Sustainability in higher education

Sustainability in Higher Education Chandos Information Professional Series Sustainability in Higher Education Edited by J Paulo Davim AMSTERDAM • BOSTON • CAMBRIDGE • HEIDELBERG LONDON • NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Chandos Publishing is an imprint of Elsevier Chandos Publishing is an imprint of Elsevier 225 Wyman Street, Waltham, MA 02451, USA Langford Lane, Kidlington, OX5 1GB, UK Copyright © 2015 by J Paulo Davim, Published by Elsevier Ltd., All Rights Reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any i­nformation storage and retrieval system, without permission in writing from the publisher Details on how to seek permission, further information about the Publisher’s permissions ­policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein) Notices Knowledge and best practice in this field are constantly changing As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Control Number: 2015942347 ISBN 978-0-08-100367-1 For information on all Chandos Publishing visit our website at http://store.elsevier.com/ List of contributors A Abdul-Aziz Centre of Engineering Education, Universiti Teknologi Malaysia, Johor, Malaysia L Brandli Passo Fundo University, Passo Fundo, RS, Brazil M Buhr Leuphana University Lüneburg, Lüneburg, Germany G.A de la Riva de la Riva Instituto Tecnológico Superior de Irapuato (ITESI), Irapuato, GTO, Mộxico A PaỗoUniversity of Beira Interior, Covilhó, Portugal C.C Espinosa Fajardo Centro de Estudios Científicos y Tecnológicos del Estado de Guanajuato (CECYTEG), Irapuato, México C Hesselbarth Leuphana University Lüneburg, Lüneburg, Germany M Juárez Nájera Basic Sciences and Engineering Division, México, DF, México W Leal Filho Hamburg University of Applied Sciences, Hamburg, Germany K Mohd-Yusof Centre of Engineering Education, Universiti Teknologi Malaysia, Johor, Malaysia W O’Brien Clark University, Worcester, MA, USA A.N Sadikin Centre of Lipid Engineering and Applied Research, Universiti Teknologi Malaysia, Johor, Malaysia J Sarkis Worcester Polytechnic Institute, Worcester, MA, USA S Schaltegger Leuphana University Lüneburg, Lüneburg, Germany C Shiel Bournemouth University, Dorset, UK S.R Wan Alwi Process Systems Engineering Centre (PROSPECT), Universiti Teknologi Malaysia, Johor, Malaysia Preface Sustainability is a multidisciplinary discipline of study, research, and practice Brundtland Report defines sustainability as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” The three core pillars of sustainability are environment, society, and economy Recently, more than two important pillars were incorporated: culture and politics Currently, the application of sustainability for universities is a relatively new phenomenon and a great challenge The study of sustainability is of interest to those who work to improve communication between, professors, researchers, and students in universities, institutes, and research laboratories The main objective of this book is to provide information about sustainability in higher education The initial chapter of the book covers campus greening as a tool for institutional sustainability efforts (putting sustainable development in practice) Chapter 2 is dedicated to management education for sustainability (deriving learning formats from competence requirements) Chapter 3 covers US and international community-based sustainability projects for deep learning Chapter 4 is dedicated to inculcating sustainability among first-year engineering students using cooperative problem-based learning Finally, the last chapter of the book covers sustainability in engineering education (an approach to reach significant learning and character skills) This book can be used as research tool for undergraduate students or as a text on sustainability in higher education at the postgraduate level Also, this book can serve as a useful reference for academics, educators, researchers, managers, engineers, and professionals in higher education related to sustainability The information presented in this book is researched from many important schools, institutes, and universities throughout the world Therefore, we hope this book will inspire other research in this field The editor acknowledges Dr Glyn Jones and the Elsevier/Chandos team for this opportunity and for their enthusiastic and professional support Finally, I would like to thank each of the chapter authors for their contributions to this work J Paulo Davim Aveiro, Portugal June 2015 About the contributors Editor J Paulo Davim received his PhD in mechanical engineering from the University of Porto in 1997, the Aggregate title from the University of Coimbra in 2005, and DSc from London Metropolitan University in 2013 He is currently professor of Mechanical Engineering at University of Aveiro and head of Machining and Tribology Research Group He has more than 28 years of teaching and research experience in manufacturing, materials, and mechanical engineering with special emphasis in machining and tribology Recently, his interests include management/industrial engineering and higher education for sustainability He is the editor of nine international journals, guest editor, editorial board member, reviewer, and scientific advisory for many international journals and conferences He is an editorial board member of 30 international journals and serves as reviewer for than 80 prestigious ISI Web of Science journals He has also published more than 50 book chapters and 350 articles as author or coauthor in refereed international journals (more than 200 in ISI Web of Science journals, h-index=32+) and conferences Authors Chapter 1 Walter Leal Filho is a senior professor at Hamburg University of Applied Sciences in Germany, where he coordinates an extensive portfolio of international projects on matters concerned with sustainable development He holds a number of doctorates for his work on environmental and sustainability issues, and has more than 300 publications to his credit Chris Shiel is an associate professor in Life