Ci a ion: Sánchez-Ca acedo, F.;
Segalas, J.; Busque s, P.; Camacho, S.;
Climen , J.; Lazza ini, B.; Ma ín, C.;
Miñano, R.; De Cáma a, E.S.; Su eda,
B.; e al. Using Compe ency Maps o
Embedding and Assessing
Sus ainabili y in Enginee ing
Deg ees. T ends High. Educ. 2022,1,
58–81. h ps://doi.o g/10.3390/
highe edu1010006
Academic Edi o : Benede a Siboni
Recei ed: 1 No embe 2022
Accep ed: 14 Decembe 2022
Published: 19 Decembe 2022
Publishe ’s No e: MDPI s ays neu al
wi h ega d o ju isdic ional claims in
published maps and ins i u ional a il-
ia ions.
Copy igh : © 2022 by he au ho s.
Licensee MDPI, Basel, Swi ze land.
This a icle is an open access a icle
dis ibu ed unde he e ms and
condi ions o he C ea i e Commons
A ibu ion (CC BY) license (h ps://
c ea i ecommons.o g/licenses/by/
4.0/).
A icle
Using Compe ency Maps o Embedding and Assessing
Sus ainabili y in Enginee ing Deg ees
Fe mín Sánchez-Ca acedo 1,2,*, Jo di Segalas 2, Pe e Busque s 3, Sa a Camacho 2, Joan Climen 1,2, Bo is Lazza ini 2,
Ca me Ma ín1,2, Ra ael Miñano 4, Es íbaliz Sáez De Cáma a 5, Bá ba a Su eda 2, Gemma Tejedo 2
and E a Vidal 2
1Ba celona School o In o ma ics, Uni e si a Poli ècnica de Ca alunya UPC-Ba celonaTech,
08034 Ba celona, Spain
2Uni e si y Resea ch Ins i u e o Sus ainabili y Science and Technology, Uni e si a Poli ècnica de
Ca alunya—UPC-Ba celonaTech, 08034 Ba celona, Spain
3
Depa men o Mining, Indus ial and ICT Enginee ing, Uni e si a Poli ècnica de Ca alunya—UPC-Ba celonaTech,
08034 Ba celona, Spain
4Inno a ion and Technology o De elopmen Cen e , Uni e sidad Poli écnica de Mad id-UPM,
28040 Mad id, Spain
5Facul y o Enginee ing Bilbao, Uni e si y o he Basque Coun y (UPV/EHU), 48013 Bilbao, Spain
*Co espondence: [email p o ec ed]
Abs ac :
This pape ea u es a me hodology o embedding and assessing a compe ency in an
academic cu iculum using compe ency maps. This me hodology enables embedding and assessmen
o any compe ency in any cu iculum, ega dless o he educa ional le el, as long as he compe ency
is co ec ly desc ibed by means o a compe ency map. As an example o he applica ion o his
me hodology, a p oposal o embedding and assessing sus ainabili y in enginee ing deg ees is
p esen ed. A compe ency map embodies he se o lea ning ou comes o he compe ency ha s uden s
should ha e acqui ed upon comple ion o hei s udies. This in o ma ion allows he designe s o
he cu iculum o de e mine he lea ning ou comes ha should be de eloped in he deg ee and o
dis ibu e hem app op ia ely among he subjec s. The p esence map can be cons uc ed om he
compe ency map. I con ains in o ma ion ega ding he ex en o which each lea ning ou come o he
compe ency map is being de eloped in he deg ee. This pape p oposes he cons uc ion o a p esence
map in wo s eps: (1) pe o m a su ey and (2) conduc a semi-s uc u ed in e iew wi h p o esso s.
The in e iew, which is conduc ed by one o se e al expe s in he compe ency, allows he di e en
c i e ia used by he p o esso s when illing ou he ques ionnai e o be uni ied, whe eas he p esence
map shows whe he a pa icula compe ency is co ec ly embedded in he cu iculum and he aspec s
ha could be imp o ed. Finally, o alida e ha he s uden s a e achie ing he lea ning ou comes
o he compe ency map, we p opose a su ey o measu e he s uden s’ pe cep ion abou hei own
lea ning in he compe ency. These esul s can be compa ed wi h he p esence map o help de e mine
whe he , om he s uden s’ poin o iew, he expec ed lea ning ou comes a e being achie ed in he
co esponding subjec s. The aim o his p ocess is o p o ide he in o ma ion necessa y o indica e
any changes in he cu iculum ha may imp o e he embedding o he compe ency.
Keywo ds:
compe ency map; sus ainabili y; educa ion o sus ainable de elopmen ; Sus ainable
De elopmen Goals (SDG); UNESCO lea ning objec i es; EDINSOST
1. In oduc ion
A quali y uni e si y educa ion mus ensu e ha s uden s acqui e he skills ela ed
o hei deg ee [
1
–
3
]. The concep o compe ency can be unde s ood as he combina ion
o knowledge, skills and a i udes app op ia e o he con ex [
4
]. A he end o he 20 h
cen u y, a e olu ion ook place in he educa ional me hodologies employed o achie e his
goal [
5
,
6
] undamen ally due o he use o new echnologies. A he beginning o he 21s
T ends High. Educ. 2022,1, 58–81. h ps://doi.o g/10.3390/highe edu1010006 h ps://www.mdpi.com/jou nal/highe edu
T ends High. Educ. 2022,159
cen u y, changes we e made in he eaching–lea ning p ocess in all educa ional ins i u ions
h oughou he wo ld. Some o hese ins i u ions led he p ocess [
7
] by in eg a ing in he
cu iculum no only he echnical compe encies bu also he p o essional compe encies ha ,
in he second hal o he 20 h cen u y, had waned in mos o he wo ld’s uni e si ies, gi ing
way o echnical compe encies [
8
]. This was because some educa o s a gued ha “ he skills-
based app oach was pedagogically dange ous because i encou ages bad eaching” [
9
].
Howe e , o he au ho s main ained ha i a cu iculum is ocused on sol ing cu en
p oblems wi h cu en echnologies, his p og am quickly becomes ou da ed, especially in
enginee ing deg ees [
10
]. In he same way, Hu [
11
] s a ed ha i is mo e impo an o a
cu iculum o in eg a e knowledge and compe encies o hei applica ion in new si ua ions
a he han eaching angua d echnology, as i may become obsole e a e a ew yea s.
P o essional compe encies e e o he ans e sal skills and expe iences applicable
o a wide a ie y o jobs, si ua ions and asks in mos a eas o knowledge [
12
]. Some
examples o p o essional compe encies include eamwo k, communica ion, in e pe sonal
skills, c i ical hinking, e hics, social commi men and sus ainabili y. Di e en au ho s
ha e ad oca ed he need o in oduce hese compe encies in all educa ional cu icula.
Ta aman and To a [
13
] claimed ha success o ailu e in he educa ional p ocess should
be measu ed acco ding o he se o compe encies s uden s should acqui e. New ock and
To a [
14
] in e iewed indus y leade s in o de o iden i y he equi emen s o employe s
ega ding p o essional compe encies. They concluded ha g adua es equi e much mo e
han excellen echnical knowledge; hey also need o be able o communica e hei ideas,
unde s and he meaning o co po a e e hics and pe sonal e hics, de elop social skills and
manne s and lea n how o espec hei pee s.
Conside ing all o he abo e, di e en ini ia i es ha e con ibu ed o de ining he ain-
ing o enginee ing s uden s in di e en coun ies a ound he wo ld. Since he beginning
o he 21s cen u y, an inc easing numbe o uni e si ies ha e inco po a ed p o essional
compe encies in he con ex o he Eu opean Highe Educa ion A ea [
8
]. Acc edi a ion
sys ems ha e de ined he p o essional compe encies in enginee ing educa ion cu icula in
he USA [
15
], Canada [
16
] and Eu ope [
17
]. As an example o a p ojec aimed a os e ing
pe sonal and in e pe sonal skills in s uden s, we highligh he CDIO p ojec (concei e,
design, implemen and ope a e) [
1
,
18
] p omo ed by he Depa men o Ae onau ics and
As onau ics a MIT, wi h ex ension o many o he uni e si ies a ound he wo ld. Ini ially
aimed a Eu ope and la e ex ended o o he con inen s, he Tuning P ojec is led by he
Uni e si y o Deus o in he Basque Coun y, wi h he aim o s anda dizing enginee ing
cu icula in e ms o p o essional compe encies. The Tuning P ojec de ines 30 p o essional
compe encies classi ied in o h ee ca ego ies (ins umen al, in e pe sonal and sys emic).
Toge he wi h he Uni e si y o G oningen, i cu en ly coo dina es he Tuning Academy
(h p:// uningacademy.o g/ (accessed on 19 July 2022)) and has p ojec s in mo e han
58 coun ies in Ame ica, A ica, Asia and Eu ope [2].
Compe ency-based educa ion con inues o pose a challenge [
19
]. Each p o essional
compe ency can be deployed h oughou he cu iculum by means o di e en s a egies
abo e beyond hei occasional in oduc ion in ce ain subjec s. The de elopmen o a
compe ency mus be included in a planned way in di e en subjec s o he cu iculum,
he eby o ming a compe ency i ine a y. Coo dina ion be ween he subjec s is essen ial
o es ablish an i ine a y o each compe ency o which he di e en subjec s con ibu e in
acco dance wi h hei cha ac e is ics, such as he le el hey occupy in he deg ee, ypology
(manda o y o elec i e), deg ee o specializa ion, e c. In his way, he subjec s o he compe-
ency i ine a y co e he lea ning ou comes s uden s a e expec ed o acqui e acco ding o
di e en app oaches and domain le els h oughou he en i e cu iculum.
