Students’ Views of Environmental Issues: The Experience of a Federal Brazilian University (original) (raw)

AN OVERVIEW OF SUSTAINABILITY IN INSTITUTIONS OF HIGHER EDUCATION IN BRAZIL

The IV Seminar on Sustainability in Universities (Brazil, 2012), was one of nine national events convened by the Iberoamerican Alliance Network of Universities for the Sustainability and the Environment (ARIUSA), with the support from the United Nations Environment Programme (UNEP), represented by the Global Universities Partnership on Environment for Sustainability (GUPES). Its purpose was to bring up discussion and socialize the progress made in addressing environmental themes in Higher Education Institutions (HEIs) in Brazil. Three Working Groups were defined: curriculum greening; management and territorial planning; and public and institutional policies. Took part in the discussions representatives of 51 HEIs from all Brazilian regions and the federal government as well. The conclusion is that the seminar played an important role in promoting dialogue and integration between researchers end HEI in this theme, reaching the proposed goal of updating information about sustainability in HEIs.

Evaluation of sustainability using the AISHE: Instrument: case study in a Brazilian University

The role of Higher Education Institutions (HEI), which are in the forefront of the challenges of sustainable development, is becoming increasingly predominant, given the importance of these institutions in the dissemination of knowledge and the implementation of sustainable conscientiousness in society. This article presents the application of the Auditing Instrument for Sustainability in Higher Education (AISHE) at the University of Passo Fundo, which is situated in Southern Brazil. The research evaluated the level of sustainability in 30 undergraduate courses at this university, focusing on Education for Sustainability. To do this, interviews were conducted with course coordinators and quickscans were utilized with professors and students. The way in which the University of Passo Fundo applied AISHE is innovative and interesting: first of all, it is important to emphasize that during the research, a wide variety of university departments were assessed; secondly, this approach allowed a comparison between the courses, producing interesting outcomes that can easily be used for a successive phase of sustainability integration. The most innovative elemento in the UPF approach is the way in which the outcome of the twenty AISHE criteria are related to the results of the quickscans, which are part of the ‘Check’ criteria of AISHE. Considering the priorities within sustainability in the UPF, the need exists of an initial drive in the managerial stage, such as definition of vision and policy for the institution.

Potential for implementation of Environmental Sustainability Management (ESM) in a Higher Education Institution in Brazil: A case study

The positioning of leaders at the Leaders Summit on Climate held this year, makes Brazil rethink series of actions related to the environmental issue. For HEIs, as opinion makers and responsible for the qualification of professionals who work in different areas, it is indispensable this discussion to be made in their environments as well. However, there are few with effective environmental management system or able to present a parameter that clearly shows their concern about the sustainable issue. Some universities have already structured systems involving the dean office. This work aims to identify the main difficulties in the localization of the items that constitute each of these footprints internally in a Higher Education Institution (HEI), by determination of different environmental footprints (ecological, water and carbon). A preliminary survey shows that in some cases, simple control would assist in the quantitatively follow-up of fuel expenses, among others. I.

An exploratory study of environmental practices in two Brazilian higher education institutions

Journal of Cleaner Production, 2018

This study aimed to identify the barriers and motivations that influence the adoption of sustainable practices in higher education institutions (HEIs). A multiple case study approach was used to analyze the influence of the barriers and motivations identified in the literature on two Brazilian HEIs. Five propositions were identified and discussed: Government Directives coercively boost the adoption of EMS practices in HEIs; stakeholders boost the adoption of EMS practices in HEIs; the combination of topdown and participatory approaches is essential for maintaining EMS practices in HEIs; the adoption of EMS practices in HEIs tends to face the challenges of several barriers; the adoption of EMS practices in HEIs tends to be motivated by a variety of factors. This study has certain limitations common to qualitative research: case studies do not provide generalizations, and research results are valid only within limited contexts. It was suggested further in-depth research into the role of bureaucracy in pursuing sustainability in HEIs. Additionally, "bureaucracy" should also be considered a significant barrier.

Environmental management and sustainability in higher education

International Journal of Sustainability in Higher Education, 2015

Purpose -This paper aims to analyse trends in implementing the main initiatives in the field of environmental management and sustainability in Spanish universities, taking as a reference point the guidelines adopted by a number of universities in countries most committed to sustainable development. Design/methodology/approach -An analysis of information available on the Internet and of data collected from a questionnaire completed by a significant proportion of Spanish higher education institutions was carried out. Findings -The research found that the Spanish university system follows international trends: it possesses permanent working structures, applies a variety of environmental management and sustainability tools and carries out other activities related to the environment and sustainable development. But there still appears to be scope for improvement in some aspects, including to increase the visibility of the efforts in the environmental area, and other aspects such as the varying terminology used to refer to similar tools and processes and, conversely, of the same nomenclature to refer to distinct concepts. Originality/value -This paper provides new data and updated information on sustainability in Spanish universities and some recommendations for improvement.