and Environmental Sciences at Bournemouth University She has played a leading role in developing the concepts of global citizenship and ESD within higher education and has led participative action research with university leaders, students, community stakeholders, and NGOs in the areas of globalization and sustainable development She is a Principal Fellow of the Higher Education Academy Arminda Paỗo holds a PhD in management and is auxiliary professor at University of Beira Interior, Portugal She is currently researcher of NECE—Research Unit of Business Sciences, as well as director of the first cycle in marketing Her areas of interest are environmental marketing, sustainability, public and nonprofit xii About the contributors ­ arketing, and entrepreneurship education She has published several articles in inm ternational journals and contributed chapters in international books Additionally she participates in consultant projects directed to SME Luciana Londero Brandli holds a PhD in production engineering and has done postdoctoral research at Hamburg University of Applied Sciences She is associate professor at the University of Passo Fundo, Brazil, where she works in the master’s program in engineering, infrastructure, and environment Her current research interests include sustainability in high education and green campus, environment management, management of urban infrastructure, sustainable cities, and green buildings She supervises a number of master students on engineering, environment and sustainability issues, and has in excess of 100 publications Chapter 2 Charlotte Hesselbarth holds a PhD, and is a university lecturer in the fields of sustainability management, general management, quality management, and human resource management Following her studies in business administration, she worked as a research assistant and as the coordinator of the MBA Sustainability Management at Leuphana University in Lüneburg, Germany Her fields of research relate to emissions trading and carbon management, the link between corporate sustainability management and human resource management as well as to higher management education for sustainability Maike Buhr is a research assistant at the Centre for Sustainability Management (CSM) at Leuphana University Lüneburg, Germany As a part of the MBA Sustainability Management team, her field of activity is the E-Tutoring linked to the online learning platform She is a PhD candidate in corporate sustainability management concerned with the question of how individuals can become effective change agents to foster corporate sustainability After her study of political science, cultural and social anthropology at Muenster University, Buhr completed her master of science degree in human ecology at Lund University, Sweden Her research interests include change agents, organizational and competence development, corporate sustainability, education for sustainable development, and sustainability transitions Stefan Schaltegger holds a PhD and is a professor of Sustainability Management and head of the Centre for Sustainability Management (CSM) and the MBA Sustainability Management program at Leuphana University, Lüneburg, Germany His research deals with corporate sustainability management with a special focus on performance measurement, accounting, management methods, sustainable entrepreneurship, strategic and stakeholder management, and business practices in sustainability management Chapter 3 Will O’Brien is an experienced business executive, entrepreneur, consultant, teacher, and attorney He has lectured at Bentley University, Johns Hopkins University, Peking University, and Vietnam National University His courses focus on CSR and About the contributors xiii s­ ustainability management O’Brien teaches a capstone course for the master’s degree in sustainability and environmental management at Harvard Extension School He spearheaded the creation of Clark’s MBA in sustainability and manages the MBA in social change In June 2014, he spoke at the AACSB Sustainability Conference O’Brien serves on the editorial board of International Journal of Higher Education & Sustainability He consults with Gjovik University College in Norway regarding their sustainability management curriculum and with the WPI School of Business to establish a Center for Sustainability in Business Joseph Sarkis is a professor of management in the Foisie School of Business at Worcester Polytechnic Institute He holds a PhD from the University of Buffalo His research and teaching interests are in operations and supply chain management, and organizations and the natural environment He has published in more than 350 publications in a wide variety of academic and professional outlets Chapter 4 Khairiyah Mohd-Yusof is the director of Universiti Teknologi Malaysia (UTM) Centre of Engineering Education (CEE), which promotes meaningful research and scholarly practices in engineering education An associate professor in the Department of Chemical Engineering, UTM, she has been an invited speaker in various engineering education conferences and workshops in Asia, Europe, and North America MohdYusof’s engineering education research focuses on innovative teaching and learning practices and EESD Currently, she serves on the editorial boards of the Journal of Engineering Education, ASEAN Journal of Engineering Education, IChemE Journal of Education for Chemical Engineers, European Journal of Engineering Education, and Journal of PBL in Higher Education She is also the secretary for the Society of Engineering Education Malaysia, and board member for the Research in Engineering Education Network Sharifah Rafidah Wan Alwi is the director of Process Systems Engineering Centre (PROSPECT) of Universiti Teknologi Malaysia (UTM) She specializes in process systems engineering with an emphasis on resource conservation She has published in more than 140 publications and has been extensively involved in 28 research projects, 17 industrial-based projects for various companies and government agencies, and