Figu e 1p o ides an example o he i ine a y o a gi en compe ency. The boxes
co espond o all he subjec s o a bachelo ’s cu iculum s uc u ed in eigh semes e s
( i e subjec s pe semes e ). The ed squa es ep esen he subjec s belonging o he compe-
ency pa hway, namely he subjec s ha con ibu e o he de elopmen o his compe ency.
S uden s each he di e en domain le els o he compe ency as hey p og ess h ough he
T ends High. Educ. 2022,160
cu iculum. To ensu e ha s uden s acqui e he compe ency, planning mus be me iculous,
and he subjec s mus be well coo dina ed.
T ends High. Educ. 2022, 1, FOR PEER REVIEW 3
Figu e 1 p o ides an example o he i ine a y o a gi en compe ency. The boxes co -
espond o all he subjec s o a bachelo ’s cu iculum s uc u ed in eigh semes e s ( i e
subjec s pe semes e ). The ed squa es ep esen he subjec s belonging o he compe-
ency pa hway, namely he subjec s ha con ibu e o he de elopmen o his compe-
ency. S uden s each he di e en domain le els o he compe ency as hey p og ess
h ough he cu iculum. To ensu e ha s uden s acqui e he compe ency, planning mus
be me iculous, and he subjec s mus be well coo dina ed.
Figu e 1. Example o a compe ency i ine a y h oughou a ou -yea cu iculum.
Compe ency maps [8] a e an essen ial ool o acili a ing his coo dina ion and o
dis ibu ing he lea ning ou comes ela ed o he compe ency among he di e en subjec s
o he i ine a y. A compe ency map de ines a compe ency in e ms o se e al compe ency
uni s, which may be ega ded as he di e en issues o be de eloped in he compe ency.
Each compe ency uni is p ecisely de ined by means o lea ning ou comes, which mus be
de eloped in he subjec s o he compe ency i ine a y. The lea ning ou comes a e d awn
up using a lea ning axonomy. Figu e 2 shows he gene ic o ma o a compe ency map
con aining n compe ency uni s and using a h ee-le el lea ning axonomy, e e ed o as
le el 1, le el 2 and le el 3.
Figu e 2. Example o a compe ency map con aining n compe ency uni s and using a h ee-le el
lea ning axonomy.
Compe ency maps a e a ool ha can help cu iculum designe s o sa is y he p inci-
ples o cons uc i e alignmen [20,21], as by making he lea ning ou comes o he compe-
ency explici , he de ini ion o lea ning objec i es in he subjec s is mo e clea ly de ined,
and hei subsequen assessmen mo e accu a e.
Figu e 1. Example o a compe ency i ine a y h oughou a ou -yea cu iculum.
Compe ency maps [
8
] a e an essen ial ool o acili a ing his coo dina ion and o
dis ibu ing he lea ning ou comes ela ed o he compe ency among he di e en subjec s
o he i ine a y. A compe ency map de ines a compe ency in e ms o se e al compe ency
uni s, which may be ega ded as he di e en issues o be de eloped in he compe ency.
Each compe ency uni is p ecisely de ined by means o lea ning ou comes, which mus be
de eloped in he subjec s o he compe ency i ine a y. The lea ning ou comes a e d awn
up using a lea ning axonomy. Figu e 2shows he gene ic o ma o a compe ency map
con aining ncompe ency uni s and using a h ee-le el lea ning axonomy, e e ed o as
le el 1, le el 2 and le el 3.
T ends High. Educ. 2022, 1, FOR PEER REVIEW 3
Figu e 1 p o ides an example o he i ine a y o a gi en compe ency. The boxes co -
espond o all he subjec s o a bachelo ’s cu iculum s uc u ed in eigh semes e s ( i e
subjec s pe semes e ). The ed squa es ep esen he subjec s belonging o he compe-
ency pa hway, namely he subjec s ha con ibu e o he de elopmen o his compe-
ency. S uden s each he di e en domain le els o he compe ency as hey p og ess
h ough he cu iculum. To ensu e ha s uden s acqui e he compe ency, planning mus
be me iculous, and he subjec s mus be well coo dina ed.
Figu e 1. Example o a compe ency i ine a y h oughou a ou -yea cu iculum.
Compe ency maps [8] a e an essen ial ool o acili a ing his coo dina ion and o
dis ibu ing he lea ning ou comes ela ed o he compe ency among he di e en subjec s
o he i ine a y. A compe ency map de ines a compe ency in e ms o se e al compe ency
uni s, which may be ega ded as he di e en issues o be de eloped in he compe ency.
Each compe ency uni is p ecisely de ined by means o lea ning ou comes, which mus be
de eloped in he subjec s o he compe ency i ine a y. The lea ning ou comes a e d awn
up using a lea ning axonomy. Figu e 2 shows he gene ic o ma o a compe ency map
con aining n compe ency uni s and using a h ee-le el lea ning axonomy, e e ed o as
le el 1, le el 2 and le el 3.
Figu e 2. Example o a compe ency map con aining n compe ency uni s and using a h ee-le el
lea ning axonomy.
Compe ency maps a e a ool ha can help cu iculum designe s o sa is y he p inci-
ples o cons uc i e alignmen [20,21], as by making he lea ning ou comes o he compe-
ency explici , he de ini ion o lea ning objec i es in he subjec s is mo e clea ly de ined,
and hei subsequen assessmen mo e accu a e.
The compe ency map may con ain in o ma ion ega ding in which subjec o he
compe ency i ine a y he di e en lea ning ou comes should be de eloped, as shown in
Figu e 2.
Example o a compe ency map con aining ncompe ency uni s and using a h ee-le el
lea ning axonomy.
Compe ency maps a e a ool ha can help cu iculum designe s o sa is y he p inciples
o cons uc i e alignmen [
20
,
21
], as by making he lea ning ou comes o he compe ency
explici , he de ini ion o lea ning objec i es in he subjec s is mo e clea ly de ined, and
hei subsequen assessmen mo e accu a e.
The compe ency map may con ain in o ma ion ega ding in which subjec o he
compe ency i ine a y he di e en lea ning ou comes should be de eloped, as shown in
Figu e 3. The compe ency in his igu e is de ined using eigh compe ency uni s, and
he compe ency i ine a y consis s o i e subjec s (S1...S5). As an example, he lea ning
ou comes assigned o subjec S1 a e shown in ed. Fo simplici y, in his igu e, all he
lea ning ou comes om a cell o he map a e assigned o he same subjec (o o a se o
T ends High. Educ. 2022,161
subjec s, such as le el 2 o compe ency uni 2, which is assigned o subjec s S1 and S3).
Howe e , i is possible o assign lea ning ou comes om he same cell o di e en subjec s.
T ends High. Educ. 2022, 1, FOR PEER REVIEW 4
The compe ency map may con ain in o ma ion ega ding in which subjec o he
compe ency i ine a y he di e en lea ning ou comes should be de eloped, as shown in
Figu e 3. The compe ency in his igu e is de ined using eigh compe ency uni s, and he
compe ency i ine a y consis s o i e subjec s (S1...S5). As an example, he lea ning ou -
comes assigned o subjec S1 a e shown in ed. Fo simplici y, in his igu e, all he lea ning
ou comes om a cell o he map a e assigned o he same subjec (o o a se o subjec s,
such as le el 2 o compe ency uni 2, which is assigned o subjec s S1 and S3). Howe e ,
i is possible o assign lea ning ou comes om he same cell o di e en subjec s.
Figu e 3. Example o how a compe ency map is used o assign he di e en lea ning ou comes o
he di e en subjec s o he compe ency i ine a y. The lea ning ou comes assigned o subjec S1 a e
indica ed in ed.
This pape ea u es a me hodology o embedding and assessing a compe ency in an
academic cu iculum using compe ency maps. This me hodology enables embedding and
assessmen o any compe ency in any cu iculum, ega dless o i s educa ional le el, as
long as he compe ency is co ec ly desc ibed by means o a compe ency map. As an ex-
ample o he applica ion o his me hodology, a p oposal o embedding and assessing
sus ainabili y in an enginee ing deg ee is p esen ed.
In gene al, enginee ing eache s ha e no ecei ed a comple e aining in all p o es-
sional compe encies, speci ically in sus ainabili y compe encies. This inc eases hei di i-
cul y when i comes o embedding lea ning ou comes o educa ion o sus ainable de el-
opmen (ESD) in hei subjec s [22–24].
The EDINSOST p ojec s ha e de eloped se e al ools o answe he ollowing ques-
ions ega ding ESD in each o he deg ees analyzed:
1. Wha lea ning ou comes should g adua es ha e acqui ed upon comple ion o hei
uni e si y s udies?
2. To wha ex en is ESD p esen in he cu iculum?
3. To wha ex en do s uden s pe cei e ha hey ha e acqui ed he ESD- ela ed lea ning
ou comes o eseen in he cu iculum?
To answe he i s ques ion, he EDINSOST p ojec s de eloped a sus ainabili y com-
pe ency map (SCM) o each deg ee p og am [25]. This map con ains he se o ESD- e-
la ed lea ning ou comes o be achie ed by s uden s in he deg ee p og am. The SCM is
he key elemen o he design o he cu iculum and makes i possible o dis ibu e he
di e en lea ning ou comes among he subjec s o he ESD i ine a y, as well as o de e -
mine how he Sus ainable De elopmen Goals (SDGs) a e being app aised in he cu icu-
lum. I also makes i possible o de e mine wha ESD aining eache s should ecei e. As
a esul o he p ojec s, h ee maps we e de eloped, one o each o he pa icipa ing
knowledge a eas (educa ion, enginee ing, and business adminis a ion and managemen ).
