. At the end of the conversation, his supervisor indicates that if a new factory is built, it will need a chief site engineer. “That position would be double your current salary,” the supervisor says, “a good job on fixing this pipeline situation would make you look like a very attractive candidate.” Yasin is due to formally present his proposal about the pipeline next week to the factory manager and company directors.


Optional STOP for questions and activities:

1. Discussion: How should Yasin respond to the suggestion of a job offer?

2. Discussion: Should Yasin report any of MMC’s actions or motivations to an external authority?

3. Activity: Research CSR and its ethical dimensions, both in the UK and in India.

4. Activity: Undertake a technical activity in the areas of chemical, civil, manufacturing and / or mechanical engineering, related to pipeline design and flow rates.

5. Activity: Debate whether or not Yasin should become a whistleblower, either about the groundwater pollution or the job offer.



An enhancement for this case study can be found here.


This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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