has trained engineers from more than 100 companies She has received various awards such as Maal Hijrah 2008 State Award, IChemE Highly Commended Sir Frederick Warner Prize 2011, and ASEAN Young Scientist and Technologist Award (AYSTA 2014) She is currently on the editorial advisory board for Applied Thermal Engineering Journal and International Journal of Higher Education and Sustainability Aziatul Niza Sadikin is a lecturer in the Department of Chemical Engineering, on the faculty of Chemical Engineering, Universiti Teknologi Malaysia (UTM) Her main research interest areas are separation processes and engineering education She is one of the class facilitators for a first-year chemical engineering course called Introduction to Engineering, that employs cooperative problem-based learning (CPBL) as the teaching and learning methodology She is an active member of an engineering research team in UTM xiv About the contributors Azmahani Abdul-Aziz is a senior lecturer at the Department of Hydraulics and Hydrology, Faculty of Civil Engineering, and is a Fellow at the Centre of Engineering Education at Universiti Teknologi Malaysia Her disciplinary background is water engineering and education Currently, she is pursuing her PhD in engineering education Her doctoral research focuses on the impact of a student-centered learning environment in inculcating sustainable development among engineering students Chapter 5 Gustavo Alberto de la Riva-de la Riva studied biochemistry and has a master’s degree in chemistry (1984) from Donetsk National University (Ukraine) and a PhD in biology (1995) from Havana University Since 2007 he has worked as a full professor in the Departments of Mechatronics and Biology at Irapuato Institute of Technology (ITESI) and gives postgraduate courses in the Schools of Engineering and Agrimony at De la Salle University in Leon, Guanajuato, Mexico His fields of expertise are biology, environmental microbiology, bacterial and yeast genetic engineering In biology, he has published 48 papers and registered two patents In engineering, he has studied the problems related with character curriculum and sustainability in the institute ITESI He is a member of the American Society of Engineering Education and Society for Industrial Microbiology and Biotechnology, and also a member of National System of Researchers (SNI) in Mexico Cristina Caridad Espinosa-Fajardo is an electric engineer (1986), has a master’s degree in higher education and curriculum development (2008) She started her professional career (1987) at National Electric Enterprise in VillaClara, Cuba From 1988 to 1995 she worked in the industry and building sector as a planning coordinator, and thereafter worked in different technical schools and institutes Currently she is a teacher of mathematics, physics, and chemistry at the technical high school CECYTEG in Irapuato, Guanajuato, Mexico Margarita Juárez-Nájera is a chemical engineer, with a master’s degree in environmental engineering (1986) and a PhD in sustainability in higher education (2010) from Erasmus University Rotterdam, Netherlands Currently she is working as a professor at the Metropolitan Autonomous University in Mexico City She is a professional expert in environmental protection by the Mexican College of Chemical Engineers and Chemists She is a founding member of the National Environmental Engineering Academy and is certified by the Mexican Cleaner Production Center to evaluate pollution prevention activities She has published on pollution prevention, environmental protection, and education for sustainability issues Putting sustainable development in practice: campus greening as a tool for institutional sustainability efforts W Leal Filho, C Shiel, A Paỗo, L Brandli 1.1Introduction A university campus is a unique combination of buildings, geographical locations, types of faculties, research institutes, and students According to Humblet, Owens, and Roy (2010), a green campus encompasses a higher education community that is concerned with energy efficiency, resources use, and a commitment to enhancing environmental quality by educating for sustainability, also creating healthy living and learning environments The greening process of a campus is a process targeted toward reducing the multitude of on- and off-site environmental impacts resulting from campus activities and operations, and raising environmental awareness within the human communities of a college or university (Creighton, 1999) Due to their structure and character, university campuses are being increasingly used as an experimental platform for the application of greening processes On the one hand, higher education institutions generate environmental impacts through the use of classrooms, laboratories, offices, catering, commuting, and consumption of food and drink, among others (Lukman, Tiwary, & Azapagic, 2009) But on the other hand, they can also be places where new approaches and methods to reduce the same impacts can be tried, tested, and implemented For instance, based on the results of the evaluation of the environmental performance of the faculty of engineering at the University of Maribor, Slovenia, researchers suggested that the significant environmental impacts from the university’s operation are global warming, acidification, human toxicity, and terrestrial eco-toxicity (Lukman et al., 2009) Hence, the university is now trying very hard to reduce its emissions and the pollution it creates In addition, many universities are developing tools and techniques needed to implement innovative green technologies Furthermore, a number of them are active in trying to integrate best green practices into their teaching programs, research initiatives, student engagement opportunities, and collaborative partnerships These best practices, according to Humblet et al (2010) might include one or more of the following measures: ● ● Adoption of green operations and maintenance practices Implementation of green cleaning policies Sustainability in Higher Education Copyright © 2015 by Walter Leal Filho, Published by Elsevier Ltd., All Rights Reserved Continued 116 Table 5.3  Diagnostic test Final test Min Max Media St deviation σn−1 Media St deviation σn−1 2.1c Do you believe that climate change will be a problem for other animal and plant species? 