Figu e 3.
Example o how a compe ency map is used o assign he di e en lea ning ou comes o
he di e en subjec s o he compe ency i ine a y. The lea ning ou comes assigned o subjec S1 a e
indica ed in ed.
This pape ea u es a me hodology o embedding and assessing a compe ency in
an academic cu iculum using compe ency maps. This me hodology enables embedding
and assessmen o any compe ency in any cu iculum, ega dless o i s educa ional le el,
as long as he compe ency is co ec ly desc ibed by means o a compe ency map. As an
example o he applica ion o his me hodology, a p oposal o embedding and assessing
sus ainabili y in an enginee ing deg ee is p esen ed.
In gene al, enginee ing eache s ha e no ecei ed a comple e aining in all p o-
essional compe encies, speci ically in sus ainabili y compe encies. This inc eases hei
di icul y when i comes o embedding lea ning ou comes o educa ion o sus ainable
de elopmen (ESD) in hei subjec s [22–24].
The EDINSOST p ojec s ha e de eloped se e al ools o answe he ollowing ques-
ions ega ding ESD in each o he deg ees analyzed:
1.
Wha lea ning ou comes should g adua es ha e acqui ed upon comple ion o hei
uni e si y s udies?
2. To wha ex en is ESD p esen in he cu iculum?
3.
To wha ex en do s uden s pe cei e ha hey ha e acqui ed he ESD- ela ed lea ning
ou comes o eseen in he cu iculum?
To answe he i s ques ion, he EDINSOST p ojec s de eloped a sus ainabili y com-
pe ency map (SCM) o each deg ee p og am [
25
]. This map con ains he se o ESD- ela ed
lea ning ou comes o be achie ed by s uden s in he deg ee p og am. The SCM is he key
elemen o he design o he cu iculum and makes i possible o dis ibu e he di e en
lea ning ou comes among he subjec s o he ESD i ine a y, as well as o de e mine how
he Sus ainable De elopmen Goals (SDGs) a e being app aised in he cu iculum. I also
makes i possible o de e mine wha ESD aining eache s should ecei e. As a esul o
he p ojec s, h ee maps we e de eloped, one o each o he pa icipa ing knowledge a eas
(educa ion, enginee ing, and business adminis a ion and managemen ). The h ee maps
a e e y simila , and hanks o he ans e sali y o ESD, he lea ning ou comes a e easily
ex apola ed o o he deg ees in o he a eas o knowledge.
The answe o he second ques ion is p o ided by he deg ee’s sus ainabili y p esence
map [
26
]. This map iden i ies how much wo k has been done on each o he lea ning
ou comes o he SCM in he deg ee p og am. Fo his pu pose, all he subjec s o he ESD
compe ency pa hway a e analyzed.
T ends High. Educ. 2022,162
Finally, o answe he hi d ques ion, a ques ionnai e was d awn up o s uden s in
o de o de e mine wha hey pe cei ed o ha e lea ned [27] in ela ion o ESD.
ESD aims o c ea e ci izens who con ibu e o achie ing he Sus ainable De elopmen
Goals (SDGs) [
28
] as de e mined by he Uni ed Na ions 2030 agenda [
29
]. The SDGs
consis o 17 goals o be achie ed globally by 2030. The Uni ed Na ions has de ined a se
o a ge s [
29
] o each SDG ha de ine p ecisely wha each goal aims o achie e. Each
goal has a di e en numbe o a ge s, depending on he idiosync asies o he goal i sel .
Mo eo e , o acili a e he ask o embedding ESD in cu icula a all educa ional le els,
UNESCO has de ined i een lea ning objec i es o each SDG [
28
] using a h ee-le el
axonomy (cogni i e, socioemo ional and beha io al). Fo each SDG, UNESCO de ines i e
lea ning objec i es a each le el o he axonomy.
In o de o acili a e he ask o uni e si ies o in oducing ESD in hei deg ee cu icula,
he EDINSOST2-SDG p ojec selec ed he a ge s [
29
] and lea ning objec i es [
28
] ela ed
o each a ea o knowledge, in addi ion o gene a ing a able o each knowledge a ea ha
ela es he SDG lea ning ou comes wi h he goals and lea ning objec i es o he a ea i sel .
Thus, when embedding he SDG lea ning ou comes in a deg ee p og am, he UN a ge s
and UNESCO lea ning objec i es ela ed o he SDGs a e also aken in o conside a ion.
This allows each deg ee p og am o assess how he SDGs a e app aised in each cu iculum,
an issue which cu en ly poses a challenge o all uni e si ies a ound he wo ld.
This pape p esen s a me hodology o embedding and assessing a compe ency in
an academic cu iculum using compe ency maps. As an example o he applica ion
o he me hodology, a p oposal o embedding and assessing ESD in enginee ing de-
g ees is p esen ed. This wo k was de eloped wi hin he amewo k o he EDINSOST
p ojec s. Two p ojec s we e ca ied ou be ween 2016 and Decembe 2022, EDINSOST1 and
EDINSOST2-SDG, las ing o h ee and ou yea s, espec i ely, and coo dina ed by he
Uni e si y Resea ch Ins i u e o Sus ainabili y Science and Technology o he Uni e si a
Poli ècnica de Ca alunya–Ba celonaTech. Bo h p ojec s p opose a me hodology o in o-
ducing and e alua ing sus ainabili y in he cu icula o unde g adua e and mas e ’s deg ee
p og ams a Spanish uni e si ies. Fi y-nine esea che s om ele en Spanish uni e si ies
pa icipa ed in hese p ojec s.
2. Ma e ials and Me hods
2.1. Sus ainabili y Compe ency Map (SCM) o Enginee ing Cu icula
In EDINSOST2-SDG, a common SCM was designed o all enginee ing deg ees based
on he SCM de eloped in EDINSOST1. The SCM design and alida ion p ocess can be
ound in [
30
]. The enginee ing SCM o he EDINSOST2-SDG p ojec is a ma ix design
based on he ou sus ainabili y compe encies de ined by he Con e ence o Rec o s o
Spanish Uni e si ies (CRUE) [31].
•
C1: C i ical con ex ualiza ion o knowledge by es ablishing in e ela ions wi h social,
economic, en i onmen al, local and/o global p oblems;
•
C2: Sus ainable use o esou ces and p e en ion o nega i e impac s on he na u al
and social en i onmen ;
•C3: Pa icipa ion in communi y p ocesses ha p omo e sus ainabili y;
•
C4: Applica ion o e hical p inciples ela ed o he alues o sus ainabili y in pe sonal
and p o essional beha io ;
Each compe ency is u he de ined by one o mo e compe ency uni s, which a e
desc ibed using as a s a ing poin he h ee dimensions o sus ainabili y (en i onmen al,
social and economic) plus a holis ic dimension. Whene e possible, only he holis ic
dimension was used in each compe ency o achie e he simples possible map. Thus,
compe encies C1, C3 and C4 ha e a single compe ency uni ha is de ined holis ically.
Howe e , compe ency C2 consis s o ou compe ency uni s—one o each dimension. Each
Compe ency uni is desc ibed in he o m o lea ning ou comes using he simpli ied Mille
py amid [
32
] as a axonomy. The axonomy has h ee domain le els: know, know-how and
‘demons a e + do’ ( he o iginal Mille py amid consis s o ou le els, as he ‘demons a e’
T ends High. Educ. 2022,163
and ‘do’ le els a e ea ed independen ly). Mille ’s axonomy was designed in a medical
se ing, whe e di e en ia ing be ween “demons a e” and “do” is impo an because
people’s li es a e a s ake. In he enginee ing en i onmen , howe e , hese le els can be
ea ed oge he . Using a axonomy wi h a small numbe o domain le els is impo an
because i educes he size o he SCM. The ewe he domain le els, he smalle he numbe
o map cells and, he e o e, he ewe he lea ning ou comes. The ewe he lea ning
ou comes, he easie i is o embed he SCM in he deg ee cu iculum. Each compe ency
uni is desc ibed by one o mo e lea ning ou comes a each le el o he axonomy. The
enginee ing SCM o he EDINSOST2-SDG p ojec desc ibed in [
30
] con ains 53 lea ning
ou comes. Figu e 4shows a schema ic o his map.
T ends High. Educ. 2022, 1, FOR PEER REVIEW 6
Each compe ency is u he de ined by one o mo e compe ency uni s, which a e de-
sc ibed using as a s a ing poin he h ee dimensions o sus ainabili y (en i onmen al,
social and economic) plus a holis ic dimension. Whene e possible, only he holis ic di-
mension was used in each compe ency o achie e he simples possible map. Thus, com-
pe encies C1, C3 and C4 ha e a single compe ency uni ha is de ined holis ically. How-
e e , compe ency C2 consis s o ou compe ency uni s—one o each dimension. Each
Compe ency uni is desc ibed in he o m o lea ning ou comes using he simpli ied Mille
py amid [32] as a axonomy. The axonomy has h ee domain le els: know, know-how
and ‘demons a e + do’ ( he o iginal Mille py amid consis s o ou le els, as he ‘demon-
s a e’ and ‘do’ le els a e ea ed independen ly). Mille ’s axonomy was designed in a
medical se ing, whe e di e en ia ing be ween “demons a e” and “do” is impo an be-
cause people’s li es a e a s ake. In he enginee ing en i onmen , howe e , hese le els
can be ea ed oge he . Using a axonomy wi h a small numbe o domain le els is im-
po an because i educes he size o he SCM. The ewe he domain le els, he smalle
he numbe o map cells and, he e o e, he ewe he lea ning ou comes. The ewe he
lea ning ou comes, he easie i is o embed he SCM in he deg ee cu iculum. Each com-
pe ency uni is desc ibed by one o mo e lea ning ou comes a each le el o he axonomy.
