Latin American universities (LAUs) have been going through a serious lack of economic resources which has plunged them into a deep financial crisis. The COVID-19 pandemic has exacerbated this calamity. However, LAUs have implemented online teaching processes in order to mitigate the effects of scheduling and other classroom disruption. There is evidence that these modes of teaching have had a reasonable reception but the level of student satisfaction is yet unknown. This article takes a systemic view of the predicament facing LAUs. It represents the elements related to the disruption caused by COVID-19 in a rich picture, building a systemic framework to explore student satisfaction with remote teaching. Using a sample of 298 students from Brazil, Colombia, and Peru, the study analyzes their situation through: (a) Well-being, educational resources, and learning experience and; (b) General satisfaction with virtual classes. Applying exploratory factor analysis, this study identifies three dimensions: (a) satisfaction with support and adaptation in the virtual modality; (b) satisfaction with the interaction in the virtual classroom; and (c) satisfaction with the development of the study program. Medium/high scores for the dimensions indicate moderate/high levels of satisfaction. The findings suggest that there are still unsatisfied needs regarding access to digital resources and socio-emotional needs. This article could be of interest to Higher Education Institutions (HEI) planners dedicated to post-pandemic, virtual education.
The purpose of this paper is to report on the use of the soft systems methodology (SSM) to enhance the role of the higher education institution (HEI) stakeholder's action networks in achieving the sustainable development goals (SDGs). We review the literature on sustainable development in HEIs, in particular the role of stakeholder networks for the implementation of SDGs in HEI. We outline some of the features of SSM as an approach to help make sense of this complexity. CATWOE analysis, a conceptual SSM tool, is applied to a stakeholder's network hosted by a Brazilian university with the purpose of achieving the SDGs as part of the community projects (HEI external engagement). Findings of the systemic application suggest that the use of some elements of SSM helps clarify and make sense of the role of the stakeholders and assists in formalising action networks to achieve SDGs.
Inefficient management and handling of organic waste generated by the food service sector is a big global challenge. In addition to the negative environmental impacts of food waste, the effect of the amount of food that is wasted when it is not handled properly is even more alarming. This is particularly when we witness the millions of people who suffer from lack of food and malnutrition. The objective of this research is to examine the situation of organic waste management in food services in the cities of Lima and Tacna in Peru. Using a quantitative methodological approach to waste management, a questionnaire was administered to a sample of 67 restaurants in both cities. The survey results suggest that the restaurants do not carry out the separation or reuse of organic waste. Furthermore, the main methods of disposal include providing surpluses to the staff and sending organic waste to the sanitary landfill and slaughterhouses. There is also a lack of awareness and training about the importance of organic waste management. From the restaurants interviewed, although around 60% claimed to segregate them, only 28% measured organic waste using a manual control and 18% indicated that they weighed the waste for management purposes. As a corrective measure for this deficiency, the production of an awareness video was created to improve decision-making and support change.
Purpose This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.
Introducción. La tuberculosis (TB) es un riesgo laboral para los trabajadores y estudiantes de salud. Objetivo. Describir las prácticas y conocimientos sobre prevención primaria de TB en estudiantes de ciencias de la salud, e identificar los factores asociados a las prácticas de prevención. Métodos. Estudio transversal en estudiantes del penúltimo año de cuatro universidades de Tacna. En 2018, aplicamos un cuestionario de 16 preguntas sobre conocimientos y 13 sobre prácticas de prevención en TB. Realizamos un análisis descriptivo para prácticas y conocimientos, además los factores asociados al puntaje de prácticas fueron determinados con un análisis de regresión lineal. Resultados. Participaron 264 estudiantes. 60,3% refiere que siempre usa el respirador N95 cuando interactúa con pacientes con TB. La carrera universitaria (β: -1,23, IC95%: -1,98 a -0,48) y el antecedente de prácticas en servicios de emergencia (β: 3,08, IC95%: 0,618 a 5,541) estuvieron asociados a prácticas de prevención. Conclusión. Existe una importante brecha en los conocimientos y prácticas sobre prevención primaria en TB en estudiantes antes de ingresar al internado.
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