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A Longitudinal Comparison of Sustainability Learning between Men and Women in Engineering and Nursing Programmes

Author

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  • Robin Von Haartman

    (Department of Industrial Development, IT and Land Management, University of Gävle, 80176 Gävle, Sweden)

  • Kaisu Sammalisto

    (Department of Industrial Development, IT and Land Management, University of Gävle, 80176 Gävle, Sweden)

  • Rodrigo Lozano

    (Department of Industrial Development, IT and Land Management, University of Gävle, 80176 Gävle, Sweden)

  • Per Blomqvist

    (Department of Industrial Development, IT and Land Management, University of Gävle, 80176 Gävle, Sweden)

Abstract

For many years, Higher education institutions have been engaging with sustainability, many focussing on environmental ones. In this context, two phenomena have arisen that have, usually, been studied separately: (1) engineering schools have been at the forefront of sustainability efforts; and (2) women have tended to be more concerned about of environmental sustainability than men are. This paper is aimed at analysing the differences in perception between engineering students and nursing students at the University of Gävle, Sweden. Engineering and nursing programmes are practice-oriented with different foci on sustainability and usually being dominated by male and female students, respectively. The data for this article were based on two surveys carried out during 2010 and 2013, in which the same students answered the same questions at the beginning and at the end of their studies. Principal component analysis and regressions were carried out to analyse the survey answers. The results show that engineering programmes and gender affect actions positively. The results also show that engineering students increased their sustainability performance significantly more than nursing students. To improve environmental sustainability, it is important to promote the presence of women in engineering schools, and at the same time, social science oriented programmes (such as nursing) could learn from the efforts and action taken by engineering schools, so that sustainability is taught and learnt in a more holistic way.

Suggested Citation

  • Robin Von Haartman & Kaisu Sammalisto & Rodrigo Lozano & Per Blomqvist, 2017. "A Longitudinal Comparison of Sustainability Learning between Men and Women in Engineering and Nursing Programmes," Sustainability, MDPI, vol. 9(8), pages 1-10, August.
    • Handle: RePEc:gam:jsusta:v:9:y:2017:i:8:p:1464-:d:108779
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    References listed on IDEAS

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    1. Kaisu Sammalisto & Agneta Sundström & Robin Von Haartman & Tove Holm & Zhilei Yao, 2016. "Learning about Sustainability—What Influences Students’ Self-Perceived Sustainability Actions after Undergraduate Education?," Sustainability, MDPI, vol. 8(6), pages 1-16, May.
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    Cited by:

    1. Rosa María Brito & José Luis Aparicio & Columba Rodríguez & Juana Beltrán, 2021. "Sustainability Indicators in a Bachelor’s Educational Program in the Health Area," Sustainability, MDPI, vol. 13(11), pages 1-12, May.
    2. Maria Inmaculada Tazo & Ana Boyano & Unai Fernandez-Gámiz & Amaia Calleja-Ochoa, 2020. "The Gender Perspective of Professional Competencies in Industrial Engineering Studies," Sustainability, MDPI, vol. 12(7), pages 1-16, April.
    3. S. A. Dhenge & S. N. Ghadge & M. C. Ahire & S. D. Gorantiwar & M. G. Shinde, 2022. "Gender attitude towards environmental protection: a comparative survey during COVID-19 lockdown situation," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 24(12), pages 13841-13886, December.
    4. Elisabeth Malonda & Anna Llorca & Ana Tur-Porcar & Paula Samper & Mª Vicenta Mestre, 2018. "Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?," Sustainability, MDPI, vol. 10(9), pages 1-15, August.

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