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- Universities speak up regarding the implementation of sustainable development challenges: the case of PortugalPublication . Farinha, Carla; Caeiro, Sandra; Azeiteiro, UlissesPurpose – This study aims to expand knowledge and provide further insights on how education for sustainable development (ESD) has been integrated into programmes at higher education institutions (HEIs) in Portugal. Design/methodology/approach – A questionnaire survey was given to key actors in charge of sustainability implementation at each Portuguese public university. Semi-structured interviews were also conducted with 13 of the survey respondents and the data were analysed. Findings – Results showed that Portuguese public universities have their own strategies and policies on ESD, leading them to introduce initiatives arising from their proactiveness rather than governmental edicts. Some universities implemented ESD planning and beneficial “green” practices such as waste separation and recycling and ways to reduce energy consumption that can be a result of the improvement after the United Nations Decade 2005-2014. However, these actions seem to have been taken in isolation and not holistically integrated. Universities face many barriers including lack of funding, not properly trained people and inept government policies. They also must overcome challenges in implementing ESD. Research limitations/implications – This research into the implementation of ESD has a national scope; the findings should be interpreted only in a Portuguese university context despite the high number of interviewees. Practical implications – The study has increased knowledge, provided further insights on how ESD has been integrated at HEIs and provided examples of integrated practices at Portuguese universities. A Sustainability4U platform was proposed for enhancing awareness of the need for increasing sustainable development. Originality/value – This study contributes to defining a country’s profile and how to implement sustainability in HEIs. The importance of obtaining information from key actors in sustainability at Portuguese public universities was highlighted.
- Integration of sustainability in the curricula of public higher education institutions in Portugal: do strategic plans and self-report align?Publication . Duarte, Marina; Caeiro, Sandra; Farinha, Carla; Moreira, Ana; Reis, Margarida Santos; Rigueiro, Constança; Simão, JoãoPurpose – This study aims to explore the alignment between strategic plans of the Portuguese public higher education institutions (HEIs) and their perception of the integration of sustainability in education and curricula. Design/methodology/approach – The strategic plans from 15 institutions were selected for content analysis; data about the integration of sustainability in education and curricula, from these HEI, were collected with an online questionnaire (self-report survey). Qualitative and quantitative analyses were performed. Findings – Strategic plans of the Portuguese public HEIs seem to not be sufficiently aligned with selfassessment integration of sustainability in education and curricula. Research limitations/implications – The classifications used in the content analysis were constructed and revised by the authors to reduce coder interpretation issues and subsequent bias in the results. However, some subjectivity could remain. The analysis of strategic plans and self-report surveys answered by top management, or a technician, does not assess the practices and sustainability implementation in education and curricula. Practical implications – This study allows the self-report of already-implemented practices to be compared to the planned strategy of HEI governance in Portugal as stated in their strategic plans. Originality/value – An analysis and respective insights on the lack of connection between strategic planning and self-report practices about sustainability implementation, using Portugal as a case study.