2.2a Do you believe that the fall of the tropical rain forest will be a problem for you and your family? 2.2b Do you believe that the fall of the tropical rain forest will be a problem for the whole country? 2.2c Do you believe that the fall of the tropical rain forest will be a problem for other plant and animal species? 2.3a Do you believe that toxins in air, water, and soil will be a problem for you and your family? 2.3b Do you believe that toxins in air, water, and soil will be a problem for the whole country? 2.3c Do you believe that toxins in air, water, and soil will be a problem for other species of plants and animals? 1.13 0.34 1.00 0.00 1.03 0.18 1.00 0.00 1.39 0.50 1.00 0.00 1.29 0.46 1.00 0.00 1.10 0.30 1.00 0.00 1.10 0.30 1.00 0.00 1.06 0.25 1.00 0.00 1.32 0.48 1.03 0.16 1.74 0.77 1.03 0.16 2.19 1.11 1.03 0.16 1.45 0.72 1.00 0.00 1.32 0.54 1.00 0.00 III Description of responsibility 3.1 Should the government take strong actions to clean up the environment from toxins? 3.2 I feel a personal obligation to take all possible precautions to prevent climate change 3.3 I feel a personal obligation to take all possible precautions to prevent the discharge of toxins to air, water, and soil 3.4 Private investment and industry must reduce the toxic discharge to prevent climate change 3.5 The government must put pressure on the nation to preserve the rain forest Sustainability in Higher Education Latent variables/variables 1.52 0.63 1.00 0.00 1.65 0.91 1.82 0.51 1.94 0.81 1.03 0.16 1.87 1.98 1.00 0.00 1 1 1 1 1 1 1 1 1 1 5 5 5 5 5 5 5 5 5 5 3.48 3.77 3.65 3.87 4.16 3.87 3.58 3.58 2.32 3.10 4.29 4.13 3.65 3.87 4.42 2.90 2.29 3.94 2.68 3.55 0.89 0.96 0.88 0.85 0.90 0.99 1.06 0.85 1.17 0.87 0.69 0.99 0.66 0.85 0.72 1.22 1.40 0.73 1.08 0.77 3.24 4.11 3.97 3.16 4.32 3.95 3.82 4.66 1.76 3.18 4.08 4.26 4.47 4.08 4.87 2.05 1.11 4.71 1.58 3.95 0.43 0.39 0.37 0.37 0.47 0.32 0.46 0.48 0.43 0.65 0.49 0.45 0.56 0.27 0.34 0.40 0.31 0.46 0.55 0.51 IV Personal intelligences 4.1 Do you anticipate obstacles? 4.2 Do you adapt your ideas based on new information? 4.3 Do you require the contributions of others? 4.4 Do you take calculated risks to achieve a goal? 4.5 Do you relate well with people from different backgrounds? 4.6 Do you stay composed and optimistic even in stressful situations? 4.7 Do you lead by example? 4.8 Do you advocate for change despite the opposition? 4.9 Do you act impulsively? 4.10 Do you personally lead to change initiatives? 4.11 Do you keep your promises? 4.12 Do you acknowledge your mistakes? 4.13 Do you articulate compelling vision? 4.14 Can you see things from the perspective of others? 4.15 Do you believe you are capable to your job? 4.16 Do you bend rules when necessary? 4.17 Do you have doubts about your own ability? 4.18 Do you establish and maintain close relationships at work? 4.19 Do you hesitate to act on opportunities? 4.20 Can you change the strategy, objectives, and general projects to suit the situation? 117 Sustainability in engineering education 3.6 The government must take strong action to reduce toxic emissions and to prevent global climate change 3.7 The companies that import products from tropical regions have the responsibility to prevent forest destruction in those countries 3.8 People like me must take the necessary actions to prevent the loss of the tropical rain forest 3.9 The chemical industry must clean up the toxins discharged to the environment 118 Sustainability in Higher Education the environmental problems of climate change, deforestation, and environmental pollution to be important and serious and expressed that they agreed with personal responsibilities in relation to the presented environmental problems They also agreed with the necessity of the government and economic sector to take more action by implementing coordinated global plans to prevent future environmental problems But in the discussion students expressed pessimist expectations in their role as active citizens and their ability to pressure politicians and private economic groups to push new sustainable initiatives to sustainable development This positions reflects fatalism and a lack of hope and power expectations This encouraged us to work toward the values we consider fundamental to educating future transformational leaders, which is very important in countries such as Mexico, where democracy, real democracy, is young and still feels like it is under construction Finally, the fourth section belongs to interpersonal and intrapersonal skills (4.1–4.20), the students answered that with the exception of four items (4.9, 4.16, 4.17, and 4.19 with medias 2.32, 2.90, 2.29, and 2.68, respectively), students considered the rest (4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.10, 4.11, 4.12, 4.13, 4.14, 4.15, 4.18, and 4.20) as a behavior performed regularly as a part of their personal activities The results observed in the last variables (3.48–4.42) support that tendency The fifth and sixth columns on the right side of Table 5.3 are interesting in that of all the student answers, the standard deviation is always lower in the final test than in the first one This means that after taking the course on sustainable development, student answers have less variability among the students According to media data, student answers are more specific That is, it seems that students are more confident in their perceptions of sustainability and in their sustainable behavior after taking the course The completion of an “intervention program” in the first semester was observed by a permanent increase in academic values, of particular interest to planning and participation in lessons, workshops, learning about the experiences of other countries and communities, workshops, forums, films, debates, and in outdoor activities