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Sustainable Higher Education Institutions: Sustainable Development Challenges of Portuguese Higher Education Institutions

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Sustainable Higher Education Institutions: Sustainable Development Challenges of Portuguese Higher Education Institutions UNIVERSIDADE ABERTA SUSTAINABLE HIGHER EDUCATION INSTITUTIONS: SUSTAINABLE DEVELOPMENT CHALLENGES OF PORTUGUESE HIGHER EDUCATION INSTITUTIONS Ana Marta Aleixo Figueira dos Santos Doutoramento em Sustentabilidade Social e Desenvolvimento 2017 UNIVERSIDADE ABERTA SUSTAINABLE HIGHER EDUCATION INSTITUTIONS: SUSTAINABLE DEVELOPMENT CHALLENGES OF PORTUGUESE HIGHER EDUCATION INSTITUTIONS Ana Marta Aleixo Figueiras dos Santos Doutoramento em Sustentabilidade Social e Desenvolvimento Tese de doutoramento orientada por: Professor Doutor Ulisses Miranda Azeiteiro Professora Doutora Susana Leal 2017 Abstract This doctoral study explores higher education institutions and their role in fostering sustainability by assessing the perceptions of stakeholders, namely organization leaders. The aims of this research are to assess the importance and responsibility of higher education institutions in the fostering of sustainable development, to identify the barriers faced and challenges to overcome as these also affect their sustainability as teaching institutions, and to analyze the current state of the implementation of sustainability in Portuguese higher education institutions. The empirical study was undertaken in three studies (and organized in four papers). The first analyzed sustainability practices with information collected from the institutions' websites; the second continued the study with a qualitative approach by interviewing the organization leaders and stakeholders, at four Portuguese higher education institutions; and the last took a quantitative approach by examining the implementation of sustainability practice using data obtained from a questionnaire sent to all the Portuguese public higher education institutions. The research demonstrates that sustainability studies in Portuguese public higher education institutions are still scarce, and that higher education institutions are in an embryonic phase of implementing, incorporating and institutionalizing sustainability strategies, measures and policies in all their activities and dimensions. There is clear evidence that higher education institutions play an important role in the promotion of sustainability. However, the lack of financial resources is perceived as the main barriers to sustainability in these institutions. This study clearly demonstrates that although sustainable development is recognized as being very important to higher education institutions and society, it is not yet embedded in the system's strategies, activities, and policies. It is essential to identify sustainability strategies and to introduce sustainable development in all activities, through a “top down” process and involving all stakeholders. Finally, not only does the research identify the importance of a conceptual and organizational change in higher education institutions, but it also contributes to the literature on sustainable higher education institutions, as well as to how higher education for sustainable development is understood and can be improved, namely in the Portuguese higher education system. Keywords: Higher Education for Sustainable Development, Sustainability, Portuguese Higher Education Institutions, Implementation of Sustainable Development, United Nations Decade of Education for Sustainable Development iii Resumo alargado Esta investigação insere-se no domínio do desenvolvimento sustentável das instituições de ensino superior (IES). O seu desenvolvimento foi aplicado às IES portuguesas. Atualmente são conhecidas diferentes práticas internacionais das IES face ao desenvolvimento sustentável. No entanto, em Portugal, os estudos na área são praticamente inexistentes e a perceção geral é de que estas práticas são, ainda, escassas. Este estudo propõe-se contribuir para reduzir a escassez de estudos na área, no contexto Português. Para a prossecução de tal desiderato, delinearam-se os seguintes objetivos principais de investigação: (i) Conhecer e caracterizar a abordagem das IES face ao desenvolvimento sustentável; (ii) Identificar as práticas que caracterizam as IES sustentáveis; (iii) Identificar as dificuldades, os estímulos e os desafios na implementação da sustentabilidade nas IES portuguesas; (iv) Analisar o estágio de implementação das práticas de desenvolvimento sustentável nas IES portuguesas. Para alcançar tais objetivos gerais, desenvolveram-se três estudos separados, mas complementares (organizados e publicados em quatro artigos científicos). O primeiro visou identificar as práticas promotoras do desenvolvimento sustentável existentes nas IES portuguesas. Como fonte de informação utilizou-se a informação pública, disponível