An Ecological Vision with Social Responsibility …
569
this, Lozano (2011) explained that in the eighties, few universities considered sustainability relevant in their activities, but nowadays there is a different scenario because
thousands of universities contemplate sustainability in their activities.
For this paper’s purpose, it is important to indicate that ‘development’ in the SD
context must holistically contemplate society and the environment (WCED 1987).
In addition, the university has a relevant role, in considering the SD in an integrative
approach (Leal Filho et al. 2018). Universities should develop a systemic approach
addressing SD issues, playing through research, education and community engagement as leadership in the development of the intervention decisive to the survival of
the planet and of humanity (Shiel et al. 2016; Trencher et al. 2014).
In this regard, universities in Brazil are also developing actions in their research,
teaching, and outreach activities, institutionalizing the social and environmental
issues in their planning and management processes (Malheiros 2019). Furthermore,
Velazquez et al. (2006) had already described that integrating sustainability into a
university system presents many challenges (in education, research, operations, and
outreach) and the universities made substantial efforts to enhance their understanding
of the environmental dimensions of their operations (Carpenter and Meehan 2002).
Leal Filho et al. (2018) in their research, indicates that although some progress
has been made, sustainable development agendas in Brazilian universities are still
underdeveloped. “In Brazil, SD in universities has been underdeveloped, although in
recent years, many more universities have become engaged, with most universities
having at least one initiative” (Leal Filho et al. 2018, p. 95)
Amaral et al. (2015) explain that universities are a type of organization that needs to
think in three dimensions of sustainability: economic, environmental and social, plus
the five dimensions of their organizational activity: education, research, operations,
community outreach, and reporting. Lozano et al. (2013) in the same way clarify
that universities could contribute by integrating into all areas of their activity (estate
management, teaching, and learning, research and outreach activities).
In this context, the expression “campus greening” has appeared. About this Leal
Filho et al. (2018) said that “campus greening” has become mainstream. They
continue to explain that around the world, there are innovative universities examples
of initiatives related to green building design, recycling and reusing, energy-efficient
lighting, water-conserving fittings, and public transportation.
But for SD to actually be applied, Too and Bajracharya (2015) explain that it
is a complex and challenging task changing attitudes and behaviours, and it takes
more than just information dissemination to influence and change attitudes. Faculty,
students and staff need to involve in real problem-understanding exercise and ensure
your university becomes an essential force in guiding wider community efforts to
promote the sustainability of society (Trencher et al. 2014).
Policies are not a precondition for SD university engagement, however, they are
important because they can promote new solutions in the existing gaps, making the
universities more efficient and reducing their activities footprints (Leal Filho et al.
2018). Lozano (2013) suggested that the policy needs to consider some elements
569
this, Lozano (2011) explained that in the eighties, few universities considered sustainability relevant in their activities, but nowadays there is a different scenario because
thousands of universities contemplate sustainability in their activities.
For this paper’s purpose, it is important to indicate that ‘development’ in the SD
context must holistically contemplate society and the environment (WCED 1987).
In addition, the university has a relevant role, in considering the SD in an integrative
approach (Leal Filho et al. 2018). Universities should develop a systemic approach
addressing SD issues, playing through research, education and community engagement as leadership in the development of the intervention decisive to the survival of
the planet and of humanity (Shiel et al. 2016; Trencher et al. 2014).
In this regard, universities in Brazil are also developing actions in their research,
teaching, and outreach activities, institutionalizing the social and environmental
issues in their planning and management processes (Malheiros 2019). Furthermore,
Velazquez et al. (2006) had already described that integrating sustainability into a
university system presents many challenges (in education, research, operations, and
outreach) and the universities made substantial efforts to enhance their understanding
of the environmental dimensions of their operations (Carpenter and Meehan 2002).
Leal Filho et al. (2018) in their research, indicates that although some progress
has been made, sustainable development agendas in Brazilian universities are still
underdeveloped. “In Brazil, SD in universities has been underdeveloped, although in
recent years, many more universities have become engaged, with most universities
having at least one initiative” (Leal Filho et al. 2018, p. 95)
Amaral et al. (2015) explain that universities are a type of organization that needs to
think in three dimensions of sustainability: economic, environmental and social, plus
the five dimensions of their organizational activity: education, research, operations,
community outreach, and reporting. Lozano et al. (2013) in the same way clarify
that universities could contribute by integrating into all areas of their activity (estate
management, teaching, and learning, research and outreach activities).
In this context, the expression “campus greening” has appeared. About this Leal
Filho et al. (2018) said that “campus greening” has become mainstream. They
continue to explain that around the world, there are innovative universities examples
of initiatives related to green building design, recycling and reusing, energy-efficient
lighting, water-conserving fittings, and public transportation.
But for SD to actually be applied, Too and Bajracharya (2015) explain that it
is a complex and challenging task changing attitudes and behaviours, and it takes
more than just information dissemination to influence and change attitudes. Faculty,
students and staff need to involve in real problem-understanding exercise and ensure
your university becomes an essential force in guiding wider community efforts to
promote the sustainability of society (Trencher et al. 2014).
Policies are not a precondition for SD university engagement, however, they are
important because they can promote new solutions in the existing gaps, making the
universities more efficient and reducing their activities footprints (Leal Filho et al.
2018). Lozano (2013) suggested that the policy needs to consider some elements