| dc.description.abstract | Risk management and safety are at the core of performance in the process and manufacturing industries. Global studies by major consultancies show that mature risk management drives performance. That maturity considers a multifaceted risk perspective. Given the complexity of risk and process safety situations in industry a strong systems focus provides an effective means for establishing learning designs and driving student outcomes. This paper describes the design principles, implementation, learning activities of two compulsory, integrated units in risk management and process safety within the School of Chemical Engineering at The University of Queensland. Two courses, one in the 4th year of the Bachelor’s degree, and another in the 5th year of our Integrated Masters program were designed on the educational basis of the Knowing, Acting, Being (K-A-B) schema. This curriculum model considers the key knowledge domains in each course, their interlinking, as well as active learning strategies to exercise the knowledge areas within a socio-technical systems approach. The ‘Being’ aspect focusses on the personal transformation in thinking, professional attitudes and dispositions of students. It aims at preparing students for professional practice. Course design was done in conjunction with industry personnel, who continue to be involved throughout the course delivery, using live industry projects, and site visits to major hazard facilities. Learning activities are coupled to individual and group assessments that include significant industry case studies, consulting projects and professional standard reporting. Oral assessments or defence are used to get deeper insight into student learning. The transformation and expansion of previous UQ risk and safety courses that are fully immersed in socio-technical systems has provided an extensive, solid educational framework that informs, challenges and equips student engineers for entry to professional practice. | en |
