Identifying and Overcoming Communication …
113
Table 3
(continued)
Project
Initiatives types
Interviewees manifestation
Barrier
3.1
Renewable
energy
“Although we have a resolution by Anel which states that
the dealerships are prepared to receive the generated
energies […] there is still a certain difficulty with the
orientation process for the installation of the micro
energy generation. There is not a departament prepared
with fast solutions for the installation of micro-energy
production” (Interviewee 1, 2016)
Shifting from theory to practice
3.2
Energy
efficiency
“We are having some trouble with the manufacturer […]
there was a problem with the delivery of some pieces and
consequently problems in the execution schedule of the
project” (Interviewee 6, 2016)
3.3
Environmental
education
“We still have low adherence by teachers and students. It
has changed a lot, and it has been changing more, but we
need even more adherence for a larger contribution”
(Interviewee 4, 2016).
“[…] we begun to call teachers and let them know we
had created a program which needs promotion, and we
started an official online page of the university. But, we
put in a special section which is ‘get to know the
university” (Interviewee 5, 2016)
3.1
Renewable
energy
“I do not know who has worked in the implementation,
because when the project arrived, it was already done and
not many details were provided to me” (Interviewee 3,
2016)
Inequalities in the access to information
3.2
Energy
efficiency
The work is concentrated on only one person, only one
teacher. There is no direct participation of other
professors or students (Observation)
(continued)
113
Table 3
(continued)
Project
Initiatives types
Interviewees manifestation
Barrier
3.1
Renewable
energy
“Although we have a resolution by Anel which states that
the dealerships are prepared to receive the generated
energies […] there is still a certain difficulty with the
orientation process for the installation of the micro
energy generation. There is not a departament prepared
with fast solutions for the installation of micro-energy
production” (Interviewee 1, 2016)
Shifting from theory to practice
3.2
Energy
efficiency
“We are having some trouble with the manufacturer […]
there was a problem with the delivery of some pieces and
consequently problems in the execution schedule of the
project” (Interviewee 6, 2016)
3.3
Environmental
education
“We still have low adherence by teachers and students. It
has changed a lot, and it has been changing more, but we
need even more adherence for a larger contribution”
(Interviewee 4, 2016).
“[…] we begun to call teachers and let them know we
had created a program which needs promotion, and we
started an official online page of the university. But, we
put in a special section which is ‘get to know the
university” (Interviewee 5, 2016)
3.1
Renewable
energy
“I do not know who has worked in the implementation,
because when the project arrived, it was already done and
not many details were provided to me” (Interviewee 3,
2016)
Inequalities in the access to information
3.2
Energy
efficiency
The work is concentrated on only one person, only one
teacher. There is no direct participation of other
professors or students (Observation)
(continued)