“A new report from the National Engineering Policy Centre about resource efficiency and demand reduction for critical materials to support the UK’s existing Net Zero Strategy.
This report provides an overview of the underutilised policy options for achieving reductions in demands for critical materials and dependency on imports of scarce materials.
It presents a range of policy and engineering interventions around three main areas of demand-side resource management. These include: infrastructure and technology planning, design and design skills and circular economy.
The report concludes with 25 recommendations for policymakers which will help the UK cut its critical material footprint. Lead recommendations from the report call for: an integrated materials strategy, a National Materials Data Hub, infrastructure planning for material sustainability, and a new target to halve the UK’s material footprint.
The report also makes specific recommendations for targeted action, such as committing to the ban on single-use vapes, and improving repair and recycling of electronics to reduce e-waste.
Without intervention, the UK risks not achieving its Net Zero strategy and exposure to future economic uncertainty.” – The Royal Academy of Engineering
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.
Ethical issues: Sustainability; Respect for the environment; Future generations; Societal impact; Corporate Social Responsibility.
Professional situations: EDI; Communication; Conflicts with leadership/management; Quality of work; Personal/professional reputation.
Educational level: Intermediate.
Educational aim: Practising Ethical Analysis: engaging in a process by which ethical issues are defined, affected parties and consequences are identified, so that relevant moral principles can be applied to a situation in order to determine possible courses of action.
Learning and teaching notes:
This case involves an early-career consultant engineer working in the area of sustainable construction. She must negotiate between the values that she, her employer, and her client hold in order to balance sustainability goals and profit. The summary involves analysis of personal values and technical issues, and parts one and two bring in further complications that require the engineer to decide how much to compromise her own values.
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 the Summary and Part one in isolation, but Part two develops and complicates the concepts presented in the Summary and 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:
analyse the values that underlie professional and ethical stances;
gain knowledge about mass timber construction and its connection to sustainability goals;
articulate their own position about what they would do in a similar situation;
explore life cycle and Corporate Social Responsibility issues related to construction;
practise different types of professional communication.
Teachers have the opportunity to:
introduce technical content related to structural analysis and/or timber construction;
introduce or reinforce content related to leadership and global responsibility in engineering;
informally evaluate critical thinking and communication skills.
Learners and teachers might benefit from pre-reading the above resources about EDI and enacting global responsibility, as well as introductory material on construction with mass timber such as information from Transforming Timber or the “How to Build a Wood Skyscraper” video.
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Summary:
Originally from rural Pakistan, Anika is a construction engineer who has recently finished her postgraduate degree, having been awarded a fully funded scholarship. During her studies, Anika was introduced to innovative projects using mass timber and off-site methods of construction. After completing her studies, she was inspired to start her own consultancy practice in the UK, aiming to promote the use of sustainable materials within the construction industry.
James is the director of a well-established, family-owned architectural firm, originally started by his great-grandfather who was also a prominent societal figure. In the last year, James and his colleagues have sought to develop a sustainability policy for the firm. A key feature of this new policy is a commitment to adopt innovative, sustainable construction solutions wherever possible. James has been contacted by an important client who wants to commission his firm to work on a new residential development.
James first met Anika at university when they were both studying for the same postgraduate degree. Having a high regard for Anika’s capability and professionalism, James contacts Anika to propose working together to develop a proposal for the new residential development.
James hopes that Anika’s involvement will persuade the client to select construction solutions that are aligned with the new sustainability policy adopted by his firm. However, the important client has a reputation for prioritising profit over quality, and openly admits to being sceptical about environmental issues.
Anika schedules a meeting with the client to introduce herself and discuss some initial ideas for the project.
Optional STOP for questions and activities:
1. Discussion: Personal values – What are the different personal values for Anika, James, and the client? How might they conflict with each other?
2. Activity: Professional communication – Elevator pitch activity part 1 – Working in groups of 2-3 and looking at the three different stakeholders’ personal values, each group will create a persuasive pitch of 1 minute used by Anika to convince the client to focus on sustainability.