nos sítios de Internet das instituições de ensino. Este primeiro estudo circunscreveu-se às práticas formalmente comunicadas, pelas instituições, à comunidade. As práticas comunicadas foram analisadas através de uma abordagem qualitativa, recorrendo-se para o efeito à análise de conteúdo. Foram analisados os sítios da Internet nucleares de todas as instituições de ensino superior portuguesas públicas (excluiu-se da análise os sítios de departamentos, escolas e faculdades). A identificação de exemplos que pudessem constituir estas práticas nas diferentes dimensões do desenvolvimento v sustentável (ambiental, económica, social e cultural, e institucional, educacional e política) resultou da revisão da literatura sobre desenvolvimento sustentável e IES sustentáveis. Os resultados sugerem que mais de 50% das instituições de ensino superior portuguesas encontram-se perante estágios iniciais de implementação e comunicação do desenvolvimento sustentável. Apesar da revisão da literatura revelar a importância da dimensão ambiental nas instituições de ensino superior, também associadas ao conceito de práticas de greenwashing (lavagem verde), os resultados mostram que as instituições portuguesas dão maior ênfase às dimensões económica e social (pelo menos no que respeita às práticas que são comunicadas à comunidade). Ao priorizar as questões relativas à sustentabilidade na sua agenda, as instituições de ensino superior portuguesas podem melhorar a sua relação com as principais partes interessadas (por exemplo, no âmbito da sua classificação em rankings internacionais, para efeitos de financiamento e ainda no reforço a sua imagem e competitividade). Face a uma maioria de instituições que não desenvolvem, ou que desenvolvem e não comunicam práticas de desenvolvimento sustentável, emergiu como relevante conhecer e identificar o que influencia a adoção de práticas sustentáveis pelas IES, como as IES veem o seu próprio desenvolvimento enquanto IES sustentável, que barreiras existem nesse processo e como devem ser ultrapassadas. Para responder a estas questões desenvolveu- se o segundo estudo. Neste estudo começou-se por procurar conhecer, junto das principais partes interessadas (presidentes e reitores, funcionários docentes e não docentes, estudantes e entidades externas), qual o conceito de desenvolvimento sustentável, o que entendiam por IES sustentáveis e, ainda, que dificuldades, estímulos e desafios percecionavam perante a implementação da sustentabilidade no ensino superior português. O estudo foi desenvolvido através de entrevistas semiestruturadas às principais partes interessadas (presidentes e reitores, funcionários docentes e não docentes, estudantes e entidades externas) de quatro instituições de ensino superior (dois politécnicos e duas universidades), as quais foram tratadas através da análise de conteúdo (com recurso ao programa de análise qualitativa MAXQDA). Os resultados foram utilizados para vi compreender a conceptualização que cada uma das partes interessadas apresentava em relação aos diversos conceitos (desenvolvimento sustentável, IES sustentáveis, barreiras e desafios à implementação da sustentabilidade). Os resultados sugerem que embora a sustentabilidade seja um conceito amplo, o conceito de IES sustentável está associado à sobrevivência da própria Instituição e à dimensão ambiental. Apesar das principais partes interessadas, desde os líderes institucionais aos estudantes, apresentarem uma visão clara do papel que as IES devem ter em prol da sustentabilidade, prevalecem questões de ordem conjuntural que condicionam a estratégia e a implementação dessa visão, pelo menos nas IES portuguesas, tais como: (i) fatores socioeconómicos, (ii) demografia dos estudantes, (iii) redução de receitas, e (iv) competitividade entre Instituições. Face a este contexto, estas terão que ser priorizadas em detrimento das relacionadas com a sustentabilidade, porque são as primeiras que plenificam o quotidiano das instituições e, podem fazer depender a sua continuidade. Assim, as questões relacionadas com a sustentabilidade, apesar de consideradas significativas, acabam por ser secundarizadas, apesar de planeadas na estratégia de algumas IES Portuguesas. Deste modo, constrangimentos de recursos financeiros e humanos vão implicar menores investimentos numa estratégia das IES orientada para a sustentabilidade. Por conseguinte, torna-se fundamental conhecer boas práticas nacionais e internacionais e, ainda, desenvolver a criação de redes, uma vez que estas poderão fornecer pistas sobre como as Instituições podem enfrentar os desafios relacionados com a competitividade, o financiamento, o número de estudantes matriculados, as parcerias institucionais e a qualidade/excelência do ensino e da investigação. Este trabalho contribuiu, também, para investigar como as principais partes interessadas das IES compreendem o comprometimento das instituições Portuguesas no que se
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