The enginee ing SCM o he EDINSOST2-SDG p ojec desc ibed in [30] con ains 53 lea n-
ing ou comes. Figu e 4 shows a schema ic o his map.
Figu e 4. Diag am o he EDINSOST2-SDG enginee ing SCM p ojec . Each cell o he map may con-
ain one o mo e lea ning ou comes.
To ela e he enginee ing SCM o he SDGs, a able was c ea ed in which he lea ning
ou comes o he map a e ela ed o he SDG a ge s [29] and he UNESCO lea ning objec-
i es [28]. De ails on he p ocess o c ea ing and alida ing his able can be ound in [30].
2.1.1. Simpli ica ion o he Sus ainabili y Compe ency Map o Enginee ing Cu icula
In 2021, he Uni e si a Poli ècnica de Ca alunya–Ba celonaTech decided o use he
EDINSOST model o inco po a e ESD in he cu icula o all i s deg ees. A e analyzing
he ools designed by he EDINSOST2-SDG p ojec [30], he UPC asked he p ojec e-
sea che s o simpli y he ools o acili a e hei use o p o esso s and managemen eams
un amilia wi h ESD. The EDINSOST eam hen began a p ocess o c ea e a simpli ied
e sion o he SCM by educing he numbe o lea ning ou comes om he o iginal map.
Fo his pu pose, a goal was de ined such ha each cell o he simpli ied map should,
whene e possible, co espond o a single lea ning ou come.
To achie e his objec i e and alida e he p ocess, he ollowing s eps we e aken:
1. The EDINSOST enginee ing eam was di ided in o wo g oups o he same size
(se en esea che s): one o pe o m he i s app oxima ion (wo king g oup) and he
o he o alida e he esul ( alida ion g oup).
Figu e 4.
Diag am o he EDINSOST2-SDG enginee ing SCM p ojec . Each cell o he map may
con ain one o mo e lea ning ou comes.
To ela e he enginee ing SCM o he SDGs, a able was c ea ed in which he lea n-
ing ou comes o he map a e ela ed o he SDG a ge s [
29
] and he UNESCO lea ning
objec i es [
28
]. De ails on he p ocess o c ea ing and alida ing his able can be ound
in [30].
2.1.1. Simpli ica ion o he Sus ainabili y Compe ency Map o Enginee ing Cu icula
In 2021, he Uni e si a Poli ècnica de Ca alunya–Ba celonaTech decided o use he
EDINSOST model o inco po a e ESD in he cu icula o all i s deg ees. A e analyzing he
ools designed by he EDINSOST2-SDG p ojec [
30
], he UPC asked he p ojec esea che s
o simpli y he ools o acili a e hei use o p o esso s and managemen eams un amilia
wi h ESD. The EDINSOST eam hen began a p ocess o c ea e a simpli ied e sion o he
SCM by educing he numbe o lea ning ou comes om he o iginal map. Fo his pu pose,
a goal was de ined such ha each cell o he simpli ied map should, whene e possible,
co espond o a single lea ning ou come.
To achie e his objec i e and alida e he p ocess, he ollowing s eps we e aken:
1.
The EDINSOST enginee ing eam was di ided in o wo g oups o he same size (se en
esea che s): one o pe o m he i s app oxima ion (wo king g oup) and he o he o
alida e he esul ( alida ion g oup).
2.
The wo king g oup analyzed he lea ning ou comes in each cell and g ouped hose
ha we e mos closely ela ed and could be w i en cohe en ly as a single lea ning
ou come. The new lea ning ou comes we e ini ially d a ed keeping he o iginal
o mula ion; om his ph asing, a simpli ica ion p ocess was ini ia ed wi h he aim o
ob aining comple e bu sho e ex s. This p ocess esul ed in an enginee ing SCM
wi h ewe lea ning ou comes.
3.
The alida ion g oup analyzed he new lea ning ou comes and compa ed hem
wi h he ini ial ones o ensu e ha all he in o ma ion desc ibed by he o iginal
T ends High. Educ. 2022,164
lea ning ou comes was included in he new lea ning ou comes. Some de iciencies
we e iden i ied in his ega d.
4.
The wo king g oup adop ed he alida ion g oup’s sugges ions and d a ed a new
p oposal con aining a o al o 29 lea ning ou comes.
5.
The alida ion g oup e iewed he map again o e i y ha he o iginal lea ning
ou comes we e co ec ly ep esen ed in he new p oposal.
Once he simpli ied enginee ing SCM was ob ained, he ables ha ela e he lea ning
ou comes o he UNESCO lea ning objec i es and a ge s de ined by he UN o he SDGs
we e upda ed. To his end, each lea ning ou come o he simpli ied enginee ing SCM was
assigned he lea ning objec i es and a ge s ha we e assigned o he ela ed lea ning
ou comes o he o iginal SCM.
2.1.2. Algo i hm o C ea ing an SCM o a Speci ic Enginee ing Deg ee
The simpli ied enginee ing SCM con ains he ESD- ela ed lea ning ou comes common
o all enginee ing deg ees. These lea ning ou comes include he SDGs, hanks o he
ela ionship es ablished wi h he UNESCO lea ning objec i es and UN a ge s.
To de ine he SCM o a speci ic enginee ing deg ee (IT, ci il, e c.), i is necessa y o add
o he enginee ing SCM he lea ning ou comes in ESD speci ic o ha enginee ing deg ee.
This p ocess is conduc ed by analyzing he UN a ge s and UNESCO lea ning objec i es
ela ed o enginee ing. The me hodology p oposed o his p ocess is as ollows:
1.
S a om he enginee ing SCM ha con ains he lea ning ou comes common o all
enginee ing deg ees;
2.
Analyze UN a ge s and UNESCO lea ning objec i es and selec hose ela ed o he
speci ic enginee ing deg ee;
3.
Fo each a ge and lea ning objec i e selec ed, check i he e is any lea ning ou come
ha co e s i ;
a.
I a ailable, upda e he able o ela ionship be ween lea ning ou comes, UN
a ge s and UNESCO lea ning objec i es;
b.
I no , de ine a new lea ning ou come in he SCM o he speci ic enginee ing
deg ee and upda e he ela ionship able.
This p ocess should be conduc ed wi h he aim o adding as ew lea ning ou comes
as possible o he SCM. This implies ha a new lea ning ou come may co e se e al UN
a ge s o UNESCO lea ning objec i es.
2.2. Sus ainabili y P esence Map
The sus ainabili y p esence map o a deg ee con ains in o ma ion on he ex en o
which each lea ning ou come o he deg ee’s SCM is p esen in he cu iculum. In his pape ,
we p opose he cons uc ion o he sus ainabili y p esence map based on semi-s uc u ed
in e iews conduc ed wi h he p o esso s esponsible o he cou ses o he ESD i ine a y.
These p o esso s eply be o ehand o a ques ionnai e, which he in e iewe s use as a
s a ing poin o conduc he in e iew. The in e iewe s mus ha e good knowledge
o he deg ee’s SCM in o de o comple e he sus ainabili y p esence map ca e ully and
accu a ely. The ac ha he sus ainabili y p esence map is comple ed by a single pe son
(o a small g oup wo king in a coo dina ed manne ) ensu es ha he same c i e ia a e
ollowed in all he subjec s o he i ine a y and ha he con ibu ion o each subjec o he
sus ainabili y p esence map does no he e o e depend on he expe ience and knowledge
o he p o esso . The “Discussion” sec ion desc ibes in de ail why his me hodology was
chosen and explains o he me hodologies ha we e conside ed.
The p o esso ques ionnai e used by he in e iewe s is a simpli ica ion o he ques-
ionnai e p esen ed in [
30
], which was modi ied in o de o adap i o he simpli ied
enginee ing SCM. The ollowing me hodology was used o simpli y he ques ionnai e:
1.
A g oup o ou esea che s om he p ojec ’s enginee ing g oup (wo king g oup)
e iewed he o iginal ques ionnai e and d a ed he new ques ions in acco dance
T ends High. Educ. 2022,165
wi h he same c i e ia used in he o iginal ques ionnai e bu adap ing hem o he
simpli ied enginee ing SCM. This p ocess was unde aken so ha he alida ion
p ocess conduc ed o he o iginal ques ionnai e would be alid wi h espec o he
new ques ionnai e;
2.
The emaining esea che s in he p ojec ’s enginee ing g oup ( alida ion g oup) e-
iewed he ques ionnai e indi idually (speci ically, he ele ance o each ques ion
based on i s ela ion o he simpli ied enginee ing SCM) and sugges ed possible
changes o he ph asing;
3.
A mee ing o all membe s o he p ojec enginee ing g oup was subsequen ly held o
discuss he p oposals and gene a e a new e sion o he ques ionnai e;
4.
This new e sion unde wen a u he e ision, his ime conduc ed by he educa ion
and business adminis a ion and managemen g oups in o de o comple e he inal
ques ionnai e. Like he SCM, his ques ionnai e is highly ans e sal and was he e o e
used wi h mino modi ica ions in he h ee knowledge a eas o he EDINSOST2-
SDG p ojec .