3. Activity: Technical Analysis – Assemble a bibliography of relevant projects using mass timber and off-site methods of construction, and identify the weaknesses and strengths of these projects in terms of sustainability and long- and short-term costs and benefits.
4. Activity: Professional communication – Elevator pitch activity part 2 – After conducting your technical analysis, work in groups of 2-3 to revise your elevator pitch and role play the meeting with the client. How should Anika approach the meeting?
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Dilemma – Part one:
After the first meeting, the client expresses major concerns about Anika’s vision. Firstly, the client states that the initial costings are too high, resulting in a reduced profit margin for the development. Secondly, the client has serious misgivings about the use of mass timber, citing concerns about fire safety and the durability of the material.
Anika is disheartened at the client’s stance, and is also frustrated by James, who has a tendency to contradict and interrupt her during meetings with the client. Anika is also aware that James has met with the client on various occasions without extending the invitation to her, most notably a drinks and dinner reception at a luxury hotel. However, despite her misgivings, Anika knows that being involved in this project will secure the future of her own fledgling consulting company in the short term – and therefore, reluctantly, suspects she will have to make compromises.
Optional STOP for questions and activities:
1. Discussion: Leadership and Communication – Which global responsibilities does Anika face as an engineer? Are those personal or professional responsibilities, or both? How should Anika balance her ethical duties, both personal and professional, and at the same time reach a decision with the client?
2. Activity: Research – Assemble a bibliography of relevant projects where mass timber has been used. How might you design a study to evaluate its structural and environmental credentials? What additional research needs to be conducted in order for more acceptance of this construction method?
3. Activity: Wider impact – Looking at Anika’s idea of using mass timber and off-site methods of construction, students will work in groups of 3-4 to identify the values categories of the following capital models: Natural, Social, Human, Manufactured and Financial.
4. Activity: Equality, Diversity, and Inclusion – Map and analyse qualities and abilities in connection with women and how these can have a positive and negative impact in the construction industry.
5. Discussion: Leadership and Communication – Which are the competitive advantages of women leading sustainable businesses and organisations? Which coping strategy should Anika use for her working relationship with James?
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Dilemma – Part two:
Despite some initial misgivings, the client has commissioned James and Anika to work on the new residential development. Anika has begun researching where to locally source mass timber products. During her research, Anika discovers a new off-site construction company that uses homegrown mass timber. Anika is excited by this discovery as most timber products are imported from abroad, meaning the environmental impact can be mitigated.
Optional STOP for questions and activities:
1. Activity: Environmental footprint – Research the Environmental Product Declaration of different construction materials and whole life carbon assessment.
2. Discussion: Is transportation the only benefit of using local resources? Which other values (Natural, Social, Human, Manufactured and Financial) can be maximised with the use of local resources? How should these values be weighted?
3. Discussion: Professional responsibility – How important is Corporate Social Responsibility (CSR) in Construction? How could the use of local biogenic materials and off-site methods of construction be incorporated into a strategic CSR business plan?
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.
Author: Dr Irene Josa (University College London). The author would like to acknowledge Colin Church (IOM3) who provided valuable feedback during the development of this case.
Ethical issues: Respect for the environment; Risk.
Professional situations: Conflicts of interest; Public health and safety; Legal implications; Whistleblowing; Power; Corporate social responsibility.
Educational level: Intermediate.
Educational aim: Gaining ethical knowledge. Knowing the sets of rules, theories, concepts, frameworks, and statements of duty, rights, or obligations that inform ethical attitudes, behaviours, and practices.
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Learning and teaching notes:
This case involves an engineer responsible for verifying the source of recycled construction material to ensure it is not contaminated. The case is presented in three parts. Part one focuses on the environmental, professional, and social contexts and may be used in isolation to allow students to explore both micro-ethical and macro-ethical concerns. Parts two and three bring in a dilemma about public information and communication and allows students to consider their positions and potential responses. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.
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.
Learners have the opportunity to:
identify legal, professional, and ethical rules and guidance;
investigate technical and environmental components of circularity;
consider professional roles and associated responsibilities;
practice preparing for a public interview.
