668
N. H. Cardozo et al.
the focus and importance given to the implementation of sustainable development
initiatives of the HEIs. Also, the main strategies and practices adopted for these HEIs
to be considered sustainable by the WUR were discussed through their benchmarks.
In general, the four-best ranked HEIs direct their efforts towards structural changes,
capital investment, actions with a long-term return, investments in alternative technologies, and students’ continuous and direct participation. On the other side, the
four Brazilian HEIs have their central actions being implemented in infrastructural
maintenance, exchange for more efficient equipment, campaigns of environmental
awareness through email and social media, and other efforts with the short-term
return. Based on the benchmarks analyses result, a final table was created with the
related benchmarks of the selected HEIs, aimed to be used as a guide/first path, so
that other HEIs can integrate sustainability in their organizations and strategies.
Keywords Education · Higher education institution · Sustainable development ·
World ranking
1 Introduction: HEIs’ First Steps Towards Sustainable
Development Practices
Since the 1970s, issues that led to environmental degradation, climate change and
the exacerbating use of natural resources emerged due to several factors, including intense industrialization and population growth. For this reason, scientists, and
decision-makers have started meetings, congresses and other events to discuss the
importance of environmental preservation, as well as ways to raise public awareness
on a global scale. Hence, da Veiga (2013) emphasizes that from that moment on,
any process necessary to make the world follow the path of sustainability could only
be achieved through multiple global actions, even though these actions were still in
their initial stages.
The Brundtland report entitled Our Common Future (1987), stands out for addressing, for the first time with worldwide repercussion, the concept of sustainable development. The report exposes the urgency of broad actions that interconnect companies,
governors, education institutions and citizens working as one to achieve sustainability for both society and environment. Encouraged by the post-Brundtland moment,
sustainability discussions also drew the attention of HEIs representatives, triggering
the creation of charters and declarations signed as a form of commitment towards
sustainability. Is this way, the Talloires Conference, held in France (1990), addressed
for the first time specifically, the role and interests of HEIs in the promotion of sustainability (ULSF 1990).
Numerous charters, declarations, and reports on sustainable development initiatives were launched after the Talloires Conference. These documents highlight
relevant topics such as the importance of HEIs to educate; to be the model on transformations for sustainability; to generate research on the subject, and to create a
sustainable culture and establish partnerships with public and private agencies.
N. H. Cardozo et al.
the focus and importance given to the implementation of sustainable development
initiatives of the HEIs. Also, the main strategies and practices adopted for these HEIs
to be considered sustainable by the WUR were discussed through their benchmarks.
In general, the four-best ranked HEIs direct their efforts towards structural changes,
capital investment, actions with a long-term return, investments in alternative technologies, and students’ continuous and direct participation. On the other side, the
four Brazilian HEIs have their central actions being implemented in infrastructural
maintenance, exchange for more efficient equipment, campaigns of environmental
awareness through email and social media, and other efforts with the short-term
return. Based on the benchmarks analyses result, a final table was created with the
related benchmarks of the selected HEIs, aimed to be used as a guide/first path, so
that other HEIs can integrate sustainability in their organizations and strategies.
Keywords Education · Higher education institution · Sustainable development ·
World ranking
1 Introduction: HEIs’ First Steps Towards Sustainable
Development Practices
Since the 1970s, issues that led to environmental degradation, climate change and
the exacerbating use of natural resources emerged due to several factors, including intense industrialization and population growth. For this reason, scientists, and
decision-makers have started meetings, congresses and other events to discuss the
importance of environmental preservation, as well as ways to raise public awareness
on a global scale. Hence, da Veiga (2013) emphasizes that from that moment on,
any process necessary to make the world follow the path of sustainability could only
be achieved through multiple global actions, even though these actions were still in
their initial stages.
The Brundtland report entitled Our Common Future (1987), stands out for addressing, for the first time with worldwide repercussion, the concept of sustainable development. The report exposes the urgency of broad actions that interconnect companies,
governors, education institutions and citizens working as one to achieve sustainability for both society and environment. Encouraged by the post-Brundtland moment,
sustainability discussions also drew the attention of HEIs representatives, triggering
the creation of charters and declarations signed as a form of commitment towards
sustainability. Is this way, the Talloires Conference, held in France (1990), addressed
for the first time specifically, the role and interests of HEIs in the promotion of sustainability (ULSF 1990).
Numerous charters, declarations, and reports on sustainable development initiatives were launched after the Talloires Conference. These documents highlight
relevant topics such as the importance of HEIs to educate; to be the model on transformations for sustainability; to generate research on the subject, and to create a
sustainable culture and establish partnerships with public and private agencies.