3. Resul s
3.1. Enginee ing SCM Simpli ied
As de ailed in Sec ion 2, he EDINSOST2-SDG eam simpli ied he enginee ing SCM
o make i easie o handle o p o esso s and managemen eams un amilia wi h ESD. As
a esul , he simpli ied enginee ing SCM consis s o only 29 lea ning ou comes, compa ed
o 53 in he o iginal one. Table 1p o ides an ou line o he simpli ied enginee ing SCM
wi h he inal de ini ion o he compe ency uni s and he coding o he lea ning ou comes,
whe eas Table 2con ains he p ecise de ini ion o each lea ning ou come.
Table 1. Simpli ied enginee ing SCM scheme.
Enginee ing SCM
Compe ency Dimension Compe ency Uni
Domain Le els
Le el 1
Know
Le el 2
Know How
Le el 3
Demons a e + Do
C1. C i ical
con ex ualiza ion o
knowledge, es ablishing
in e ela ions wi h social,
economic, en i onmen al,
local and/o
global p oblems.
Holis ic
CU1.HO. Lea ne s ha e a
his o ical and
con empo a y pe spec i e
and unde s and he
sys emic na u e o
en i onmen al, social and
economic p oblems, as
well as hei
in e ela ionships and
u u e challenges, bo h
locally and globally.
C1.HO.1.1 C1.HO.2.1 C1.HO.3.1
C2. Sus ainable use o
esou ces and p e en ion
o nega i e impac s on he
na u al and
social en i onmen .
En i onmen al
CU2.EN. Lea ne s a e able
o de ec and analyze he
en i onmen al impac o
hei p o essional ac i i y
and o p opose
sus ainable solu ions.
C2.EN.1.1
C2.EN.1.2 C2.EN.2.1 C2.EN.3.1
Social
CU2.SO. Lea ne s a e able
o de ec and analyze he
social impac o hei
p o essional ac i i y and
o p opose
sus ainable solu ions.
C2.SO.1.1
C2.SO.1.2
C2.SO.2.1
C2.SO.2.2 C2.SO.3.1
T ends High. Educ. 2022,166
Table 1. Con .
Enginee ing SCM
Compe ency Dimension Compe ency Uni
Domain Le els
Le el 1
Know
Le el 2
Know How
Le el 3
Demons a e + Do
C2. Sus ainable use o
esou ces and p e en ion
o nega i e impac s on he
na u al and
social en i onmen .
Economic
CU2.EC. Lea ne s a e able
o manage he ma e ial,
inancial and human
esou ces o he p ojec s in
hei p o essional ield
wi h sus ainabili y c i e ia
o ensu e hei
economic iabili y.
C2.EC.1.1 C2.EC.2.1 C2.EC.3.1
Holis ic
CU2.HO. Lea ne s a e
able o de ec and analyze
he en i onmen al, social
and economic impac o
hei p o essional ac i i y
and o p opose, design,
o ganize and ca y ou
sus ainable ac ions.
C2.HO.1.1
C2.HO.1.2
C2.HO.1.3
C2.HO.2.1
C2.HO.2.2 C2.HO.3.1
C3. Pa icipa ion in
communi y p ocesses ha
p omo e sus ainabili y.
Holis ic
CU3.HO. Lea ne s a e
capable o pa icipa ing in
inclusi e e lec ion and
decision-making p ocesses
wi h a global ci izenship
pe spec i e and o
wo king om hei
p o essional ield on
in e disciplina y and
ansdisciplina y p ojec s
ha guide socie y owa ds
sus ainable ansi ions.
C3.HO.1.1
C3.HO.1.2 C3.HO.2.1 C3.HO.3.1
C4. Applica ion o e hical
p inciples ela ed o he
alues o sus ainabili y in
pe sonal and
p o essional beha io .
Holis ic
CU4.HO. Lea ne s ac in
acco dance wi h e hical
and deon ological
p inciples ela ed o he
alues o sus ainabili y.
C4.HO.1.1
C4.HO.1.2 C4.HO.2.1 C4.HO.3.1
Table 2. P ecise de ini ions o he simpli ied enginee ing SCM lea ning ou comes.
C1.HO.1.1
Lea ne s know he main causes, consequences and p oposed solu ions o
sus ainabili y p oblems (social, economic and/o en i onmen al), bo h local and
global, especially in hei p o essional ield, o example, Sus ainable
De elopmen Goals om Agenda 2030 and IPCC epo s.
C1.HO.2.1 Lea ne s e lec c i ically abou sus ainabili y in hei p o essional ield.
C1.HO.3.1 Lea ne s a e able o ela e a sus ainabili y p oblem o a p oduc o se ice in
hei p o essional ield wi h he me hods and s a egies o ace hem.
C2.EN.1.1
Lea ne s know me ics (o ools) o measu e he en i onmen al impac o
p oduc s and se ices ela ed o hei p o essional ield ( o example,
en i onmen al oo p in , pollu an emissions, esou ce/ene gy consump ion,
biodi e si y impac , was e gene a ion, Di ec i e 2014/95/UE o non- inancial
epo ing, e c.).
T ends High. Educ. 2022,173
The nex s ep consis ed o ela ing he SCM lea ning ou comes o he UNESCO lea ning
objec i es and he UN a ge s ha a e ela ed o all enginee ing deg ees ( hose ma ked
in g een in Figu es 5and 6). De ails o his mapping can be ound in [
30
]. The lea ning
objec i es and a ge s ma ked in yellow we e no conside ed because he enginee ing SCM
is a map common o all enginee ing deg ees. As desc ibed in Sec ion 2.1.2, each enginee ing
deg ee should add o i s speci ic SCM i s own lea ning ou comes and ela e hem o some
o he lea ning objec i es and a ge s ma ked in yellow ( hose ela ed o he deg ee).
3.2. P esence Map
The design o he p o esso s’ ques ionnai e was based on he enginee ing SCM, wi h
he pu pose o de e mining which lea ning ou comes a e de eloped in each subjec and o
wha ex en he eache conside s ha hey a e de eloped in he subjec . The ques ions a e
answe ed using a ou -poin Like scale wi h he ollowing meaning:
•No hing: he lea ning ou come is no de eloped in he subjec ;
•A li le: he lea ning ou come is de eloped supe icially o pa ially;
•
Enough: he lea ning ou come is de eloped mo e han supe icially bu no in dep h;
•A lo : he lea ning ou come is de eloped in dep h.
The ques ionnai e consis s o 18 ques ions (compa ed o he 29 lea ning ou comes o
he SCM). This educ ion in he numbe o ques ions compa ed o he numbe o lea ning
ou comes makes i easie o p o esso s o answe he ques ionnai e. In each ques ion,
keywo ds a e highligh ed o acili a e unde s anding.
The ques ions included in he ques ionnai e a e p esen ed in Tables 4–7and g ouped
in o ou ca ego ies:
•C i ical con ex ualiza ion o he concep o sus ainabili y;
•
Sus ainable use o esou ces and p e en ion o impac s (en i onmen al, social
and economic);
•Pa icipa ion in in eg a i e p ocesses o e lec ion and decision making;
•Applica ion o e hical and deon ological p inciples.
Table 4. I ems ela ed o he ca ego y “C i ical con ex ualiza ion o he concep o sus ainabili y”.
C i ical Con ex ualiza ion o he Concep o Sus ainabili y
C1.HO.1.1.
Knows he p incipal causes, consequences and solu ions p oposed o sol e
sus ainabili y p oblems (social, economic and/o en i onmen al), bo h local and
global, especially in hei p o essional a ea, o example, he 2030 Agenda
Sus ainable De elopmen Goals, IPCC epo s, e c.
C1.HO.2.1. Think c i ically abou sus ainabili y in hei p o essional ield.
C1.HO.3.1. Is able o ela e a sus ainabili y p oblem o a p oduc o se ice o hei
p o essional ield wi h he me hods and s a egies equi ed o add ess i .
These ca ego ies co espond o he CRUE compe encies in sus ainabili y [
31
], al hough
in he ques ionnai e, hey a e e e ed o as ca ego ies o acili a e unde s anding o
p o esso s un amilia wi h compe ency-based lea ning.
In he las ca ego y, he ques ionnai e speci ies ha he ollowing e hical p inciples
ela ed o sus ainabili y alues a e conside ed: equali y; jus ice; he p ecau iona y p inciple;
p e en ion o damage; esponsibili y o p esen and u u e gene a ions; p o ec ion and
es o a ion o a heal hy en i onmen ; and social, economic and en i onmen al human
igh s ( his ex is no included in Table 7).
In Tables 4–7, he column on he le ep esen s he coding used in he SCM o he
lea ning ou comes ela ed o he ques ion, and he igh -hand column p esen s he ques ion.
T ends High. Educ. 2022,174
Table 5.
I ems ela ed o he ca ego y “Sus ainable use o esou ces and impac p e en ion (en i on-
men al, social and economic)”.
Sus ainable Use o Resou ces and P e en ion o Impac s (En i onmen al, Social and Economic)
C2.EN.1.1./2.1./3.1.
Knows abou , knows how o use and includes me ics
(and/o ools) in hei p ojec s in o de o measu e he
en i onmen al impac o he p oduc s and se ices ela ed o
hei p o essional ield ( o example, en i onmen al oo p in ,
pollu ing emissions, consump ion o esou ces/ene gy,
damage o biodi e si y, gene a ion o was e, 2014/95/EU
di ec i e o non- inancial epo s, e c.).
