Resumen:
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[EN] In the last decade, a growing number of technical universities and engineering faculties have been promoting various initiatives aimed at integrating sustainable development in their activities. Despite the fact that ...[+]
[EN] In the last decade, a growing number of technical universities and engineering faculties have been promoting various initiatives aimed at integrating sustainable development in their activities. Despite the fact that the commitment of the academic staff has been widely recognised to have a key role in university change processes towards sustainable development, few studies have specifically analysed the characteristics of academics engaged in such processes. The present study provides an analysis and a profile of a group of academics, participating in a training programme on sustainable human development, granted by a European fund. The methods employed include a semi-structured survey, focusing on the academic activities and social outreach of the participants, complemented by a bibliometric analysis of their scientific production. The findings show: 1) an interdisciplinary profile of the academics, 2) an integration of sustainable development principles in all academic activities and 3) a promotion of those principles outside the university. It is emphasised that the commitment of this type of academics can facilitate a cultural change in engineering education, as well as more holistic transformations of universities towards sustainable development. The paper concludes by providing recommendations for leaders and policy makers of higher education institutions on the implementation of appropriate policies and mechanisms to facilitate faculty engagement in sustainable development. (C) 2018 Elsevier Ltd. All rights reserved.
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Agradecimientos:
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The authors would like to thank Dr Ismael R
afols, Ingenio CSICUPV, and Dr Loet Leydesdorff, University of Amsterdam, for their
valuable support on journal maps and interactive overlays used in
this article. They would ...[+]
The authors would like to thank Dr Ismael R
afols, Ingenio CSICUPV, and Dr Loet Leydesdorff, University of Amsterdam, for their
valuable support on journal maps and interactive overlays used in
this article. They would also thank the respondents of the survey for
their participation.
The research was conducted in the framework of the European
initiative Global Dimension in Engineering Education , financed by:
- European Commission, Non-State Actors and Local Authorities
in Development: Raising public awareness of development issues
and promoting development education in the European Union.
Reference: EuropeAid/131141/C/ACT/MULTI, Number of proposal:
DCI-NSAED/2011/63
- Barcelona City Council, Programme: Barcelona Solidaria 2013.
Grant number: 13ED0046
Funding sources had no involvement in the design of the study;
in the collection, analysis and interpretation of data; in the writing
of the report; nor in the decision to submit the article for
publication.
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