740
M. F. C. Lemos et al.
field and collaborating to find solutions for the university itself in the search for its
transformation. It is also necessary to invest in order to the knowledge generated
and the professionals trained and acting at the university to reach society through
projects, social actions, collaborations, leadership and example.
The Global Agenda 2030, in one of its main approaches, considers educational
institutions as key players in the transformation process for sustainable development.
From the studies of Weybrecht (2017), the SDG represent an opportunity for HEI in
all academic and scientific activities, as well as an opportunity in the campus management to incorporate sustainability. Considering the global scale of performance of
Agenda 2030, the author also highlights the opportunity of joining business schools
and researchers to work together for change.
According to Alshuwaikhat and Abubakar (2008), due to the educational role
of universities, some responsibilities related to sustainability fundamentals can be
achieved by incorporating concepts and practices into regular courses, curricula,
academic and scientific activities and research.
Another important approach in terms of curriculum and research is the adoption
of an interdisciplinary vision to address sustainable development issues. Anna-Diab
and Molinari (2017), in a study to demonstrate the importance of adopting the interdisciplinary approach to sustainable development, conclude that “inter-disciplinarity
promotes the ability to understand complex problems and act on them, aligned to
the expected results from education for sustainable development” (Anna-Diab and
Molinari 2017, p. 81).
Many HEI have incorporated curriculum, research, campus operations, community dissemination, evaluation and reports, both the environmental education and
the education for sustainable development in their institutional framework. To this
end, Ramos et al. (2015) analyzed around thirty-three articles illustrating measures
and efforts to contribute to the sustainable environment of universities. These papers
discussed not only the implementation of sustainable development, but also the stakeholders’ involvement and participation, the campus operations, sustainability reporting and assessment, organizational change management and curriculum development. The authors conclude that, while there is growing evidence that HEI currently
present more “holistic and systemic approaches to sustainability, there are still many
challenges, such as better integration of Education for Sustainable Development into
curricula, research, and most importantly holistically into their systems” (Ramos
et al. 2015, p. 9).
In 2007, the University Kebangsaan Malaysia (UKM) launched two important
instruments for the full integration of sustainable development practices at the university by 2020: a UKM Sustainable Letter and a UKM Sustainability Program with
the theme “UKM Sustainability for Malaysia and the World”. In parallel, a study was
carried out to determine the level of knowledge, awareness, attitude and availability
to participate in sustainable development programs. Among the challenges, weak
points and obstacles to achieve the university’s goal of having a sustainable campus
by 2020 was “to build the capacity for staff to establish and operate a sustainable
campus” (Derahim et al. 2012, p. 276). In addition, the administration of the university realized the great importance of strengthening the management system, so that
M. F. C. Lemos et al.
field and collaborating to find solutions for the university itself in the search for its
transformation. It is also necessary to invest in order to the knowledge generated
and the professionals trained and acting at the university to reach society through
projects, social actions, collaborations, leadership and example.
The Global Agenda 2030, in one of its main approaches, considers educational
institutions as key players in the transformation process for sustainable development.
From the studies of Weybrecht (2017), the SDG represent an opportunity for HEI in
all academic and scientific activities, as well as an opportunity in the campus management to incorporate sustainability. Considering the global scale of performance of
Agenda 2030, the author also highlights the opportunity of joining business schools
and researchers to work together for change.
According to Alshuwaikhat and Abubakar (2008), due to the educational role
of universities, some responsibilities related to sustainability fundamentals can be
achieved by incorporating concepts and practices into regular courses, curricula,
academic and scientific activities and research.
Another important approach in terms of curriculum and research is the adoption
of an interdisciplinary vision to address sustainable development issues. Anna-Diab
and Molinari (2017), in a study to demonstrate the importance of adopting the interdisciplinary approach to sustainable development, conclude that “inter-disciplinarity
promotes the ability to understand complex problems and act on them, aligned to
the expected results from education for sustainable development” (Anna-Diab and
Molinari 2017, p. 81).
Many HEI have incorporated curriculum, research, campus operations, community dissemination, evaluation and reports, both the environmental education and
the education for sustainable development in their institutional framework. To this
end, Ramos et al. (2015) analyzed around thirty-three articles illustrating measures
and efforts to contribute to the sustainable environment of universities. These papers
discussed not only the implementation of sustainable development, but also the stakeholders’ involvement and participation, the campus operations, sustainability reporting and assessment, organizational change management and curriculum development. The authors conclude that, while there is growing evidence that HEI currently
present more “holistic and systemic approaches to sustainability, there are still many
challenges, such as better integration of Education for Sustainable Development into
curricula, research, and most importantly holistically into their systems” (Ramos
et al. 2015, p. 9).
In 2007, the University Kebangsaan Malaysia (UKM) launched two important
instruments for the full integration of sustainable development practices at the university by 2020: a UKM Sustainable Letter and a UKM Sustainability Program with
the theme “UKM Sustainability for Malaysia and the World”. In parallel, a study was
carried out to determine the level of knowledge, awareness, attitude and availability
to participate in sustainable development programs. Among the challenges, weak
points and obstacles to achieve the university’s goal of having a sustainable campus
by 2020 was “to build the capacity for staff to establish and operate a sustainable
campus” (Derahim et al. 2012, p. 276). In addition, the administration of the university realized the great importance of strengthening the management system, so that