C2.EN.1.2
Knows he s a egies and/o echnologies o educing,
eusing and ecycling na u al esou ces and was e ela ed
wi h he p oduc s and se ices o hei p o essional ield.
C2.SO.1.1./C2.SO.2.1./C2.SO.3.1.
Knows, knows how o use and includes in hei p ojec s
me ics (and/o ools) ha measu e and desc ibe he social
impac o p oduc s and se ices ela ed o hei p o essional
ield (e.g., social li e cycle analysis, ISO 26000 on social
esponsibili y, Di ec i e 2014/95/EU o non- inancial
epo ing, e c.).
C2.SO.1.2./C2.SO.2.2.
Knows he concep s o heal h, sa e y and social jus ice ela ed
o hei p o essional ield (e.g., e gonomics, accessibili y, use
expe ience, equi y, di e si y, common good, anspa ency,
human igh s, gende pe spec i e, needs o he mos
ulne able g oups, disc imina ion, digni y, an ico up ion,
e c.) and unde s ands he di ec and indi ec consequences
ega ding sa e y, heal h and social jus ice o p oduc s and
se ices ela ed o hei p o essional ield.
C2.EC.1.1./C2.EC.2.1./C2.EC.3.1.
Knows he basic concep s o esou ce managemen applicable
o he managemen o p ojec s in his/he p o essional ield
and me hods (and/o ools) o es ima e hei economic
iabili y (e.g., ixed and a iable cos s, amo iza ion, budge s,
Gan cha s, ex e nali y analysis, CANVAS analysis, SWOT
analysis, business plans, s a egic plans, cos –bene i analysis,
e c.) and is able o plan a p ojec in his/he p o essional ield,
d aw up an economic iabili y plan and moni o he economic
managemen h oughou i s use ul li e.
C2.HO.1.1.
Knows he s a egic ole o hei p o ession in sus ainabili y
and he di ec and indi ec consequences o he use o
p oduc s and se ices ela ed o hei p o essional ield on
socie y, he economy and he en i onmen .
C2.HO.1.2.
Knows di e en app oaches ha p omo e sus ainable
de elopmen (e.g., ci cula economy, economy o he common
good, social economy, g een economy, e c.) and conside s he
oles, igh s and du ies o he ac o s in ol ed.
C2.HO.1.3.
Knows he oles, igh s and du ies o he di e en agen s
(p o essionals, companies, legisla ion, clien s, consume s, e c.)
in he p oduc ion and consump ion o p oduc s and se ices
ela ed o hei p o essional ield.
C2.HO.2.2.
Knows how o apply sus ainabili y app oaches in p oduc ion,
consump ion ( esponsible consump ion) and ecycling.
C2.HO.2.1./C2.HO.3.1.
Knows how o analyze he di e en al e na i es o p oduc s
o se ices in hei p o essional ield in o de o decide which
is he mos sus ainable and is able o con ibu e new ideas and
solu ions in a p ojec in hei p o essional ield in o de o
make i mo e sus ainable, o selec indica o s o measu e i s
sus ainabili y, o p opose sus ainable p ojec s and o ca y ou
adequa e ollow-up and decommissioning.
T ends High. Educ. 2022,175
Table 6.
I ems ela ed o he ca ego y “Pa icipa ion in in eg a i e p ocesses o e lec ion and
decision making”.
Pa icipa ion in In eg a i e P ocesses o Re lec ion and Decision Making
C3.HO.1.1./C3.HO.2.1.
Knows he main s akeholde s and social, economic and
en i onmen al agen s ela ed o he ac i i y o hei p o essional ield
and knows how o collabo a e wi h hem o iden i y hei needs and
expec a ions and assess he implica ions hey may ha e on he
sus ainabili y o he p ojec .
C3.HO.1.2./C3.HO.3.1
Knows and is capable o using echniques and/o ools o p omo e, in
p ocesses and p ojec s in hei p o essional ield, he collabo a ion o
he main s akeholde s and social agen s, aking in o conside a ion
hei needs and expec a ions (in o ma ion p ocesses, consul a ion,
pa icipa ion and in eg a ion) and hei mu ual coope a ion
(scena io-building echniques, coc ea ion, e c.).
Table 7. I ems ela ed o he ca ego y “Applica ion o e hical and deon ological p inciples”.
Applica ion o E hical and Deon ological P inciples
C4.HO.1.1./C4.HO.1.2.
Knows he code o e hics o hei p o ession, he main e hical issues,
he laws and egula ions ela ed o sus ainabili y, he concep s o
social commi men and co po a e social esponsibili y and hei
possibili ies and limi a ions.
C4.HO.2.1.
Is capable o iden i ying and c i ically assessing he implica ions o
e hical and deon ological p inciples ela ed o he alues o
sus ainabili y in hei p o essional ield and o c i ically assessing he
esponsible ac ion o companies.
C4.HO.3.1.
Capable o exe cising hei p o ession and o ac i ely pa icipa ing in
esponsible ac ion in he en i ies in which hey de elop hei
p o ession, aking in o accoun he e hical p inciples ela ed o he
alues o sus ainabili y.
4. Discussion
Compe ency maps a e a undamen al ool o cu iculum designe s and subjec p o es-
so s. They enable cu iculum designe s o c ea e aining i ine a ies o each compe ency in
he deg ee and o dis ibu e he lea ning ou comes o he compe encies among he subjec s
in he i ine a y. I his wo k has no been done by he cu iculum designe s, compe ency
maps allow hose esponsible o he subjec s o selec which lea ning ou comes o he
compe encies assigned o he subjec i bes and o build on his he lea ning objec i es o
he subjec . In he la e case, i is necessa y o ca y ou a coo dina ion ask o ensu e ha
all he lea ning ou comes o each compe ency a e de eloped in a leas one subjec o he
compe ency i ine a y.
Many deg ees ha e been designed wi hou using compe ency maps. In hese deg ees,
p esence maps a e especially use ul o iden i ying which lea ning ou comes a e being
de eloped su icien ly and hose ha a e no de eloped enough. This in o ma ion indica es
how deg ee cou ses may be modi ied in o de o he compe encies o be ully de eloped.
P esence maps can be d awn up (1) on he basis o he o icial documen s ha desc ibe
he cu iculum (in he case o he Spanish uni e si y sys em, hese documen s a e called
Ve i ica), (2) om he lea ning guides o he subjec s o (3) om he in o ma ion p o ided
di ec ly by he p o esso s. Al hough he h ee sou ces o in o ma ion should be mu ually
consis en and lead o e y simila p esence maps, his was a om he case in p ac ice.
Ga cía-Gallo éand Segalàs [
33
] analyzed sus ainabili y compe ency in he UPC “P oduc
De elopmen Design Enginee ing” deg ee om h ee poin s o iew (Ve i ica, lea ning
guides and eache ques ionnai es) and concluded ha he in o ma ion om he h ee
sou ces was no mu ually consis en , he eby p oducing h ee di e en maps. The Ve i ica
documen s con ained in o ma ion ha had no been used accu a ely by he p o esso s
T ends High. Educ. 2022,176
when designing he cou ses (in some cases, due o lack o knowledge o he con en s o he
Ve i ica documen ), and he lea ning guides o he cou ses published on he websi e o he
deg ee we e no up- o-da e. The in o ma ion p o ided by he acul y was ex ac ed om
he ques ionnai e o p o esso s o he EDINSOST2-SDG p ojec [
30
] (which co esponds
o he enginee ing SCM o 53 lea ning ou comes). A e in e iewing a ep esen a i e se
o p o esso s, Ga cía-Gallo éand Segalàs [
33
] de e mined ha he mos eliable o he
h ee maps was he one gene a ed om he in o ma ion p o ided by p o esso s. Howe e ,
based on he in e iews conduc ed, he au ho s ealized ha he c i e ia used by indi idual
p o esso s o answe he su ey ques ions depended hea ily on each p o esso ’s knowl-
edge o ESD. In many cases, Ga cía-Gallo éand Segalàs ound ha he K uge –Dunning
e ec [
34
] occu ed, whe eby p o esso s who we e less amilia wi h ESD o e es ima ed
hei own knowledge, as well as he lea ning achie ed by s uden s in ESD- ela ed ac i i ies
in hei subjec s. This wo k mo i a ed he EDINSOST2-SDG esea che s o design and
conduc semi-s uc u ed in e iews wi h p o esso s who had p e iously answe ed he ques-
ionnai e so ha i is he expe ienced in e iewe who cons uc s he sus ainabili y p esence
map using he same c i e ia o all subjec s; he e o e, he p esence map is no au oma ically
cons uc ed om he esul s o he ques ionnai e (using he p o esso s’ c i e ia).
Sánchez-Ca acedo e al. [
35
] s udied he ex en o which he sus ainabili y p esence
map o a deg ee was comple ed as a unc ion o he numbe o subjec s in he ESD i ine a y
ac oss a b oad se o deg ees in he Spanish uni e si y sys em. They concluded ha he
g ea e he p esence o sus ainabili y in he p esence maps, he g ea e he numbe o
subjec s in he ESD i ine a y. This led hem o conjec u e ha because, in gene al, he
p o esso s o he di e en subjec s had no ac ed in a coo dina ed manne when designing
ESD- ela ed ac i i ies, he sus ainabili y map con ained no se o lea ning ou comes ha
was mo e gene ic han he es . In o he wo ds, he eache s’ knowledge o ESD is no
concen a ed in a speci ic g oup o lea ning ou comes bu depends en i ely on he cha -
ac e is ics o he eaching s a . This ac jus i ies ha simila deg ees augh a di e en
uni e si ies ha e e y di e en sus ainabili y p esence maps, as desc ibed in he same
s udy. Figu e 7, aken om [
35
], p esen s as an example he p esence o he ou CRUE
compe encies [
31
] in bachelo ’s deg ees in p ima y educa ion a se en Spanish uni e si ies.
