Circular Economy in higher education ınstitutions: lessons learned from Brazıl-Colombıa network

Abstract

Goal: this paper goal is presenting sustainability experiences using Life Cycle Assessment perspective in two Latin America higher education institutions (HEI). What similarities do these HEI have in common regarding sustainability? What are the major challenges they face? In which way is Circular Economy effective on university campuses? Since universities face challenges posed by a changing and competitive environment, there ought to be sustainable management that is more appropriate to higher education institutions’ real environment, which is characterized by complexity, paradoxes, ambiguities, and conflicts.
 Methodology/Approach: Multiple Case Study. A resilience threshold of global ecosystem should be considered. Ecosystem dynamics require effort in mapping its functions.
 Results: the results considered that the difference between environmental approach failure and success lies in knowing how to realign their strategic plans.
 Limitations of the investigation: comparing private and public HEI and different levels of education (technical, undergraduate and graduate courses).
 Practical implication: the practical implication leads to an understanding that Circular Economy in HEI can be perceived as a guideline to innovation towards a more sustainable economy.
 Originality/value: the originality/value of this work is the ability of enabling scientists to empathize with both Brazıl and Colombia’s LCA perspectives in HEI.

Contributions from the Brazilian industrial sector to sustainable development

“…Over the last number of decades, companies are increasingly being demanded to take greater responsibility for their actions (Arruda et al, 2013;Barata et al, 2014;Chams and García-Blandón, 2019;Maruyama et al, 2019b). It is no longer just economic and competitive considerations that are driving organizations: ethical, environmental and social subjects are also affecting organizations' behavior (Chams and García-Blandón, 2019;Maruyama et al, 2019a;Virakul and Russ-Eft, 2019).…”

A Methodological Assessment Based on a Systematic Review of Circular Economy and Bioenergy Addressed by Education and Communication

“…The observational techniques were generally notable for detailing and describing educational interventions gathered by the researcher, with proposals focused on the areas of design [69] and ecodesign [25], chemistry [70] and Science, Technology, Engineering and Mathematics (STEM) areas [1], and in web environments integrated with machine learning to publicise biorefineries [71]. There was also research which applied observational techniques to create theoretical frameworks for future production systems in engineering [72], design and European firms [73] and in CE in education [74]. Finally, there were studies which applied this information gathering technique from the area of communication to involve the audience through scientific posters [75], SWOT models and environmental communication of businesses [76], the promotion of responsibility in sustainable fashion brands [77] and the design of product production stages for the reduction of environmental impact [78].…”

“…In engineering and architecture, research was carried out seeking to understand how to properly apply environmental communication tools to ensure recycling of waste [76], and descriptive educational interventions [27,104] which work by integrating aspects of CE in the field of sustainable production [96]. Additionally, there were proposals related with bioenergy in engineering curriculums [70] to increase the awareness of CE students [72]. Finally, in this discipline there were studies which integrated solutions based on CE in building [74].…”

“…There was also a large set of research which described educational models related with sustainable issues. Thus, models were proposed for working with CE [57,72], proposals for green marketing in the industrial sector [94,95] and virtual biorefineries [99], curriculum proposals in green chemistry [70], and in agriculture and water treatment [98,105]. In art and humanities, proposals were developed which advocated for commitment to the environment and the creation of ecological awareness [56] in actions related with design [18,69].…”

Toward a Dynamic Capabilities Framework for Engendering 4IR-Enabled Circular Economy in a University of Technology

“…The significant contributions made by CE toward the attainment of the sustainable university aspiration has been highlighted (Maruyama et al, 2019;Ramakrishna et al, 2020;Stephan et al, 2020). The emergence of 4IR technologies have been described as having the potential to drive optimal CE implementation within universities and their environs (Ramakrishna et al, 2020).…”