Sustainability into the University of Sao Paulo (USP), São Carlos Engineering School (EESC)—Brazil

Nowadays, in the educational context, environmental issues demand a range of skills that professors and technicians are supposed to have in order to prepare undergraduate students for sustainability challenge. In this sense, this chapter aims to present the results obtained from an exploratory review about the activities developed at Engineering School of Sao Carlos (EESC) regarding sustainability integration in the campus. Thereby, the program entitled “Sustainable EESC”, created in 2011, was analyzed through three methodological procedures: an exploratory review about EESC initiatives, four phases to assess campus responses to sustainability and a SWOT analysis. The results show that EESC is developing five initiatives towards sustainability: Teaching and Training of Human Resources; Research and Innovation; Environmental Management; Community Extension; and Information and Communication. Although many EESC initiatives are found in the high leadership levels, especially in phases 3 and 4, some barriers still exist and need to be overcome in order to achieve better sustainability integration. Finally, it is expected that EESC experiences can support other universities that intend to become more sustainable.

Sustainability Evaluation of Graduate Courses in an University of the South of Brazil

2010

The Auditing Instrument for Sustainability in Higher Education (AISHE) is an assessment instrument developed specifically for higher education. The AISHE had been applied in many institutions in its first version (AISHE 1.0) and has a new version the AISHE 2.0, with new elements for evaluation (ROORDA, 2008). This paper shows the results of AISHE 1.0 application at Passo Fundo (UPF) university, located in the south of Brazil. The objective is to evaluate sustainability on the graduate courses. The AISHE method is based on the PDCA circle (PLAN-DO-CHECK-ACT). Within the first three categories are criteria available in accordance with the five stages (sustainability level): stage 1: activity; stage 2: process; stage 3: system; stage 4: chain; stage 5: society (AISHE, 2001). The results show significant differences between the courses, indicating lack of strategic vision and university management, which is a common feature in all courses. The ideal would be that the results achieved st...

The Implementation of Sustainability Practices in Portuguese Higher Education Institutions

International Journal of Sustainability in Higher Education

Purpose The purpose of this work is to analyze the current state of implementation of sustainability development (SD) in Portuguese higher education institutions (HEIs). Design/methodology/approach A questionnaire was developed to measure the level of implementation of SD practices in HEIs as well as the number of rankings, certifications and declarations of these institutions. The questionnaire was sent by e-mail to all rectors, presidents, directors of faculties, departments and schools of Portuguese universities and polytechnics. A sample of 53 leaders was obtained. Findings Portuguese HEIs are mainly engaged in the social dimension of sustainability. The economic dimension emerges in second place and the institutional in third; the environmental dimension is the least developed. Except for a few specific topics (e.g. related to research on SD, and the offer of degree courses in SD), there are no significant differences between universities and polytechnics in the implementation ...

Inventory and Analysis of Environmental Sustainability Education in the Degrees of the University of Alcalá (Spain)

Sustainability

In order to promote education in environmental sustainability at higher education institutions and establish action priorities, a detailed analysis of the initial situation is needed, both in terms of courses offered and teaching and assessment strategies implemented. This article presents a methodology that can be used to standardize the evaluation of teaching in environmental sustainability at different universities. We exemplify its application at the University of Alcalá, located in Central Spain. The inventory was conducted using in-house software development for the extraction of environmental sustainability concepts in the degree courses’ syllabi, completed with a survey to faculty members and a manual review to confirm its adjustment to environmental issues. Those finally selected were analyzed in depth. The main results indicate that currently, only a small part of the courses (5.5%) offered at the University explicitly include environmental sustainability content. The grad...

Sustainability in Higher Education Institutions in the Amazon Region: A Case Study in a Federal Public University in Western Pará, Brazil

Sustainability

Sustainable development (SD) in higher education has occupied the agenda over recent decades. Higher education institutions make efforts to promote sustainability in education, curriculum, research, outreach, and campus operations. This article aims to analyze the level of implementation of sustainability in higher education in the Amazon. The specific objectives of this paper are to identify the curriculum greening (CG) characteristics in institutional development plans (IDPs) and to analyze the perceptions of students from a higher education institution in the Amazon region about sustainability. It follows a qualitative approach, with documentary research and questionnaires applied to students. Analysis content was used in the data analysis. The main findings are the presence of some CG characteristics in institutional documents that were analyzed as a commitment to the transformation of society–nature relations, contextualization, disciplinary order, democracy, theory and practic...