as sustainable garden, community participation, team-based sports such as soccer, basketball, and cross-country fitness, a cross-fit circuit prepared using natural sceneries These activities are designed to develop close contact with nature, and to strengthen of values and identity in a frame of teamwork, cooperation, collective contact with nature, and the permanent questioning of the nature of sustainability along with its divergent and contested nature as a concept (Kemp & Martens, 2007) It is clear that in our class we have a group of young students, with plenty of energy, who love their country, are not intimidated by challenges, and who enjoy sincere relations with their teachers and classmates Maybe those characteristics are not necessarily the most desirable, but from the established cultural backgrounds and the information gathered from individual informal interviews and group forums and ­debates, we were able to implement an intervention program on sustainability with solid bases and more possibilities to influence in the character and beliefs of the students Inclusion of outdoor activities and diversification of ethics and sustainable messages are a practical approach to teaching ethics and sustainability (Donaldson & Preston, 1995; Hill, 2012) Sustainability in engineering education 119 The course was divided as follows: the first part covers basic knowledge about environmental sciences, and the second and third parts are structured with the same types of activities as we organized in the first step of the intervention and outdoor and camping activities We focused the work into internalization of sustainability as a value, as a part of their culture and character We made visits to small farms where autochthonous flora and wildlife, water and soil are conserved using sustainable methods; plant nurseries where timber plants typical to this region are produced for reforestation; a rattlesnake (Crotalus simus) conservation project; a honey production farm using native plants that bloom according to the season and derived products; nurseries that reproduced native timber species; and others At the end of the course of sustainable development, the perception of sustainability was again evaluated using a test that consisted of 67 items in five sections, according to the latent variable model—the same test that was applied as a diagnostic tool 2 years earlier (Table 5.3) In the results of the test we observed a reduction of diversity as presented during the first step of the intervention program Some activities were organized and engaged in during a 1-year period only to maintain the advances gained in character The curriculum predisposed students to face the topic of the course—sustainable development— which was built using the same structure as the longer courses (Figure 5.2) We also organized a feedback debate in which the students expressed opinions and ideas showing that they had evolved from passive to more active persons, from demonstrating empirical knowledge on sustainability to a more reasoned and thought-out position with a scientific basis The final opinions on sustainability expressed by students were very encouraging Student A stated: “I have realized that only a well-educated person can understand what sustainability means … to me [it] is [to] engage responsibly with the natural and social world.” Student B said: “I understood that to succeed one must be sustainable, that makes you stronger, compatible with the natural and workplace, community and family.” Student C expressed another opinion: “In these two years I have changed physically and mentally and I appreciated [very] much these two courses, encouraging me to decide [on] a healthy life and communion with nature, with everyone.” The best concluding sustainability concept we have received to date was provided by student D: “Sustainability equals responsible humanity.” Sustainability in higher education depends on different critical factors Society is becoming even more dependent on engineering and technology; in consequence, the demand on engineering-based skills grows constantly But at the same time engineers are not natural leaders and often have little or no political acumen (Chisholm, 2003) Engineering is often thought to be a good choice for people without intellectual backgrounds It is the most common path to higher education for young people from lower income families Engineers are useful for facing practical problems with their innate skills and abilities But we cannot agree with the thought that they are not thinkers, but are just good at regurgitating knowledge (Chisholm, 2003) Simply, an engineering education requires a new kind of educator (Fink et al., 2005), one who joins social, technology, and natural sciences, pedagogic and practical skills, one who understands the science as well as the principles of learning and teaching We need to explore more 120 Sustainability in Higher Education humanistic dimensions of an engineering educator, and we need to understand that the student as a human being exists as a duality: a living being, who predates environmental resources, and a social being, who knows his responsibility in keeping our environment Engineers have been blamed as the cause of environmental problems through humanity history All of these phrases represent conflicting positions that illustrate some of the challenges and conceptual difficulties we must face as engineering educators Many teachers in engineering education cannot understand students as cognitive and socio-emotional beings; it is necessary that teachers apply teaching approaches that can effectively promote students’ significant learning For this reason, pedagogy courses have been implemented It is also known that many engineering educators are not culturally prepared; many of them not realize the need for research and not seek contact with the most advanced research in their area of expertise A system for improving the quality of higher education and the creation of new research groups, called academic corpus, has