Teachers have the opportunity to:
introduce or provide practice in Life Cycle Assessment;
highlight relevant ethical codes and quality standards;
address approaches to professional and/or interpersonal conflict;
informally evaluate critical thinking and analysis.
Charlie is a junior environmental engineer who started working at Circle Mat after graduating. Circle Mat is a construction products company that takes pride in using recycled materials from waste in their products, such as mortars and concretes. In fact, Circle Mat was recently nominated by the National Sustainability Association in the prize for the most innovative and sustainable production chains.
Charlie’s role is to ensure that the quality standards of the recycled waste used in the products are met. She is sent a report every two weeks from the factories receiving the waste and she checks the properties of this waste. While she is also supposed to visit all the factories once a month, her direct supervisor, Sam, advised her to visit only those factories where data shows that there are problems with the quality. While it is Charlie’s responsibility to verify the quality and to create the factory visit plan, she trusts her line manager as to how best approach her work.
Among all the factories with which they are working, the factory in Barretton has always had the highest quality standards, and since it is very far from where Charlie is based, she has postponed for months her visit to that factory.
Optional STOP for questions and activities:
1. Discussion: Charlie is responsible for checking the quality from the data she receives, but what about the quality/reliability of the data? Where does her responsibility begin and end? What ethical guidance, codes, or frameworks can help her decide?
2. Activity: Research the issue of asbestos, including current science, potential risks, and legal implications.
3. Discussion: Macroethical context – What is circularity, and how does it relate to climate goals or environmental practice?
When Charlie reaches the factory, she notices a pile of waste that, she assumes, is the one that is being used as recycled aggregate in concrete. Having a closer look, she sees that it is waste from demolition of a building, with some insulation walls, concrete slabs and old pipes. At that moment, the head of the factory arrives and kindly shows Charlie around.
At the end of the visit, Charlie asks about the pile, and the head says that it is indeed demolition waste from an old industrial building. By the description, Charlie remembers that there are some buildings in the region that still contain asbestos, so asks whether the demolition material could potentially have asbestos. To Charlie’s surprise, the head reacts aggressively and says that the visit is over.
Optional STOP for questions and activities:
1. Activity: Use an environmental and social Life Cycle Assessment tool to assess the environmental and social impacts that the decision that Charlie makes might have.
2. Discussion: Map possible courses of action regarding the approach that Charlie could adopt when the factory head tries to shut down the visit. Discuss which is the best approach and why. Some starting questions would be: What should Charlie do? What feels wrong about this situation?
3. Discussion: if she reports her suspicions to her manager, what data or evidence can she present? Should she say anything at all at this point?
Dilemma – Part three:
In the end, Charlie decides not to mention anything, and after writing her report she leaves Barretton. A few days later, Circle Mat is announced to be the winner of the prize by the National Sustainability Association. Circle Mat organises a celebration event to be carried out in Barretton. During the event, Charlie discovers that Circle Mat’s CEO is a relative of the mayor of Barretton.
She is not sure if there really is asbestos in the waste, and also she does not know if other factories might be behaving in the same way. Nonetheless, other junior engineers are responsible for the other factories, so she doesn’t have access to the information.
Some days after the event, she receives a call from a journalist who says that they have discovered that the company is using waste from buildings that contain asbestos. The journalist is preparing an article to uncover the secret and wants to interview her. They ensure that, if she wants, her identity will be kept anonymous. They also mention that, if she refuses to participate, they will collect information from other sources in the company.
Optional STOP for questions and activities:
1. Activity: Technical integration related to measuring contaminants in waste products used for construction materials.
2. Discussion: What ethical issues can be identified in this scenario? Check how ethical principles of the construction sector inform the ethical issues that may be present, and the solutions that might be possible.
3. Discussion: What interpersonal and workplace dynamics might affect the approach taken to resolve this situation?Â
4. Discussion: Would you and could you take the interview with the journalist? Should Charlie? Why or why not?
5. Activity: In the case of deciding to take the interview, prepare the notes you would take to the interview.
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.