Sustainable Development: An Analysis Based on Conference Papers
183
2 Literature Review
The literature review begins by addressing the theme of sustainable development of
higher education and then bibliometric and revision studies on the subject.
Universities have a special responsibility concerning the sustainable development of society (Kräusche and Pilz 2018). Increasingly, universities and the higher
education sector are seeking to incorporate education for sustainable development.
To assess the progress measurement and monitoring systems are needed (Tierney
et al. 2015). There are several challenges associated with the development of the
tools necessary to achieve this goal, which is why sustainability capacity assessment
methods merit specific attention from researchers (Sandri et al. 2018).
Sustainability has become a global concern in the struggle to deal more successfully with complex and unprecedented survival, social, political and peace issues.
Higher education institutions (HEIs) play a key role in this transformation (Veiga
Ávila et al. 2019).
In general, the HEIs focus on helping people who live around the campus with
social projects, health issues and preparation for work. Further areas of practice
are new forms of energy, selective waste collection and new standards of plastics
consumption. HEIs that receive a higher evaluation from the Education Ministry
focuses on educational programs and projects aimed at improving sustainability
inside and outside the campus (Moura et al. 2019).
While many business schools around the world are discussing the importance of
integrating sustainability into their curricula, and although employers and students
are demanding the same, few business schools have actually progressed in meeting
these demands (Barber et al. 2014).
Universities have an important role to play in articulating the transformation of
society, in the formation of individuals capable of acting in the processes that will
allow the sustainable development goals (SDGs) to be reached, in theoretical areas
and in practical and concrete actions (Frandoloso and Gasparetto Rebelatto 2019).
In general, topics related to sustainability (e.g., environmental protection, waste
management and sustainable development) are largely addressed and, to some
extent, applied in faculties dealing with earth sciences (geography, ecology, etc.)
and technical sciences, such as environmental engineering (Sima et al. 2019).
In the past few decades, addressing issues related to sustainability has become
ever more prevalent in higher education, although the pace with which the actions
required are adopted varies and there is a wide range of interpretations and practices
(Vargas et al. 2019).
There is a widely held belief that sustainable development policies are essential
for universities to successfully engage in matters related to sustainability, and are an
indicator of the extent to which they are active in this field (Leal Filho et al. 2018).
Concerns about sustainability, prompted by the Brazilian federal legislature, have
led federal HEIs to change their internal processes, infrastructure and organizational
culture toward sustainability (Berchin et al. 2017).
183
2 Literature Review
The literature review begins by addressing the theme of sustainable development of
higher education and then bibliometric and revision studies on the subject.
Universities have a special responsibility concerning the sustainable development of society (Kräusche and Pilz 2018). Increasingly, universities and the higher
education sector are seeking to incorporate education for sustainable development.
To assess the progress measurement and monitoring systems are needed (Tierney
et al. 2015). There are several challenges associated with the development of the
tools necessary to achieve this goal, which is why sustainability capacity assessment
methods merit specific attention from researchers (Sandri et al. 2018).
Sustainability has become a global concern in the struggle to deal more successfully with complex and unprecedented survival, social, political and peace issues.
Higher education institutions (HEIs) play a key role in this transformation (Veiga
Ávila et al. 2019).
In general, the HEIs focus on helping people who live around the campus with
social projects, health issues and preparation for work. Further areas of practice
are new forms of energy, selective waste collection and new standards of plastics
consumption. HEIs that receive a higher evaluation from the Education Ministry
focuses on educational programs and projects aimed at improving sustainability
inside and outside the campus (Moura et al. 2019).
While many business schools around the world are discussing the importance of
integrating sustainability into their curricula, and although employers and students
are demanding the same, few business schools have actually progressed in meeting
these demands (Barber et al. 2014).
Universities have an important role to play in articulating the transformation of
society, in the formation of individuals capable of acting in the processes that will
allow the sustainable development goals (SDGs) to be reached, in theoretical areas
and in practical and concrete actions (Frandoloso and Gasparetto Rebelatto 2019).
In general, topics related to sustainability (e.g., environmental protection, waste
management and sustainable development) are largely addressed and, to some
extent, applied in faculties dealing with earth sciences (geography, ecology, etc.)
and technical sciences, such as environmental engineering (Sima et al. 2019).
In the past few decades, addressing issues related to sustainability has become
ever more prevalent in higher education, although the pace with which the actions
required are adopted varies and there is a wide range of interpretations and practices
(Vargas et al. 2019).
There is a widely held belief that sustainable development policies are essential
for universities to successfully engage in matters related to sustainability, and are an
indicator of the extent to which they are active in this field (Leal Filho et al. 2018).
Concerns about sustainability, prompted by the Brazilian federal legislature, have
led federal HEIs to change their internal processes, infrastructure and organizational
culture toward sustainability (Berchin et al. 2017).