been put into operation, and new indexes are used to measure the quality of education Still, problems persist in the Mexican technological education system and in other areas related to the country’s teaching and learning of sustainability The institutional role in teaching and learning sustainability is crucial because HEI must promote cultural changes in the academic community and in society HEI should be the leaders in all types of evolutional changes in technology, including social, economic, and cultural changes In Mexico, technological HEIs mirror the political system, management, and leadership culture that traditionally exists In many technological HEIs, a split between faculty and administrator decisions have been common Often decisions concerning the development of educational processes are taken without consulting the academic staff This situation by far affects the institutional environment, educational process efficiency, and sense of pride and belonging to the student and teacher culture, as proactive and aware citizens This is extremely important because while higher education helps establish a high fundamental scientific and technological knowledge, others skills have been identified as necessary in the workplace, skills that are derived from emotional intelligence (Riemer, 2001) Mexico faces other problems affecting sustainability: its teaching, learning, and application in higher education and in the whole of society One of the most pressing social problems in Mexico is poverty and inequality, although less than 2% of Mexico’s population lives below the international poverty line set by the World Bank According to Mexico’s government estimates from 2013, 33% of Mexico’s population lives in moderate poverty and 9% lives in extreme poverty, which led to 42% of Mexico’s total population living below the national poverty line (INEGI, 2013) Mexico has long been characterized as a highly unequal country (Corbacho & Schwartz, 2002; Esquivel, 2008) The accountability policy is very weak, leading to bureaucratic corruption, market inefficiencies, and income inequalities Despite these challenges great efforts have been made to improve educational coverage and sustainability indexes The country has seen an increase in students enrolled in HEI because of its population growth The government’s effort to accommodate the growing student population, improving the quality of education, Sustainability in engineering education 121 and promoting prevalent HEI attendance, however, has not been enough In many cases, education has not remained a priority for families who must struggle with poverty Particular effort has been addressed to increase technological HE, but this effort must be complemented with a comprehensive and holistic education to create whole engineers and not only individuals having just skills to make everything technically possible without understanding the rest of the aspects of the today’s world, their role as a citizens and the necessity of a world sustainable development Engineering is human activity causing environmental problems, but engineering is also the only way to reverse this situation without sacrificing development The teaching of sustainability in engineering education could lead to a new paradigm in terms of the individual mind-set can to promote a new perception of doing things and finding new and more creative roles in sustainable development for the whole of society 5.5 Concluding remarks Results in the diagnostic testing revealed a diversity of criteria and definitions on sustainability, specifically relating to events that not directly belong to the ecological field, although socioeconomic conditions were approximately similar The school of precedence and the academic records of students did not play a significant role in the formation of expressed criteria, perceptions, and opinions The intervention program, focused in student identity as a basis to internalize sustainability as a value driving sustainable behaviors and actions, help to reduce the observed dispersion Sustainability is not a subject for a couple of semesters; it is a collective duty to transform it into a part of one’s identity and life philosophy The factors most important to internalize in sustainable behavior are interpersonal and intrapersonal intelligence skills, and the most important student motive was their worry over negative consequences that pursue integral education and personal development in physical and ethical aspects The information given in courses on sustainability has limited gains if the rest of the HEI does not internalize sustainability as a way of work and development The engineering education in Mexico faces important structural, pedagogical, and political challenges in a country beset with social, economic and environmental problems In this context, sustainability becomes a suitable and holistic approach to significant learning, and adding to character skills that will help to build a better country Acknowledgments We thank Irapuato Institute of Technology for its support in the intervention program for sustainability conducted over the last 5 years We also wish to express gratitude to anthropologist Jose Rodriguez Macias for his support during outdoor activities at Natural Protected Areas in Guanajuato, especially at EcoCubilete zone This project was partially supported by Irapuato Institute of Technology 122 Sustainability in Higher Education References Aiken, L R (1997) Questionnaires and inventories: Surveying opinions and assessing personalities New York: John Wiley and Sons Borg, M O., & Shapiro, S L (1996) Personality type and student performance in principles of economics The Journal of Economic Education, 27(1), 3–25 Boyatzis, Goleman, & Hay Group (2002) Inventory of emotional competences [Inventario de competencias emocionales] New York: Hay Group Brace, N., Kemp, R., & Snelgar, R (2006) SPSS for psychologist: A guide to data analysis using SPSS for Windows version 12 & 13 New York: Palgrave Macmillan Bulach, C R (2000) Evaluating