The e ical axis indica es he pe cen age o p esence. As shown in he igu e, he p esence
o each compe ency depends on he uni e si y whe e he deg ee is augh .
T ends High. Educ. 2022, 1, FOR PEER REVIEW 19
on each p o esso ’s knowledge o ESD. In many cases, Ga cía-Gallo é and Segalàs ound
ha he K uge –Dunning e ec [34] occu ed, whe eby p o esso s who we e less amilia
wi h ESD o e es ima ed hei own knowledge, as well as he lea ning achie ed by s u-
den s in ESD- ela ed ac i i ies in hei subjec s. This wo k mo i a ed he EDINSOST2-
SDG esea che s o design and conduc semi-s uc u ed in e iews wi h p o esso s who
had p e iously answe ed he ques ionnai e so ha i is he expe ienced in e iewe who
cons uc s he sus ainabili y p esence map using he same c i e ia o all subjec s; he e-
o e, he p esence map is no au oma ically cons uc ed om he esul s o he ques ion-
nai e (using he p o esso s’ c i e ia).
Sánchez-Ca acedo e al. [35] s udied he ex en o which he sus ainabili y p esence
map o a deg ee was comple ed as a unc ion o he numbe o subjec s in he ESD i ine a y
ac oss a b oad se o deg ees in he Spanish uni e si y sys em. They concluded ha he
g ea e he p esence o sus ainabili y in he p esence maps, he g ea e he numbe o sub-
jec s in he ESD i ine a y. This led hem o conjec u e ha because, in gene al, he p o es-
so s o he di e en subjec s had no ac ed in a coo dina ed manne when designing ESD-
ela ed ac i i ies, he sus ainabili y map con ained no se o lea ning ou comes ha was
mo e gene ic han he es . In o he wo ds, he eache s’ knowledge o ESD is no concen-
a ed in a speci ic g oup o lea ning ou comes bu depends en i ely on he cha ac e is ics
o he eaching s a . This ac jus i ies ha simila deg ees augh a di e en uni e si ies
ha e e y di e en sus ainabili y p esence maps, as desc ibed in he same s udy. Figu e
7, aken om [35], p esen s as an example he p esence o he ou CRUE compe encies
[31] in bachelo ’s deg ees in p ima y educa ion a se en Spanish uni e si ies. The e ical
axis indica es he pe cen age o p esence. As shown in he igu e, he p esence o each
compe ency depends on he uni e si y whe e he deg ee is augh .
Figu e 7. P esence o he ou CRUE sus ainabili y compe encies in bachelo ’s deg ees in p ima y
educa ion in se en Spanish uni e si ies (UAM, UCA, UCJC, UCO, UIC, US and USAL).
The p esence map shows which compe ency lea ning ou comes a e no being de el-
oped in he cu iculum. In he case o he p o essional compe encies, i is e y likely ha
his is due o a lack o aining o he acul y in said compe encies. The e o e, he p esence
map also p o ides in o ma ion abou he issues o which he acul y o a gi en deg ee
p og am equi es aining (i may be ha p o esso s o he same deg ee p og am om
di e en uni e si ies ha e di e en aining needs). In ligh o his, EDINSOST2-SDG p o-
jec esea che s de eloped an ESD cou se o uni e si y acul y. This cou se ocuses on
Figu e 7.
P esence o he ou CRUE sus ainabili y compe encies in bachelo ’s deg ees in p ima y
educa ion in se en Spanish uni e si ies (UAM, UCA, UCJC, UCO, UIC, US and USAL).
T ends High. Educ. 2022,177
The p esence map shows which compe ency lea ning ou comes a e no being de el-
oped in he cu iculum. In he case o he p o essional compe encies, i is e y likely ha
his is due o a lack o aining o he acul y in said compe encies. The e o e, he p esence
map also p o ides in o ma ion abou he issues o which he acul y o a gi en deg ee
p og am equi es aining (i may be ha p o esso s o he same deg ee p og am om
di e en uni e si ies ha e di e en aining needs). In ligh o his, EDINSOST2-SDG
p ojec esea che s de eloped an ESD cou se o uni e si y acul y. This cou se ocuses
on helping p o esso s o in eg a e some o he SCM lea ning ou comes in o he aining
ac i i ies hey unde ake in hei espec i e subjec s. In addi ion, he p ojec de eloped
and/o collec ed di e en open educa ional esou ces [
36
] ha help eache s o de elop
he di e en SCM lea ning ou comes in hei subjec s.
Finally, o comple e he p ocess o embedding ESD in he cu iculum, i is necessa y o
de e mine whe he s uden s a e achie ing he expec ed lea ning ou comes upon comple ion
o hei s udies. In o he wo ds, whe eas he p esence map o a compe ency indica es how
he compe ency is in eg a ed in o he cu iculum, i is also necessa y o de e mine whe he
he subjec s a e achie ing hei lea ning objec i es and whe he he s uden s a e eaching
he lea ning ou comes o he compe ency map. To ob ain his in o ma ion, he EDINSOST2-
SDG p ojec de eloped a ques ionnai e o de e mine s uden s’ pe cep ions abou hei own
lea ning in ESD [
30
]. This ques ionnai e co esponds o he non-simpli ied e sion o he
enginee ing SCM (53 lea ning ou comes). P ojec esea che s a e cu en ly wo king on he
design o a ques ionnai e o he simpli ied enginee ing SCM (29 lea ning ou comes).
The esul s o his ques ionnai e do no enable us o de e mine whe he he s uden s
ha e achie ed a gi en lea ning ou come—only hei pe cep ion o hei achie emen o
he lea ning ou come. This cons i u es one o he main limi a ions o his me hodology.
Howe e , gi en a su icien numbe o esponses, he esul s o he ques ionnai e can be
e y use ul. Ob aining ealis ic in o ma ion abou s uden s’ ESD aining would en ail he
pe o mance o some e alua ion es s, which, in u n, would p esen signi ican logis ical
p oblems.
Sánchez-Ca acedo e al. [
37
] su eyed i s - and inal-yea s uden s in nine engi-
nee ing deg ees and nine educa ion deg ees in he Spanish uni e si y sys em. The esul s
showed ha he mean pe cen age o lea ning pe cei ed by s uden s is highe in enginee ing
deg ees (33%) han in educa ion deg ees (27%), despi e he ac ha he mean inc ease in
lea ning decla ed by s uden s upon comple ion o hei s udies in bo h a eas o knowledge
is simila (66%). Enginee ing s uden s epo highe lea ning gains han educa ion s uden s
in all sus ainabili y compe encies, wi h he excep ion o e hics. Figu e 8, ex ac ed om
he pape by Sánchez e al. [
37
], shows he o e all esul s o his s udy o each CRUE
compe ency [
31
]. On a scale o 0 o 3, Figu e 8a shows he inc emen al lea ning alue o
i s - and ou h-yea s uden s in he wo knowledge a eas. The whi e ba s in he g aph
indica e he epo ed lea ning di e ences be ween i s - and ou h-yea s uden s in each
case. On a scale o 0 o 1, Figu e 8b shows he alue o he pe cen age o lea ning achie ed
by he s uden s wi h espec o expec ed lea ning.
T ends High. Educ. 2022, 1, FOR PEER REVIEW 20
helping p o esso s o in eg a e some o he SCM lea ning ou comes in o he aining ac-
i i ies hey unde ake in hei espec i e subjec s. In addi ion, he p ojec de eloped
and/o collec ed di e en open educa ional esou ces [36] ha help eache s o de elop
he di e en SCM lea ning ou comes in hei subjec s.
Finally, o comple e he p ocess o embedding ESD in he cu iculum, i is necessa y
o de e mine whe he s uden s a e achie ing he expec ed lea ning ou comes upon com-
ple ion o hei s udies. In o he wo ds, whe eas he p esence map o a compe ency indi-
ca es how he compe ency is in eg a ed in o he cu iculum, i is also necessa y o de e -
mine whe he he subjec s a e achie ing hei lea ning objec i es and whe he he s u-
den s a e eaching he lea ning ou comes o he compe ency map. To ob ain his in o -
ma ion, he EDINSOST2-SDG p ojec de eloped a ques ionnai e o de e mine s uden s’
pe cep ions abou hei own lea ning in ESD [30]. This ques ionnai e co esponds o he
non-simpli ied e sion o he enginee ing SCM (53 lea ning ou comes). P ojec esea ch-
e s a e cu en ly wo king on he design o a ques ionnai e o he simpli ied enginee ing
SCM (29 lea ning ou comes).
The esul s o his ques ionnai e do no enable us o de e mine whe he he s uden s
ha e achie ed a gi en lea ning ou come—only hei pe cep ion o hei achie emen o
he lea ning ou come. This cons i u es one o he main limi a ions o his me hodology.
Howe e , gi en a su icien numbe o esponses, he esul s o he ques ionnai e can be
e y use ul. Ob aining ealis ic in o ma ion abou s uden s’ ESD aining would en ail he
pe o mance o some e alua ion es s, which, in u n, would p esen signi ican logis ical
p oblems.
