eprintid: 10089023
rev_number: 16
eprint_status: archive
userid: 608
dir: disk0/10/08/90/23
datestamp: 2020-01-06 16:48:55
lastmod: 2021-10-04 01:00:46
status_changed: 2020-01-06 16:48:55
type: article
metadata_visibility: show
creators_name: Woodrow, M
creators_name: Bisby, L
creators_name: Torero, JL
title: A nascent educational framework for fire safety engineering
ispublished: pub
divisions: UCL
divisions: B04
divisions: C05
divisions: F44
keywords: Fire, Safety, Engineering, Education, Competence
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: The growing need for fire safety engineering (FSE) design around the world has led to higher education degrees, many of which lack strong foundations in fundamental knowledge and are somewhat deficient in developing skills (application of knowledge) and appropriate attitudes (reflective assessment and synthesis of knowledge). This paper discusses how such programmes are delivering professionals to an FSE industry that has not yet adequately defined competence. Motivated by the need to have a new generation of leaders in FSE that can drive the field through the ongoing and necessary transition to performance-based design that it is currently experiencing, a one-week, intensive global technical leadership seminar was held at Edinburgh University, supported by The Lloyd's Register Educational Trust (LRET). The Seminar was aimed at reflecting on the content and methodology required in comprehensive university programmes capable of educating in design for fire safety in the built environment. Performance-based design for fire, in which prescriptive codes are simply a tool within a performance-based mindset, offers many important benefits but also has many acknowledged problems and risks; this paper argues that paramount among the problems is the way that we, as a global engineering profession, educate and nurture FSE professionals. It is argued that fire safety is a relatively immature discipline, thus it should be supported by holistic, purpose-centred education that places an emphasis on learning environments broadly focused on design. Technical (fundamental) knowledge is clearly critically important, but it should not be the driving force, and it should not eclipse the development of the skills and attitudes essential for the future survival of fire safety engineering as a distinct, competency-based engineering discipline.
date: 2013-05
date_type: published
publisher: ELSEVIER SCI LTD
official_url: https://doi.org/10.1016/j.firesaf.2013.02.004
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1635500
doi: 10.1016/j.firesaf.2013.02.004
lyricists_name: Torero Cullen, Jose
lyricists_name: Woodrow, Michael
lyricists_id: JLTOR59
lyricists_id: MWOOD81
actors_name: Allington-Smith, Dominic
actors_id: DAALL44
actors_role: owner
full_text_status: public
publication: Fire Safety Journal
volume: 58
pagerange: 180-194
pages: 15
citation:        Woodrow, M;    Bisby, L;    Torero, JL;      (2013)    A nascent educational framework for fire safety engineering.                   Fire Safety Journal , 58    pp. 180-194.    10.1016/j.firesaf.2013.02.004 <https://doi.org/10.1016/j.firesaf.2013.02.004>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10089023/1/Woodrow_et%20al%20revised%20submission_extracted.pdf