the effect of a character education 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AmbientALL (All for Mobility) project, 10–11 Ascription of responsibility (AR), 100, 104–106 Assessment tasks (AT), HPL framework, 70 Awareness of consequences (AC), 104–106, 115t B “Behaviour-based Environmental Attitude”, 89–90 Blended learning definition, 34–35 extra-occupational masters program, 24 face-to-face elements, 24 integration, elements, 35 “sustainable university” in Lüneburg, 24 T-matrix, 35, 37f Building Research Establishment Environmental Assessment Methodology (BREEAM), 9, 15 C Campus greening ad hoc activities and one-off campaigns, 13 budgetary constraints, economic gain, efforts, 3, engagement, stages, environmental management and projects, hands-on practices, initiatives, innovative projects and approaches, interviews with environmental managers, 13 as living laboratories, 2–3 solid waste and energy management, visibility and documentation, 3–4 Change agents for sustainability competence profile, 32–34 corporate change agents, 26 definition, 26–27 educational goal, 23–24 learning formats (see Learning formats) roles, 26 Character curriculum and sustainability, 100, 108–109 Collaborative team-based projects, HIEPs, 57 Common course linkages, HIEPs, 56 Community-based experiences, HIEPs, 57 Community-based projects deep learning dimensions and outcomes (see Deep learning) HIEP, 55–57 IQP (see Interactive Qualifying Project (IQP)) off-campus IQPs, 63 WPI (see Worcester Polytechnic Institute (WPI)) Companies in economy and society, 22 internal workshops and on-campus seminars, 24 sustainability-related processes, 21 Company workshop, in MBA sustainability management dimensions, learning formats, 40, 41t methodological competences, 42 normative competences, 42 personal competences, 42 phases, 40 pre-workshop tasks, 40 social competences, 42 subject-specific competences, 41–42 Competences, in sustainability education classification, 32–34, 32f in corporate practice, 29–30 knowledge, skills and attitudes, 29 128Index Competences, in sustainability education (Continued) methodological, social and personal competences, 32, 32f normative and interpersonal, 27–29 profile, change agent for sustainability, 32–34, 33f relevance for daily work, 31f, 32 role, key competences, 27, 28t Constructive alignment (CA) CPBL cycle, 70, 71t and HPL framework, 70 learning environment, 75–76 (see also Learning environment, ITE) Conventional management education, 21–22, 43 Cooperative learning (CL) principles, 69 team formation, 76 Cooperative problem-based learning (CPBL) CL principles, 69 description, 69–70, 69f generalization, closure and internalization, phase 3, 74–75 HPL framework and CA, 70 implementation, phases, 70, 71t learning environment (see Learning environment, ITE) monitoring, support and feedback, 69–70 peer teaching, synthesis and solution formulation, phase 2, 73–74 PR & PI, phase 1, 70–73 students knowledge, analysis (see Students knowledge and behavior) team-based problem-solving skills, 69 Corporate change agent for sustainability, 26–27 Corporate social responsibility (CSR) in existing curricula and curriculum development, 22 institutionalization and mainstreaming, 22–23 CPBL See Cooperative problem-based learning (CPBL) Cultural landscapes, in engineering education academic categories, 103–104 awareness of consequences (AC), 104–106 character curriculum, 108 cultural background test, 111–113, 114 engineering learning with cultural dimensions, 103–104, 105t ideas, perceptions and concepts, in new students, 110–111, 111t identity and ethics, 106–107 informal interviews, 103–104 institutional effectiveness, 110 interactions, 101–102 intervention program, 118 modules, in course, 107–108 opinions on sustainability, 119 optimized intervention program, 102, 103f organized film and debate session, 108 outdoor education, 108–110 problems affecting sustainability, 120–121 quantitative-ethnographic method, 102–103 statistical analysis, 110 sustainability behavior perception, 104–106, 114–118, 115t technological HEIs, in Mexico, 120 theoretical model, 101–102, 102f D The Decade (2005–2014) of Education for Sustainable Development (DESD), 97 Deep learning community-based experiences, 57 definition, 53–54 elements, in NSSE Scale, 53f, 54 “free-rider” approach and passive learning, 60 higher order learning, 58 integrative learning, 57–58 limitations of work, IQP guidelines, 58 outcomes, 59–60 PBL, 68, 69 reflective learning, 58 research implications, 62 ‘Destination 2012’, strategy, 10 E Education for sustainable development (ESD) campus greening, 11, 12–13 challenge, 97–98 competences sustainability education, 27 CPBL (see Cooperative problem-based learning (CPBL)) intervention program test, 104–106 E-learning, 24, 40, 81–82, 84–87 Index129 Energy Action plan, 10 Energy management, 4, 10, 40 Engineering education ESD (see Education for sustainable development (ESD)) generation, technologies, 98 learning sustainability, 98–99 study away, definition, 52 Engineering education for sustainable development (EESD), 93 “Environmental Attitude Inventory”, 89–90 Environmental education (EE) goals, 97–98 principles, 97 UNEP’s, Experiential learning, study away from campus, 52, 61–62, 63 F Financial and logistical barriers, engineering students, 60 Flourishing profession, sustainability managers, 21–22 G Global warming, 1, 13, 84, 85t Green campus See also Campus greening Blueprint for a Green Campus, education and training, 15 greening process, the University of Copenhagen, 10 website statements, The Green League table, 6, 12 Growhampton project, H HIEPs See High-impact educational practices (HIEPs) The Higher Education Funding Council for England (HEFCE) campus greening activity, 11 carbon reduction targets, 11 the Revolving Green Fund, 11–12 Higher education institutions (HEIs) campus greening, 4, 6, 11 learning sustainability, 98–99 society, development, 98 students behavior, in Mexican (see Mexican HEI, students sustainable behavior) Higher order learning, 54, 58 High-impact