Sánchez-Ca acedo e al. [37] su eyed i s - and inal-yea s uden s in nine enginee -
ing deg ees and nine educa ion deg ees in he Spanish uni e si y sys em. The esul s
showed ha he mean pe cen age o lea ning pe cei ed by s uden s is highe in enginee -
ing deg ees (33%) han in educa ion deg ees (27%), despi e he ac ha he mean inc ease
in lea ning decla ed by s uden s upon comple ion o hei s udies in bo h a eas o
knowledge is simila (66%). Enginee ing s uden s epo highe lea ning gains han edu-
ca ion s uden s in all sus ainabili y compe encies, wi h he excep ion o e hics. Figu e 8,
ex ac ed om he pape by Sánchez e al. [37], shows he o e all esul s o his s udy o
each CRUE compe ency [31]. On a scale o 0 o 3, Figu e 8a shows he inc emen al lea ning
alue o i s - and ou h-yea s uden s in he wo knowledge a eas. The whi e ba s in he
g aph indica e he epo ed lea ning di e ences be ween i s - and ou h-yea s uden s
in each case. On a scale o 0 o 1, Figu e 8b shows he alue o he pe cen age o lea ning
achie ed by he s uden s wi h espec o expec ed lea ning.
Figu e 8. Lea ning decla ed by enginee ing and educa ion s uden s in each compe ency (a) and
pe cen age o lea ning achie ed by he s uden s wi h espec o he expec ed lea ning (b).
These da a should be compa ed wi h he sus ainabili y p esence map in each speci ic
deg ee in o de o de e mine o wha ex en s uden s pe cei e ha hey a e achie ing he
expec ed esul s. This compa ison was made by Valde ama e al. [38] o analyze he bach-
elo ’s deg ee in p ima y educa ion eaching a he Uni e si y o Se ille. The sus ainabili y
Figu e 8.
Lea ning decla ed by enginee ing and educa ion s uden s in each compe ency (
a
) and
pe cen age o lea ning achie ed by he s uden s wi h espec o he expec ed lea ning (b).
T ends High. Educ. 2022,178
These da a should be compa ed wi h he sus ainabili y p esence map in each speci ic
deg ee in o de o de e mine o wha ex en s uden s pe cei e ha hey a e achie ing
he expec ed esul s. This compa ison was made by Valde ama e al. [
38
] o analyze
he bachelo ’s deg ee in p ima y educa ion eaching a he Uni e si y o Se ille. The
sus ainabili y p esence map o he deg ee was cons uc ed om he eaching guides o he
subjec s, and he s uden su ey was answe ed by 104 i s -yea s uden s and 86 ou h-
yea s uden s. Valde ama e al. [
38
] ound ha s uden s pe cei ed an imp o emen in
he lea ning o some ou comes, al hough hese ou comes we e no appa en ly de eloped
in he sus ainabili y p esence map. On he o he hand, no imp o emen was de ec ed o
o he lea ning ou comes con ained in he sus ainabili y p esence map. The au ho s o he
pape concluded ha he subjec s a e ailing o achie e hei ESD lea ning objec i es and
ha he s uden s a e ei he ained in sus ainabili y ou side he uni e si y o he subjec
lea ning guides do no e lec he wo k done by he s uden s h oughou hei s udies—a
inding which is compa ible wi h he esul s ob ained by Ga cía-Gallo éand Segalàs [33].
Responses o some ques ions o he ques ionnai e e ealed ha i s -yea s uden s epo ed
g ea e knowledge han ou h-yea s uden s, con i ming a K uge –Dunning e ec [
34
].
The esul s ob ained by Valde ama e al. suppo he p oposal made in his pape o
implemen p esence maps based on semi-s uc u ed in e iews wi h eache s a e hey
ha e answe ed he co esponding ques ionnai e.
The expe ience acqui ed du ing he EDINSOST p ojec s has enabled he design and
de elopmen o a aining cou se o eache s o help hem o embed SCM lea ning ou -
comes in he aining ac i i ies o hei subjec s. The cou se has been implemen ed in
all he uni e si ies belonging o he EDINSOST2-SDG p ojec , as well as in some o eign
uni e si ies. A da abase o open educa ional esou ces o ESD ha is being de eloped
wi hin he amewo k o he p ojec will make i easie o eache s o in oduce educa ional
ac i i ies o ESD in hei subjec s. One o he uni e si ies in he conso ium, UPC, is
cu en ly de eloping a pilo da abase o open educa ional esou ces o ESD.
5. Conclusions
Al hough in he con ex o he Eu opean Highe Educa ion A ea, many uni e si ies
inco po a e p o essional compe encies, compe ency-based educa ion emains a challenge.
S a egies o embedding p o essional compe encies in he cu iculum may be di e se, bu
coo dina ion o he subjec s o a deg ee is essen ial o he compe ency o be deployed
co ec ly h oughou he compe ency i ine a y. In his way, s uden s acqui e he di e en
domain le els o he compe ency as hey p og ess h ough he cu iculum.
The me hodology p esen ed in his pape is based on he use o wo in e - ela ed and
complemen a y ools, he objec i e o which is o deploy a compe ency in he cu iculum o
any deg ee: 1) a compe ency map o acili a e embedding and assessmen o he compe ency
in he cu iculum and 2) a p esence map o analyze he ex en o which he compe ency
is in eg a ed in a cu iculum. The analysis o he le el o embedding o a compe ency
in he cu iculum can be comple ed by using a hi d ool: a s uden ques ionnai e o
de e mine s uden s’ pe cep ion abou he acquisi ion o he compe ency (no p esen ed in
his pape ). As an example o applica ion o he me hodology, in his pape , we in es iga ed
he sus ainabili y compe ency in enginee ing deg ees.
Using a lea ning axonomy, compe ency maps desc ibe he lea ning ou comes ha he
cu iculum should de elop and enable hem o be p ecisely dis ibu ed among he subjec s
o he compe ency i ine a y acco ding o he cha ac e is ics and ci cums ances o each
subjec . Each subjec o he compe ency i ine a y con ibu es o he s uden s’ acquisi ion
o he compe ency. Howe e , i is di icul o acqui e a comp ehensi e pe cep ion o wha
happens in he class oom and he compe ency le el achie ed by he s uden s. Each eache
adap s o he demands o he cu iculum acco ding o his o he own knowledge, expe ience
and mo i a ion.
P esence maps enable us o de e mine he ex en o which he compe ency is de eloped
in he cu iculum, as well as which lea ning ou comes a e de eloped he ein and in which
T ends High. Educ. 2022,179
subjec . A p esence map he e o e ep esen s a sui able ool o iden i ying gaps and/o
o e laps be ween subjec s, he eby modi ying hem and balancing hei con ibu ions o he
acquisi ion o he compe ency. In addi ion, by highligh ing he aspec s o he compe ency
ha emain unde eloped, p esence maps u nish in o ma ion abou he a eas in which
he acul y esponsible o each deg ee p og am equi es aining. A p esence map can be
cons uc ed om (1) he o icial documen s o he deg ee p og am, (2) he eaching guides
o he subjec s o (3) he in o ma ion p o ided di ec ly by he acul y. In his pape , we
a gue ha p esence maps cons uc ed om in o ma ion p o ided by he p o esso s, si ed
h ough a semi-s uc u ed in e iew, is he me hod ha p oduces p esence maps ha a e
closes o eali y.
Finally, a ques ionnai e is also equi ed in o de o de e mine he s uden s’ pe cep-
ion o hei own lea ning o he compe ency. A compa a i e s udy be ween s uden s’
pe cep ion o hei sus ainabili y lea ning and he sus ainabili y p esence map o hei
deg ee conduc ed in he con ex o he EDINSOST1 p ojec indica es ha eaching and
lea ning in sus ainabili y a e unaligned. In a si ua ion such as he cu en one, i is o u gen
impo ance o imp o e ESD eache aining and ensu e ha e o s a e e lec ed in he
lea ning o s uden s, who will be esponsible o making decisions in he u u e.
Au ho Con ibu ions:
Concep ualiza ion, F.S.-C. and J.S.; me hodology, F.S.-C. and J.S.; alida ion,
F.S.-C., J.S., P.B., S.C., J.C., B.L., C.M., R.M., E.S.D.C., B.S., G.T. and E.V.; in es iga ion, F.S.-C., J.S., P.B.,
S.C., J.C., B.L., C.M., R.M., E.S.D.C., B.S., G.T. and E.V.; esou ces, F.S.-C. and J.S.; w i ing—o iginal
d a p epa a ion, F.S.-C., J.S. and G.T.; w i ing— e iew and edi ing, F.S.-C. and S.C.; isualiza ion,
F.S.-C.; supe ision, F.S.-C. and J.S.; p ojec adminis a ion, F.S.-C., J.S. and G.T.; unding acquisi ion,
F.S.-C. and J.S. All au ho s ha e ead and ag eed o he published e sion o he manusc ip .
Funding:
This esea ch was unded by he Spanish Minis e io de Ciencia, Inno ación y Uni e sidades,
he Spanish Agencia Es a al de In es igación (AEI), and he Fondo Eu opeo de Desa ollo Regional
(FEDER), om s udy design o submission, unde g an numbe RTI2018-094982-B-I00.
Ins i u ional Re iew Boa d S a emen : No applicable.
In o med Consen S a emen : No applicable.
Da a A ailabili y S a emen : No applicable.
Acknowledgmen s:
This wo k has been ca ied ou by all he membe s o he enginee ing g oup o
he EDINSOST2-SDG p ojec . In addi ion o he au ho s, Go ka Bueno, Vic o Ga cía-Gallo é, I ene
Josa and Da id López ha e pa icipa ed.
Con lic s o In e es : The au ho s decla e no con lic o in e es .
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