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This paper analyzes the significance of international conferences for higher education institutions (HEIs)’ promotion of sustainability. The paper has undertaken a detailed review of the scientific literature on strategies of HEIs to promote sustainability, hence identifying eight HEIs strategies that these institutions can adopt to become more sustainable (developing an Institutional Agenda, promoting Research, improving Teaching, enhancing green Campus Operations, stimulating community Outreach, and promoting Knowledge Dissemination). Based on this review, and focusing on knowledge dissemination, particularly on the academic events (conferences, seminars and workshops), 69 international academic conferences on sustainability were selected for analysis (from 2012 to 2016). From these conferences 21 proved suitable for a text mining analysis due to the data availability - i.e. articles published online. These articles were organized and submitted to the Collocations Extraction process, creating a list of important terms for each conference, based on their frequency in the articles. Furthermore, the relevance of these terms was tested using the Google Trends tool, to evidence the frequency of their Google searching. Finally, two conferences were selected for a more in-depth analysis, exploring their results and contributions (REGSA and LINKS conferences) to promote sustainability. The main results of the paper outline that international conferences have become important HEIs’ strategies to promote various issues of sustainability, through sharing knowledge, experiences, projects, initiatives and methods. It can be noticed a high interdisciplinary and multidisciplinary character of these events, illustrated by the multitude of promoted topics and participation, but also an increasing interest to actively involve stakeholders in discussing and promoting sustainability and sustainable development. [ABSTRACT FROM AUTHOR]

Abstract The objective of this paper is to test a procedure for assessing the adoption of sustainable practices in higher education technological institutions services, known as institutes of technology and polytechnic universities. The model, named Sustainability Assessment for Higher Technological Education (SAHTE), consists of 134 criteria that cover five aspects: 1) Governance/Policies, 2) People, 3) Food, 4) Energy/Water, 5) Waste/Environment. This structure is based on international frameworks and standards as GRI, AISHE, SAQ, GreenMetric, Green Report Card, and Campus Ecology. Seven higher technological education institutions are studied, providing data for testing the SAHTE model, as well as auditing the adoption of sustainability practices. The case studies, besides direct observations and document analysis, collected data from 170 interviews to faculty, staff, and students, and they show the lack of governmental incentives toward sustainability in Higher Education Institutions (HEI). Although, there is no external incentives that contribute for the adoption of best practices as green offices, the studied institutions show isolated initiatives that mostly are related to solid waste management. There is a consensus among the studied HEI directives that their educational programs does not address properly sustainability issues, which create a barrier for the academic community to perceive the importance to develop a sustainability model for managing HEI institutions. Sustainability in these organizations could be approached in the perspective of service operations and connect their contribution to value creation. In turn, that hinders the implementation of selective waste collection, for instance, a basic service operation that is still incipient in at least six of the seven institutions analyzed. In technological education, the correct treatment and disposal of laboratory waste offer a great opportunity to raise awareness among students, collaborators, and the community while preparing students for situations they will possibly face in companies. The results obtained by the SAHTE model may be useful for planning and developing policies concerning sustainable development, especially in service operations at the HEI examined. [ABSTRACT FROM AUTHOR]

Higher education institutes (HEIs) have made a deep commitment to prioritizing sustainable development (SD). Their task is to support practices that improve conditions in societies with respect to ecological, economic, and social issues, e.g., tackling the wicked problems of the world. In this case study, which took place at Feevale University (Feevale), Brazil, and at Häme University of Applied Sciences (HAMK), Finland, the following topics were studied: (1) whether there are international and national SD steering policies that might be relevant to higher education development in these particular universities; (2) whether this steering has impacted HEI's own SD policy and steering; (3) whether such in-house operations are affecting SD content within curricula; and (4) how a pedagogic approach influences the incidence of SD-oriented content at the bachelor's degree level. The analysis of policy level data was based on international and national policy papers recognized separately in both universities. As an indicator of the university's level of commitment to sustainability activities, we measured the incidence level of UNECE's SD themes in the curriculum. A hermeneutical approach was applied to the analysis to demonstrate possible systemic interactions between (inter)national SD policy and SD education at HEIs. At HAMK, some evidence was found of a national level top-down steering process in the university's SD activities. At Feevale, the enhancing of SD education is more of a bottom-up process. International steering appeared to be weak in both universities. The study uses unique quantitative data to show how the incidence of SD content in the curriculum is related to the pedagogical approach in each university [content (Feevale) vs. competence (HAMK)]. It was concluded that differences in national SD steering policy and pedagogical approach in the HEI led to divergent curricula structures in relation to the volume of the SD education between the two HEIs. Regardless of such a divergence, an appropriate balance between epistemic and ethical SD competences should be guaranteed for all bachelors. [ABSTRACT FROM AUTHOR]

Abstract: This paper presents the first findings of an ongoing multi-national research project between universities in Brazil, Chile and the UK funded by the UK Economic and Social Science Research Council (ESRC) and the Department for International Development (DFID). The Choices project seeks to analyse contextual understandings and practices of ethical consumption in Chile and Brazil. In a further step, it explores how ethical consumption and public procurement can be associated and used to foster sustainable development. The paper presents the outcomes of the first stage of the project, an extensive literature review considering the developing trends towards “ethical”, “sustainable”, “responsible” and “conscious” consumption in both countries. Chile and Brazil are former developing countries, and although they both now have growing ethical consumption movements, we argue that these are shaped by the specificities of each country's political, economic and institutional trajectories. In one case, Chile, ethical consumption has arisen from market forces, with lead actors being companies, consultancies and citizen and consumer organizations. Brazil, on the other hand, provides also a very interesting case for studying how ethical consumption is embedded in another Latin American context: it has a larger state sector and a domestic market size to give the state, and thus the consecutive centre-left governments, great regulatory power, since it can control firms' access to this market. Both cases showed the increasing role of corporate social responsibility discourses and practices interfacing with concepts of ethical consumption. As a consequence, the paper identifies a risk of firstly, “greenwash” and “whitewash” by large companies and secondly, of having small producers struggling to market their products. [Copyright &y& Elsevier]