educational practices (HIEPs) collaborative team-based projects, 57 common course linkages, 56 community-based experiences, 57 deep learning and outcomes, 52, 53f environmental sustainability, 52–53 intellectual experiences, 52 service-oriented activities, 56 How People Learn (HPL) framework, 70, 84–87 Human intelligence, 98 I Informal learning formats, 43 Integrative learning, 57–58 Interactive Qualifying Project (IQP) See also Deep learning; High-impact educational practices (HIEPs) as 9-credit-hour interdisciplinary requirement, 55 experiential learning, 61–62 students and alums, 61–62 WPI Plan, 54 (see also Worcester Polytechnic Institute (WPI)) Introduction to Engineering (ITE) CPBL, 75 learning environment, 88–89 (see also Learning environment, ITE) purpose, 75 stages, SD problem, 77t, 78 team formation, 76 L Learning environment, ITE “Behaviour-based Environmental Attitude”, 89–90 CPBL, 69f, 75, 76–78 e-learning, 81–82 “Environmental Attitude Inventory”, 89–90 implementation, 75–76 learning and reflection journals, 81 mixed-method research methodology, 88–89 oral presentations, 81 outcomes, SD problem, 77t, 78 peer teaching notes, 80 PR & PI, 79–80 130Index Learning environment, ITE (Continued) stage 1, SD problem, 78 stage 2, SD problem, 78–79 stage 3, SD problem, 79 team formation, 76 written report, 80 Learning formats in blended learning, 34–35 (see also Blended learning) characterization, 35 company workshop, 40–42 on competence development, 35–36 dimensions, 35 T-matrix, 35, 37f webinar “Business Cases for Sustainability”, 38–40 Life Cycle Analysis (LCA) (environmental sustainability) preliminary assessment, 84, 85t and SPD problem, 84 Living Lab approach, 8, 14 Low Carbon Society (LCS) 2012, 81 M Major Qualifying Project (MQP), 54–55, 59 MBA sustainability management program blended learning, 24 company workshop, 40–42 competences, change agent for sustainability, 30–32 CSM at Leuphana University Lüneburg, 23 curriculum, 24, 25f educational goal, 23–24 occupational requirements, 24 online questionnaire, 30 pedagogic methods, 23 professional experience, 25–26 two-year, postgraduate, extra-occupational masters program, 24 webinar “Business Cases for Sustainability”, 38–40 Mechatronics engineering, 101 Mexican HEI, students sustainable behavior character curriculum and sustainability, 100 cultural analysis, 101–104 engineering education, 99–100 institutional setting, ITESI, 100–101 intervention program, 100 sustainable development, 99–100 N National Survey of Student Engagement (NSSE), 53–54 O Oral presentations, 81 P Pedagogical approaches, sustainable business courses and programs, 23 Peer teaching, 73–74, 80 Planet Green Education Declaration, Problem-based learning (PBL) constructivist principles, 70 cooperative learning (see Cooperative problem-based learning (CPBL)) description, 68 models, 68 Problem restatement and problem identification (PR & PI) assessment, 73, 79–80 learning issues to guide, 73 problem analysis, students, 70 small-team discussions, 73 R Reflection journal, 81 Reflective learning, 58 The Revolving Green Fund, 11–12 S SD See Sustainable development (SD) Service-oriented activities, HIEPs, 56, 57 Solid waste management, 4, South Region, Small and Medium Industries Development Corporation (SMIDEC) email detailing stage 2, SPD problem, 84–87, 87f email detailing stage 3, SPD problem, 87–88, 88f letter detailing stage 1, SPD problem, 82, 83f SPD See Sustainable process design (SPD) Stakeholder management, 53f, 54 “Students’ Knowledge-Behaviour” questionnaire, 89–90 Index131 Students knowledge and behavior knowledge before and after CPBL, 90–92 Likert-type scale, 89–90, 90t paired t-test, use, 90, 91t questionnaire, 89–90 sustainable behavior before and after CPBL, 92 Study away, 52, 61–62, 63 Sustainability education competences (see Competences, in sustainability education) deep learning (see Deep learning) description, 51 study away, 52 transdisciplinarity, 23 Sustainable development (SD) campus greening (see Campus greening) climate change, 89–90 competences, 27 course, 109–110, 119 DESD, 97 education for (see Education for sustainable development (ESD)) inculcation, 67 learning, 67–68 mechatronics engineering bachelor program, 101 in Mexican HEI, 99–100 optimized intervention program, 103f, 119 PBL (see Problem-based learning (PBL)) quality teaching, 68 students knowledge (see Students knowledge and behavior) Sustainable process design (SPD) chemical engineering, 82 contextualization, 82 food production project, 84, 87f and LCA, 84 2009/2010 session, 82 small-scale food productions, 84 SMIDEC (see South Region, Small and Medium Industries Development Corporation (SMIDEC)) STEIC, 88, 89f Sustainable Technology Idea Competition (STEIC), 88, 89f T The Theory of Inventive Problem Solving (TRIZ), 79 U The United Nations Environment Programme (UNEP), University campus activities, greening, greening process, (see also Campus greening) members, structure and character, UNEP, W Webinar “Business Cases for Sustainability” application, 39 learning format webinar, 38 MBA Sustainability Management, 38 methodological, social and personal competences, 39–40 subject-specific competences, 39–40 types of actions, 38, 38t Worcester Polytechnic Institute (WPI) community-based sustainability projects, 51–52 deep learning, 61 history, 54 IQP, 54–55 MQP, 54–55 Project Centers, 61 students and faculty, 61 WPI Plan, 51–52, 54–55 Written report, students, 80 ... engineering with special emphasis in machining and tribology Recently, his interests include management/industrial engineering and higher education for sustainability He is the editor of nine international... Engineering Education, ASEAN Journal of Engineering Education, IChemE Journal of Education for Chemical Engineers, European Journal of Engineering Education, and Journal of PBL in Higher Education. .. role of sustainability in management education 2.2.1 Increased activities in sustainability- oriented management education Prior research has examined sustainability and CSR in existing curricula