Assessment Tools and Performance Indicators …
475
Although Veleva and Ellenbecker (2001) state that it is not possible to have a
set of sustainability indicators applicable to any company or organization, since
companies vary greatly in their business activities, the indicator framework for the
education aspect. Environmental assessment can serve as a parameter for an initial
audit, which should then consider stakeholders so that measurement is conceptualized
as a dialectical process between two or more actors (Mura et al. 2018).
Furthermore, it is possible to observe the importance of building a knowledge that
can help managers to expand their understanding of current circumstances in relation
to their values and preferences and to know the implications that involve decision
making (Semler et al. 2015).
After identifying the production status quo in terms of assessment tools and indicators for the dimension of environmental education in HEIs, it is suggested to check
whether the framework indicators are related to Stakeholder Theory, Legitimacy
Theory, Lever Structure. Control Systems and Learning Theory.
References
Aleixo AM, Azeiteiro U, Leal S (2018) The implementation of sustainability practices in Portuguese
higher education institutions. Int J Sustain High Educ 19(1):146–178
Alghamdi N, Den Heijer A, De Jonge H (2017) Assessment tools’ indicators for sustainability in
universities: an analytical overview. Int J Sustain High Educ 18(1):84–115
Alshuwaikhat HM, Adenle YA, Saghir B (2016) Sustainability assessment of higher education
institutions in Saudi Arabia. Sustainability 8(8)
Amaral LP, Martins N, Gouveia JB (2015) Quest for a sustainable university: a review. Int J Sustain
High Educ 16(2):155–172
Beringer A (2006) Campus sustainability audit research in Atlantic Canada: Pioneering the campus
sustainability assessment framework. Int J Sustain High Educ 7(4):437–455
Beringer A, Wright T, Malone L (2008) Sustainability in higher education in Atlantic Canada. Int
J Sustain High Educ 9(1):48–67
Berzosa A, Bernaldo MO, Fernandez-Sanchez G (2017) Sustainability assessment tools for higher
education: An empirical comparative analysis. J Clean Prod 161:812–820
Bice S, Coates H (2016) University sustainability reporting: taking stock of transparency. Tert Educ
Manage 22(1):1–18
Bititci et al (2018) Editorial: towards a theoretical foundation for performance measurement and
management. Int J Manage Rev 20(3):653–660
Brunstein J, Jaime P, Curi DP, D’angelo MJ, Mainardes EW (2015) Assessment and evaluation of
higher education in business management: an analysis of the Brazilian case in the light of social
learning theory for sustainability. Assess Eval Higher Educ 40(6):SI, 833–854
Casarejos F, Gustayson LM, Frota MN (2017) Higher Education Institutions in the United States:
commitment and coherency to sustainability vis-a-vis dimensions of the institutional environment.
J Clean Prod 159:74–84
Da Silva Junior A, Martins-Silva PO, Vasconcelos KCA et al (2018) Sustainability indicators for
the management of Brazilian higher education institutions. BAR—Braz Admin Rev 15(3)
De Andrade Guerra JBSO, Garcia J, De Andrade Lima M et al (2018) A proposal of a Balanced
Scorecard for an environmental education program at universities. J Clean Prod 172:1674–1690
Disterheft A, Caeiro SS, Leal Filho W, Azeiteiro UM (2016) The INDICARE-model—measuring
and caring about participation in higher education’s sustainability assessment. Ecol Ind 63:172–
186
475
Although Veleva and Ellenbecker (2001) state that it is not possible to have a
set of sustainability indicators applicable to any company or organization, since
companies vary greatly in their business activities, the indicator framework for the
education aspect. Environmental assessment can serve as a parameter for an initial
audit, which should then consider stakeholders so that measurement is conceptualized
as a dialectical process between two or more actors (Mura et al. 2018).
Furthermore, it is possible to observe the importance of building a knowledge that
can help managers to expand their understanding of current circumstances in relation
to their values and preferences and to know the implications that involve decision
making (Semler et al. 2015).
After identifying the production status quo in terms of assessment tools and indicators for the dimension of environmental education in HEIs, it is suggested to check
whether the framework indicators are related to Stakeholder Theory, Legitimacy
Theory, Lever Structure. Control Systems and Learning Theory.
References
Aleixo AM, Azeiteiro U, Leal S (2018) The implementation of sustainability practices in Portuguese
higher education institutions. Int J Sustain High Educ 19(1):146–178
Alghamdi N, Den Heijer A, De Jonge H (2017) Assessment tools’ indicators for sustainability in
universities: an analytical overview. Int J Sustain High Educ 18(1):84–115
Alshuwaikhat HM, Adenle YA, Saghir B (2016) Sustainability assessment of higher education
institutions in Saudi Arabia. Sustainability 8(8)
Amaral LP, Martins N, Gouveia JB (2015) Quest for a sustainable university: a review. Int J Sustain
High Educ 16(2):155–172
Beringer A (2006) Campus sustainability audit research in Atlantic Canada: Pioneering the campus
sustainability assessment framework. Int J Sustain High Educ 7(4):437–455
Beringer A, Wright T, Malone L (2008) Sustainability in higher education in Atlantic Canada. Int
J Sustain High Educ 9(1):48–67
Berzosa A, Bernaldo MO, Fernandez-Sanchez G (2017) Sustainability assessment tools for higher
education: An empirical comparative analysis. J Clean Prod 161:812–820
Bice S, Coates H (2016) University sustainability reporting: taking stock of transparency. Tert Educ
Manage 22(1):1–18
Bititci et al (2018) Editorial: towards a theoretical foundation for performance measurement and
management. Int J Manage Rev 20(3):653–660
Brunstein J, Jaime P, Curi DP, D’angelo MJ, Mainardes EW (2015) Assessment and evaluation of
higher education in business management: an analysis of the Brazilian case in the light of social
learning theory for sustainability. Assess Eval Higher Educ 40(6):SI, 833–854
Casarejos F, Gustayson LM, Frota MN (2017) Higher Education Institutions in the United States:
commitment and coherency to sustainability vis-a-vis dimensions of the institutional environment.
J Clean Prod 159:74–84
Da Silva Junior A, Martins-Silva PO, Vasconcelos KCA et al (2018) Sustainability indicators for
the management of Brazilian higher education institutions. BAR—Braz Admin Rev 15(3)
De Andrade Guerra JBSO, Garcia J, De Andrade Lima M et al (2018) A proposal of a Balanced
Scorecard for an environmental education program at universities. J Clean Prod 172:1674–1690
Disterheft A, Caeiro SS, Leal Filho W, Azeiteiro UM (2016) The INDICARE-model—measuring
and caring about participation in higher education’s sustainability assessment. Ecol Ind 63:172–
186