Environmental Bioethics, Sustainable Development and Social …
555
For data collection, an online survey was built and hosted on the Survio
© platform
and then sent to the participants via e-mail. Leaders of each university had been
contacted previously to present the study objective and obtain approval for the survey.
All of the respondents were informed about the need for their approval the Informed
Consent Form (ICF) that accompanied the protocol.
The statistical analysis of the results was performed with the aid of the R statistical software environment (R Development Core Team), version 3.3.1 (2015), as
well as through the cross-checking of survey data and the conceptual frameworks
of the Health Promoting Universities (HPU)/World Health Organization (WHO).
Qualitative and dissertation data were treated using content analysis as per Bardin
(2009). The data were collected through the application of 1400 questionnaires, each
of which contained 35 questions. Each question had five possible answers on a Likert
scale to which the following values were attributed: 1 point—I don’t know about this;
2 points—I know a little bit about this; 3 points—I know a moderate amount about
this; 4 points—I know a lot about this; and 5 points—I am fully aware of this or know
everything about it. The instrument was an adaptation of the WHO protocol/HPU
Toolkit of the University of Central Lancashire in Lancaster, UK, the use of which
was expressly authorized by its creator, Professor Mark T. Dooris.
The Toolkit Self Review Tool is a questionnaire structured around five topics
that reflect the key areas a university must address as it works toward its goal of
becoming a Healthy University. The Toolkit Self Review Tool used in this research
adapted to the Brazilian reality with formal authorization of its author. The five areas
covered by the study are: (i) Leadership and Governance: This section of the tool
focuses on the university’s corporate commitment to working toward becoming a
Healthy University. (ii) Provision of services: This section of the tool identifies the
level of on-site and off-site provision of services to support the health and wellness needs of staff and students. (iii) Facilities and Environment: This section of the
tool supports the university in reviewing the facilities it provides and the environment it creates to support the health and well-being of staff and students and the
community at large. (iv) Communication, Information and Marketing: This section
of the tool analyzes the processes involved in communicating information and health
and wellness messages to employees and students and how the university markets
health and wellness in its promotional materials. (v) Academic, Personal, Social, and
Professional Development: This section of the tool is about how the university uses
the opportunities presented by curricula, research, knowledge transfer, and professional development to improve health and wellness and respond to the needs of its
employees and students. Table 1 presents the description of the issues addressed in
the instrument adapted to the Brazilian reality Toolkit Self-Review Tool, addressed
to the professors.
This research tool is valuable as it values environmental interactions with health in
HEIs. Environmental bioethics, SD and SR emerge as research variables of extreme
importance for institutions from the bioethical and HP point of view.
The Toolkit Self Review Tool includes a research tool that enables universities to
analyze and reflect on their perception of health, sustainable development, and wellbeing in their core business and organizational culture. The significance level of
555
For data collection, an online survey was built and hosted on the Survio
© platform
and then sent to the participants via e-mail. Leaders of each university had been
contacted previously to present the study objective and obtain approval for the survey.
All of the respondents were informed about the need for their approval the Informed
Consent Form (ICF) that accompanied the protocol.
The statistical analysis of the results was performed with the aid of the R statistical software environment (R Development Core Team), version 3.3.1 (2015), as
well as through the cross-checking of survey data and the conceptual frameworks
of the Health Promoting Universities (HPU)/World Health Organization (WHO).
Qualitative and dissertation data were treated using content analysis as per Bardin
(2009). The data were collected through the application of 1400 questionnaires, each
of which contained 35 questions. Each question had five possible answers on a Likert
scale to which the following values were attributed: 1 point—I don’t know about this;
2 points—I know a little bit about this; 3 points—I know a moderate amount about
this; 4 points—I know a lot about this; and 5 points—I am fully aware of this or know
everything about it. The instrument was an adaptation of the WHO protocol/HPU
Toolkit of the University of Central Lancashire in Lancaster, UK, the use of which
was expressly authorized by its creator, Professor Mark T. Dooris.
The Toolkit Self Review Tool is a questionnaire structured around five topics
that reflect the key areas a university must address as it works toward its goal of
becoming a Healthy University. The Toolkit Self Review Tool used in this research
adapted to the Brazilian reality with formal authorization of its author. The five areas
covered by the study are: (i) Leadership and Governance: This section of the tool
focuses on the university’s corporate commitment to working toward becoming a
Healthy University. (ii) Provision of services: This section of the tool identifies the
level of on-site and off-site provision of services to support the health and wellness needs of staff and students. (iii) Facilities and Environment: This section of the
tool supports the university in reviewing the facilities it provides and the environment it creates to support the health and well-being of staff and students and the
community at large. (iv) Communication, Information and Marketing: This section
of the tool analyzes the processes involved in communicating information and health
and wellness messages to employees and students and how the university markets
health and wellness in its promotional materials. (v) Academic, Personal, Social, and
Professional Development: This section of the tool is about how the university uses
the opportunities presented by curricula, research, knowledge transfer, and professional development to improve health and wellness and respond to the needs of its
employees and students. Table 1 presents the description of the issues addressed in
the instrument adapted to the Brazilian reality Toolkit Self-Review Tool, addressed
to the professors.
This research tool is valuable as it values environmental interactions with health in
HEIs. Environmental bioethics, SD and SR emerge as research variables of extreme
importance for institutions from the bioethical and HP point of view.
The Toolkit Self Review Tool includes a research tool that enables universities to
analyze and reflect on their perception of health, sustainable development, and wellbeing in their core business and organizational culture. The significance level of