Reflections on Sustainable Practices: Analyzing Teaching, Research, Extension and Management of a Brazilian Public University

Marques, Carolina Sampaio; Trindade, Nathália Rigui; Favarin, Rodrigo Reis; Telocken, Suelen Geíse; Trevisan, Marcelo

doi:10.1007/978-3-319-76885-4_2

“…The study of Marques et al (2018) provides valuable information on SD initiatives in a Brazilian university. They investigated a new multicampus university in order to identify how sustainability was infused in the spaces of teaching, research and university management.…”

Section: Brazilmentioning

confidence: 99%

“…Furthermore, Marques et al (2018) looked at ways the university implemented sustainability in its daily management activities. They reported that although sustainable management shows some progress, there is a dearth of effective policies to implement the necessary actions related to sustainability.…”

Section: Brazilmentioning

confidence: 99%

“…They reported that although sustainable management shows some progress, there is a dearth of effective policies to implement the necessary actions related to sustainability. Moreover, they argued that HEIs that are in the process of technological development should foster SD and thus should also incorporate the principles and practices of sustainability (Marques et al 2018):…”

Section: Brazilmentioning

confidence: 99%

See 1 more Smart Citation

Education for sustainable development in BRICS: Zoom on higher education

Greyling¹,

Mollo²,

Neethling³

et al. 2022

BRICS Education

0

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v Research justificationThe main objective of this manuscript is to place higher education at the core of the necessary transformation towards sustainable practices and policies, especially in the BRICS (Brazil, Russia, India, China and South Africa) member states. As indicated in the lead chapter, the exploration of sustainable development (SD) at the higher education level in BRICS has been neglected. In fact, there is a scarcity of research studies exploring education for sustainable development (ESD) within the higher education sector, especially through the comparative method. Considering the potential of higher education institutions (HEIs) to shape sustainability-orientated citizens capable of making decisions and taking action to address global challenges, we believe that the examination of higher education for sustainable development (HESD) is a matter of urgency.The ten chapters of this manuscript contain original research and provide rich information on HESD in the BRICS countries. Some of the chapters are comparative in nature, zooming on specific BRICS countries, while others delve deeper into one specific member state, showcasing findings and interpretations that can be informative to and applied by other contexts. The collective chapters of this manuscript followed an interpretive paradigm focusing on understanding the world around us, in this case the sector of higher education in BRICS. Relevant methodologies and data collection methods are described in each individual chapter. The chapters are not driven by a specific theory; however, they are informed by the notion of 'becoming'. In alignment with that notion, the authors of the chapters acknowledge the constant changes, often caused by humans, to human life and the planet that require action to transform higher education for the benefit of sustainable societies. The manuscript is meant to stimulate further dialogue between scholars about higher education for sustainable development in BRICS.The target audience consists of academia and specialists in the educational sciences. The book constitutes original research that has not been published elsewhere and is not p...

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“…This calls for critical and creative thinking, a responsible approach to life, integrity, caring for others and respect for diversity. Marques et al (2018) reminded us that universities have a remarkable role in the development of sustainability, as they are institutional agents of change in society; they not only are capable of spreading awareness about sustainability but also serve as an example for other institutions and their immediate community based on their approach to sustainability. Still, as reported in the literature, the introduction of sustainability in higher education faces several barriers, even if many universities are proactive in implementing sustainability (Barth & Rieckmann 2012;Brandli et al 2015).…”

Section: Role Of Heis In Sustainabilitymentioning

confidence: 99%

The role of the higher education sector within the national education system to realise sustainable development

Steyn¹,

Niemczyk²

2022

BRICS Education

0

View full text Add to dashboard Cite

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v Research justificationThe main objective of this manuscript is to place higher education at the core of the necessary transformation towards sustainable practices and policies, especially in the BRICS (Brazil, Russia, India, China and South Africa) member states. As indicated in the lead chapter, the exploration of sustainable development (SD) at the higher education level in BRICS has been neglected. In fact, there is a scarcity of research studies exploring education for sustainable development (ESD) within the higher education sector, especially through the comparative method. Considering the potential of higher education institutions (HEIs) to shape sustainability-orientated citizens capable of making decisions and taking action to address global challenges, we believe that the examination of higher education for sustainable development (HESD) is a matter of urgency.The ten chapters of this manuscript contain original research and provide rich information on HESD in the BRICS countries. Some of the chapters are comparative in nature, zooming on specific BRICS countries, while others delve deeper into one specific member state, showcasing findings and interpretations that can be informative to and applied by other contexts. The collective chapters of this manuscript followed an interpretive paradigm focusing on understanding the world around us, in this case the sector of higher education in BRICS. Relevant methodologies and data collection methods are described in each individual chapter. The chapters are not driven by a specific theory; however, they are informed by the notion of 'becoming'. In alignment with that notion, the authors of the chapters acknowledge the constant changes, often caused by humans, to human life and the planet that require action to transform higher education for the benefit of sustainable societies. The manuscript is meant to stimulate further dialogue between scholars about higher education for sustainable development in BRICS.The target audience consists of academia and specialists in the educational sciences. The book constitutes original research that has not been published elsewhere and is not p...

show abstract

“…Based upon the literature review about higher education for sustainable development (HESD) in Canadian and South African contexts, we recognise the power universities have in nurturing teachers, researchers, future leaders and decision-makers, who are equipped with the knowledge and skills that will allow them to make sustainable decisions and take sustainable actions. Marques et al (2018) emphasise the importance of research at higher education institutions (HEIs), which has the potential to inform citizens about their responsibility in environmental, social, and economic stewardship. The authors further note that the attitudes and actions of HEIs towards SD can serve as an example to other institutions and citizens.…”

Section: Introductionmentioning

confidence: 99%

Education for sustainable development: Insights from Canadian and South African universities

Saudelli

¹

,

Niemczyk

²

2022

pie

3

0

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Universities can play a key role in contributing to a sustainable future for our planet and its inhabitants. In times of constant changes, there is a growing urgency to reflect on the vision of universities as well as their respective practices and projects that can promote the creation of sustainable societies. As is evident in scholarly literature, there is a need to empower universities and enhance their ability to prepare individuals who can confront global sustainability challenges and pursue sustainable development. The United Nations' adoption of the 2030 Agenda for Sustainable Development in 2015 recognised that societal problems were territorially blind, meaning that no country has sufficient knowledge or research capacity to solve all challenges on its own. To that end, this qualitative, comparative research study represents the unified effort of two very different countries to explore the topic of education for sustainable development (SD) at universities. The study employed a document analysis of selected publicly funded universities in Canada and South Africa. Gathered documents are from the past seven years and include the universities' mission and vision statements, annual reports, and strategic plans. The three main questions addressed in this work are: (a) What is the status and role of higher education for SD in Canada and South Africa? (b) What areas of SD are on the agenda of universities under investigation in Canada and South Africa? (c) What are the main similarities and differences between the two contexts under investigation? Findings indicate that universities focus on several aspects of SD, namely sustainable education, sustainable relationships, and sustainable initiatives. The paper discusses these areas for each country in connection to their contextual setting. Although the study's findings cannot be generalised, they can be informative for other universities and contexts and thus contribute to the body of knowledge about education for SD in higher education.

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Reflections on Sustainable Practices: Analyzing Teaching, Research, Extension and Management of a Brazilian Public University

Cited by 6 publications

References 9 publications

Education for sustainable development in BRICS: Zoom on higher education

Education for sustainable development in BRICS: Zoom on higher education

The role of the higher education sector within the national education system to realise sustainable development

Education for sustainable development: Insights from Canadian and South African universities

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