Benchmarks Analysis of the Higher Education Institutions …
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factors of influence, in addition to its objectives and the literature that it assumes as
the basis. Therefore, the author presents a general definition to describe a sustainable
HEI:
A higher educational institution, as a whole or as a part, that addresses, involves and promotes,
on a regional or a global level, the minimization of negative environmental, economic,
societal, and health effects generated in the use of their resources in order to fulfill its
functions of teaching, research, outreach and partnership, and stewardship in ways to help
society make the transition to sustainable lifestyles. (Velazquez et al. 2006)
Also, the transition from an HEI to sustainability involves all areas of activity
and learning, teaching, operations, external engagement and research (Hoover and
Harder 2015). In other words, an HEI needs to function in an interconnected way,
where education, Institution operations, and research become interdependent aspects
with the external community—local, regional and global (Cortese 2003).
In a sustainable HEI, in order that students’ educational experiences are by the
principles of sustainability (1) learning requires interdisciplinary teaching systems,
dynamics, and analysis for all disciplines and professional training. Also, the context
of learning (2) makes the interdependence between people and environment, values
and ethics become a central aspect to be discussed in all disciplines, rather than
isolated concepts offered in some courses. The (3) educational process emphasizes
active and experiential learning, based on the analysis and resolution of real-life
problems on campus and in the community. HEI (4) practices its ideals of sustainable
development, making sustainability an integral part of its operations, planning, design
and facilities, and investments attributing these efforts to its curriculum. Finally, HEI
benefits society through (5) partnerships with communities to make them healthier,
stable, economically secure and environmentally sustainable, which is crucial for
HEIs to achieve sustainability since it is the ethical and moral role of HEIs to support
the society that surrounds them (Cortese 2003).
It is essential to emphasize that every innovation such as sustainability, faces more
problems when implemented in an organization (HEIs, in this case) and not in an individual, precisely because of the complexities that surround the given system. Thus,
when innovation is homogeneously spread throughout the system, it is not only an
innovation but also an integral part of the institution’s daily and operational culture
(Lozano et al. 2013). Further, academic recognition, about the importance of multidisciplinary and transdisciplinary teaching of research and interaction with citizens,
is necessary to accelerate the changes in society needed to achieve sustainability in
all decision-making areas.
673
factors of influence, in addition to its objectives and the literature that it assumes as
the basis. Therefore, the author presents a general definition to describe a sustainable
HEI:
A higher educational institution, as a whole or as a part, that addresses, involves and promotes,
on a regional or a global level, the minimization of negative environmental, economic,
societal, and health effects generated in the use of their resources in order to fulfill its
functions of teaching, research, outreach and partnership, and stewardship in ways to help
society make the transition to sustainable lifestyles. (Velazquez et al. 2006)
Also, the transition from an HEI to sustainability involves all areas of activity
and learning, teaching, operations, external engagement and research (Hoover and
Harder 2015). In other words, an HEI needs to function in an interconnected way,
where education, Institution operations, and research become interdependent aspects
with the external community—local, regional and global (Cortese 2003).
In a sustainable HEI, in order that students’ educational experiences are by the
principles of sustainability (1) learning requires interdisciplinary teaching systems,
dynamics, and analysis for all disciplines and professional training. Also, the context
of learning (2) makes the interdependence between people and environment, values
and ethics become a central aspect to be discussed in all disciplines, rather than
isolated concepts offered in some courses. The (3) educational process emphasizes
active and experiential learning, based on the analysis and resolution of real-life
problems on campus and in the community. HEI (4) practices its ideals of sustainable
development, making sustainability an integral part of its operations, planning, design
and facilities, and investments attributing these efforts to its curriculum. Finally, HEI
benefits society through (5) partnerships with communities to make them healthier,
stable, economically secure and environmentally sustainable, which is crucial for
HEIs to achieve sustainability since it is the ethical and moral role of HEIs to support
the society that surrounds them (Cortese 2003).
It is essential to emphasize that every innovation such as sustainability, faces more
problems when implemented in an organization (HEIs, in this case) and not in an individual, precisely because of the complexities that surround the given system. Thus,
when innovation is homogeneously spread throughout the system, it is not only an
innovation but also an integral part of the institution’s daily and operational culture
(Lozano et al. 2013). Further, academic recognition, about the importance of multidisciplinary and transdisciplinary teaching of research and interaction with citizens,
is necessary to accelerate the changes in society needed to achieve sustainability in
all decision-making areas.