412
L. Brandli et al.
The Participation in events is related to only two different SDGs: Quality Education (SDG 4) and Industry, Innovation and Infrastructure (SDG 9), while the Guidance for city’s certification, relates to the Learning and Smart Cities theme, addresses
the largest number of different SDGs: 4, 5, 10 and 11. Finally, activities classified as
Promotion of courses are related to the SDG 4 and 8.
The results showed how a single extension project can be related and contribute to
seven different SDGs and integrate the community with the Sustainable Development
Goals. Also, it demonstrates the relevance of extension projects at the university.
4 Conclusions
Through the discussions and reflections raised by the project, it was possible to
consolidate the partnership between the University and the cities of the region,
creating a unique opportunity to form Learning and Smart Cities cooperation network
in the north of the state of Rio Grande do Sul, southern Brazil.
Therefore, the extension proved to be the channel whereby research and teaching
promoted within a Higher Education Institution can reach society and drive transformations. Finally, it was possible to show that the dimension of lifelong learning
at the university is also consolidated through extension.
This case of study reports how a practical experience of an extension project
was able to bring the university closer to society and thus, promote mutual support
in the implementation of the Sustainable Development Goals. Therefore, by documenting and sharing this experience it is expected to encourage future projects and
partnerships between universities and cities, in different contexts.
Acknowledgements The authors acknowledge the CAPES (Coordination of Superior Level Staff
Improvement—Brazil) for the financial support.
References
Bardin L (2011) Análise de conteúdo. Edições 70, Lisboa, Portugal, p 70
Bejinaru R, Prelipcean G (2017) Successful strategies to be learnt from world-class universities. In:
Dima AM, Hadad S (ed) Proceedings of the international conference on business excellence, vol
11. De Gruyter and Stanford University Press cooperate, pp 350–358
Bejinaru R, Hapenciuc CV, Condratov I, Stanciu P (2018) The university role in developing the
human capital for a sustainable bioeconomy. Amfiteatru Econ 20(49):583–598
Brazil (1988) Constituição da República Federativa do Brasil: promulgada em 5 de outubro de 1988
Bratianu C, Bolisani E (2015) Knowledge strategy: an integrated approach for managing uncertainty.
In: Massaro M, Garlatti A (eds) Proceedings of the 16th European conference on knowledge
management. Academic Conferences International Limited, pp 169–177
Chaves CJA, Oliveira EP, Romagnani P, Erbano CP (2019) Projetos de extensão universitária: um
compromisso da Universidade com a inclusão social. HOLOS 2(1):1–17
L. Brandli et al.
The Participation in events is related to only two different SDGs: Quality Education (SDG 4) and Industry, Innovation and Infrastructure (SDG 9), while the Guidance for city’s certification, relates to the Learning and Smart Cities theme, addresses
the largest number of different SDGs: 4, 5, 10 and 11. Finally, activities classified as
Promotion of courses are related to the SDG 4 and 8.
The results showed how a single extension project can be related and contribute to
seven different SDGs and integrate the community with the Sustainable Development
Goals. Also, it demonstrates the relevance of extension projects at the university.
4 Conclusions
Through the discussions and reflections raised by the project, it was possible to
consolidate the partnership between the University and the cities of the region,
creating a unique opportunity to form Learning and Smart Cities cooperation network
in the north of the state of Rio Grande do Sul, southern Brazil.
Therefore, the extension proved to be the channel whereby research and teaching
promoted within a Higher Education Institution can reach society and drive transformations. Finally, it was possible to show that the dimension of lifelong learning
at the university is also consolidated through extension.
This case of study reports how a practical experience of an extension project
was able to bring the university closer to society and thus, promote mutual support
in the implementation of the Sustainable Development Goals. Therefore, by documenting and sharing this experience it is expected to encourage future projects and
partnerships between universities and cities, in different contexts.
Acknowledgements The authors acknowledge the CAPES (Coordination of Superior Level Staff
Improvement—Brazil) for the financial support.
References
Bardin L (2011) Análise de conteúdo. Edições 70, Lisboa, Portugal, p 70
Bejinaru R, Prelipcean G (2017) Successful strategies to be learnt from world-class universities. In:
Dima AM, Hadad S (ed) Proceedings of the international conference on business excellence, vol
11. De Gruyter and Stanford University Press cooperate, pp 350–358
Bejinaru R, Hapenciuc CV, Condratov I, Stanciu P (2018) The university role in developing the
human capital for a sustainable bioeconomy. Amfiteatru Econ 20(49):583–598
Brazil (1988) Constituição da República Federativa do Brasil: promulgada em 5 de outubro de 1988
Bratianu C, Bolisani E (2015) Knowledge strategy: an integrated approach for managing uncertainty.
In: Massaro M, Garlatti A (eds) Proceedings of the 16th European conference on knowledge
management. Academic Conferences International Limited, pp 169–177
Chaves CJA, Oliveira EP, Romagnani P, Erbano CP (2019) Projetos de extensão universitária: um
compromisso da Universidade com a inclusão social. HOLOS 2(1):1–17