Three “Gs” for Campus Sustainability Development

Zenchanka, Siarhei; Malchenka, Siarhei

doi:10.1007/978-3-319-47877-7_20

Cited by 7 publications

(8 citation statements)

References 16 publications

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“…Among southern European countries (Table I), Spain and Portugal, despite having similar systems, have implemented ESD in different ways. (Aleixo et al, 2017a(Aleixo et al, , 2017b (continued) (Dlouhá et al, 2016) Best performance (Dlouhá et al, 2016) Continuation of noticeable absence of research and documented evidence (Dlouhá et al, 2016) Few (Lárran Jorge et al, 2016) Few (Bizerri et al, 2018), (Aleixo et al, , 2017a(Aleixo et al, , 2017b, (Shiel et al, 2016) Integrated studies to evaluate how ESD has been applied in the Institutional framework of HEI Yes (Dlouhá et al, 2016) DK (Dlouhá et al, 2016) Yes (Dlouhá et al, 2016) DK (Dlouhá et al, 2016) Few (Lárran Jorge et al, 2014, (Alba and Blanco, 2008) Few (Bizerril et al, 2018), (Aleixo et al, , 2017a(Aleixo et al, , 2017b, (Farinha et al, 2017) Notes: DK -don¨t know; MSTHE -Ministry of Science, Technology and Higher Education Table I.…”

Section: Ijshe 195mentioning

confidence: 99%

“…focusing on research, few studies to date have been undertaken to determine the extent to which universities are incorporating practices on sustainability". The Portuguese Government promoted the effective institutional autonomy of universities (Heitor and Horta, 2016), and there is no centralized system for implementing ESD (Farinha et al, 2017). According to Aleixo et al (2017a), even though SD is recognized as being very important to HEIs and society, it has not yet entered HEIs' systems and activities.…”

Section: Ijshe 195mentioning

confidence: 99%

“…In earlier studies (Farinha et al, 2017), references to ESD were scarce in governmental plans, policies and programs in Portugal; specific documents about ESD at the higher education level were non-existent. So, these interviews were intended to provide a better understanding of the compromises concerning ESD in Portuguese public universities, as well as the possible ways of implementing the DESD goal and their impact on strategies and actions.…”

Section: Nature Of the Study And Interview Questionsmentioning

confidence: 99%

“…The interview script (with research questions) used in the study is shown in Table II. The questions were selected by the researchers' unmet needs when analyzing governmental and ministerial documentation, namely, plans, programs and policies that were not accessible in the period (Farinha et al, 2017 and where questions were still needing to be addressed.…”

Section: Nature Of the Study And Interview Questionsmentioning

confidence: 99%

“…The data were collected through semi-structured interviews and then treated and analyzed in a coding system according to a qualitative approach. This was developed considering the selection of terms and/or mixed terms that were gathered after a content analysis and systematic review, as described by Farinha et al (2017) Sustainable development designated a priori code. Other nodes were built on the themes (such as government, ministry, CRUP, universities, DESD 2005-2014 and implementation) within the interview script, applied in the review and the a priori categories were built on the research questions using a detailed content analysis methodology (Bardin, 1977).…”

Section: Data Treatmentmentioning

confidence: 99%

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Education for sustainable development in Portuguese universities

Farinha

Azeiteiro

Caeiro

2018

IJSHE

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Purpose This paper aims to determine, from key actors’ perspective, how sustainability has been integrated into the policies and strategies of higher education institutions (HEIs), particularly Portuguese public universities, within the framework of the United Nations Decade of Education for Sustainable Development (UN DESD) 2005-2014. Design/methodology/approach Semi-structured exploratory interviews were conducted after gathering a sample of 15 key actors in decision-making processes who designed and implemented Portuguese education for sustainable development (ESD). Seven interviews with the key actors were undertaken and analyzed, leading to other plans, policies and programs that were not publicly accessible. Findings The main findings are the lack of commitment from governmental institutions to implementing ESD at the university level and how few documents are partially linked to sustainable development, according to the key actors’ opinions. Nevertheless, Portuguese universities’ autonomy and their social responsibility have lead them to develop several initiatives and policies toward ESD. Research limitations/implications Convenience sample does not allow results to be generalized to all Portuguese HEIs. Future investigation will be undertaken, including the analysis of plans, policies and strategies at university level, and a questionnaire survey will be applied to those responsible for implementing sustainability in Portuguese universities. Practical implications This study provides findings, conclusions and recommendations that ultimately motivate HEIs to achieve sustainable development and to be more effective in integrating sustainability into their policies and strategies. Originality/value The paper contributes to the literature by reflecting the lack of integration of policies and strategies in HEIs in a southern European country (Portugal), within the framework and goals of the UN DESD 2005-2014, and by explaining similar patterns probably existing in other countries.

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