A proposal of a Balanced Scorecard for an environmental education program at universities
A proposal of a Balanced Scorecard for an environmental education program at universities
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DOI：
10.1016/j.jclepro.2016.11.179
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发表时间：
2018-01
影响因子：
11.1
通讯作者：
J. Guerra;Jéssica Garcia;M. A. Lima;Samuel Borges Barbosa;Mauri L. Heerdt;I. I. Berchin-I.
中科院分区：
文献类型：
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作者：
J. Guerra;Jéssica Garcia;M. A. Lima;Samuel Borges Barbosa;Mauri L. Heerdt;I. I. Berchin-I.
通过在其原则和基础设施中制定和实施环境问题，大学越来越积极地促进社会变革，以实现可持续发展。这些环境问题被转化为全面和横向的环境教育方案，旨在建设能力和提高认识，不仅为学生，而且为周围社区。本文旨在发展一个平衡计分卡战略地图，以实施和监测大学环境教育计划。为了实现这一目标，我们进行了一个文献综述的环境教育在高等教育中，发现10个主要指标和40个子指标，需要在大学实施环境教育计划。15名可持续性研究专家应邀对这些指标和次级指标进行了评价。然后，这些指标和专家评估被用来建立一个支持平衡计分卡的决策树。根据我们的调查结果，我们创建并调整了一个基于五个维度的环境教育战略图：可持续发展;环境教育;教学过程和环境管理;学习和环境增长;经济和财务责任。本文的主要贡献是提出一个理论建议，可以作为一个指导，以实施和监测大学环境教育计划。
By developing and implementing environmental concerns in its principles and infrastructure, universities are becoming increasingly active in promoting societal changes towards sustainable development. These environmental concerns are translated into comprehensive and transversal environmental education programs aimed at building capacities and promoting awareness not only for students but also to the surrounding communities. This paper aims to develop a Balanced Scorecard strategy map for implementing and monitoring environmental education programs in universities. To accomplish this objective, we conducted a literature review on environmental education in higher education, finding 10 primary indicators and 40 sub-indicators needed to implement environmental education programs in universities. Fifteen experts in sustainability research were asked to evaluate these indicators and sub-indicators. Then, those indicators and expert evaluations were used to build a decision tree that supports the Balanced Scorecard. Based on our findings, we created and adapted a strategy map for environmental education based on five dimensions: sustainable development; environmental education; teaching processes and environmental management; learning and environmental growth; and economic and financial responsibility. The main contribution of this paper is to propose a theoretical proposal that can serve as a guide to implement and monitor environmental education programs in universities.