90
I. I. Berchin et al.
These interventions imply intensive management and development processes within
education institutions, which demand adaptation of HEIs’ practices and facilities
towards the implementation of sustainable initiatives (Berchin et al. 2017; Bantanur
et al. 2015; Yuan and Zuo 2013).
Sustainable campus operations require the adoption of practices that stimulate
energy efficiency and sustainable energy generation; sustainable transportation, such
as promoting the use of bicycles, carpooling and public transportation; waste management; development of and adaptation to sustainable buildings; management of
water resources; health, safety and ergonomics (Velazquez et al. 2006; Berchin et al.
2017; Bantanur et al. 2015; Waheed et al. 2011; Zhang et al. 2011; Lozano et al.
2015b; Hancock and Nuttman 2014).
Universities play a major role concerning the achievement of the SDGs, therefore, the implementation of open-innovation initiatives, such as living labs, reinforce
the importance of shared knowledge among stakeholders, accelerating innovation
and benefiting the society (Chesbrough et al. 2005). Living labs consist in openinnovation environments, which foster the development of sustainable solutions
through a joint-effort between the university and its local communities, promoting the establishment of a collaborative, integrated and sustained system (Eriksson
et al. 2005; Burbridge 2017).
Living labs consider five pillars into its core principles: value, sustainability, influence, realism and openness (Ståhlbröst 2012). Environmental innovation practices
open-labs reduce the ecological impacts of economic activities, endeavoring to ensure
the development of a cleaner global environment (Voytenko et al. 2016).
Experimentation is one of sustainability’s essential premises and living labs act
towards this purpose, turning cities and communities into research implementation
fields (Dryzek 1997). Thus, living labs are crucial towards the achievement of sustainable development, especially regarding education, since the campuses’ environment
is propitious to promote experimentation and engagement between relevant stakeholders such as students, researchers, professors and local communities, focusing on
the establishment of adequate sustainable solutions which can be locally tested, monitored, implemented and consequently solving regional or global challenges (Konig
2013).
The adoption of sustainable practices, the development of cooperative environments, outreach initiatives, water, energy and food efficient campuses constitute HEIs
as relevant living labs, which contribute to society, generating shared-knowledge,
integration between the community and campus members as well as solutions to local
and international social, economic and environmental challenges. Table 1 shows a
definition of living labs as understood in this study, also showing its main dimensions (sustainable buildings and facilities, creative and collaborative environments,
collaboration and knowledge dissemination, and outreach). The adoption of these
dimensions by HEIs make them key environments for sustainable development (these
dimensions also supported the development of the questionnaires and the analysis of
its results).
I. I. Berchin et al.
These interventions imply intensive management and development processes within
education institutions, which demand adaptation of HEIs’ practices and facilities
towards the implementation of sustainable initiatives (Berchin et al. 2017; Bantanur
et al. 2015; Yuan and Zuo 2013).
Sustainable campus operations require the adoption of practices that stimulate
energy efficiency and sustainable energy generation; sustainable transportation, such
as promoting the use of bicycles, carpooling and public transportation; waste management; development of and adaptation to sustainable buildings; management of
water resources; health, safety and ergonomics (Velazquez et al. 2006; Berchin et al.
2017; Bantanur et al. 2015; Waheed et al. 2011; Zhang et al. 2011; Lozano et al.
2015b; Hancock and Nuttman 2014).
Universities play a major role concerning the achievement of the SDGs, therefore, the implementation of open-innovation initiatives, such as living labs, reinforce
the importance of shared knowledge among stakeholders, accelerating innovation
and benefiting the society (Chesbrough et al. 2005). Living labs consist in openinnovation environments, which foster the development of sustainable solutions
through a joint-effort between the university and its local communities, promoting the establishment of a collaborative, integrated and sustained system (Eriksson
et al. 2005; Burbridge 2017).
Living labs consider five pillars into its core principles: value, sustainability, influence, realism and openness (Ståhlbröst 2012). Environmental innovation practices
open-labs reduce the ecological impacts of economic activities, endeavoring to ensure
the development of a cleaner global environment (Voytenko et al. 2016).
Experimentation is one of sustainability’s essential premises and living labs act
towards this purpose, turning cities and communities into research implementation
fields (Dryzek 1997). Thus, living labs are crucial towards the achievement of sustainable development, especially regarding education, since the campuses’ environment
is propitious to promote experimentation and engagement between relevant stakeholders such as students, researchers, professors and local communities, focusing on
the establishment of adequate sustainable solutions which can be locally tested, monitored, implemented and consequently solving regional or global challenges (Konig
2013).
The adoption of sustainable practices, the development of cooperative environments, outreach initiatives, water, energy and food efficient campuses constitute HEIs
as relevant living labs, which contribute to society, generating shared-knowledge,
integration between the community and campus members as well as solutions to local
and international social, economic and environmental challenges. Table 1 shows a
definition of living labs as understood in this study, also showing its main dimensions (sustainable buildings and facilities, creative and collaborative environments,
collaboration and knowledge dissemination, and outreach). The adoption of these
dimensions by HEIs make them key environments for sustainable development (these
dimensions also supported the development of the questionnaires and the analysis of
its results).