This page has only limited features, please log in for full access.

Unclaimed
Antonio Gomera
Environmental Protection Service (SEPA), University of Córdoba, 14071 Cordoba, Spain

Basic Info

Basic Info is private.

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 27 July 2021 in Sustainability
Reads 0
Downloads 0

This article presents the results of the EDINSOST project in relation to the university faculty’s practice concerns and the need to embed sustainability education in the Spanish Higher Education system. Four questions were devised to determine (1) which conceptions the university faculty has about sustainability in the context of the Spanish higher education (2) what sustainability competencies the university faculty holds (3) the ways in which sustainability teaching strategies are implemented and (4) the ways in which practical coursework related to sustainability is undertaken in a Spanish university context. The methodology that was applied was comprised of a discourse analysis of faculty focus groups. To that end, a category system and a focus group implementation protocol were designed and validated, as well as processes of construct elaboration based on the analysis of the focus groups’ discourses. Among the most relevant contributions stemming from the research questions regarding the faculty’s assumptions was the evidence that the holistic conception of sustainability is not addressed in all its dimensions and the environmental dimension is overemphasised. The need for training to teach sustainability competencies and the faculty’s lack of awareness were also identified. As far as sustainability teaching strategies are concerned, project-based learning prevails, with service-learning emerging as the most effective strategy, even though its application is hindered by faculty training gaps. Finally, the absence of sustainability in teaching guides and study plans and the scarce institutional support for establishing sustainability as a strategic subject in the university were significant findings.

ACS Style

Pere Busquets; Jordi Segalas; Antonio Gomera; Miguel Antúnez; Jorge Ruiz-Morales; Silvia Albareda-Tiana; Rafael Miñano. Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs. Sustainability 2021, 13, 8389 .

AMA Style

Pere Busquets, Jordi Segalas, Antonio Gomera, Miguel Antúnez, Jorge Ruiz-Morales, Silvia Albareda-Tiana, Rafael Miñano. Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs. Sustainability. 2021; 13 (15):8389.

Chicago/Turabian Style

Pere Busquets; Jordi Segalas; Antonio Gomera; Miguel Antúnez; Jorge Ruiz-Morales; Silvia Albareda-Tiana; Rafael Miñano. 2021. "Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs." Sustainability 13, no. 15: 8389.

Journal article
Published: 25 May 2021 in Sustainability
Reads 0
Downloads 0

This article presents the design and development of the ‘Trébol (Clover) Programme’, a tool which allows us to improve environmental sustainability in the university environment by reinforcing the education, awareness, and training of its members. The system for certifying ‘good practice’ is divided into four progressive levels, and a certificate is awarded in order to demonstrate the environmental commitment acquired to third parties. The aim of the whole process is to create a practical forum for participation, communication, motivation and competence, which is necessary to foster effective pro-environmental behaviour. The study took place at the University of Córdoba (Spain), and, since it began in the 2013/2014 academic year, over 50 groups a wide range of areas have taken part, making a total of nearly 600 participants. The results show that the Trébol Programme enables environmental commitment to be put into practice, through continuous, systematised, participative and well-organised improvements in environmental performance. Its potential as an educational resource for environmental improvement should also be noted, by boosting environmental awareness and establishing new norms. It fits in well with the principles and areas of action of Education for Sustainable Development, and can be applied to universities and other settings to bring about a shift towards sustainability in the fields of teaching, research and management.

ACS Style

Antonio Gomera; Ana de Toro; José Aguilar; Clara Guijarro; Miguel Antúnez; Manuel Vaquero-Abellán. Combining Management, Education and Participation for the Transformation of Universities towards Sustainability: The Trébol Programme. Sustainability 2021, 13, 5959 .

AMA Style

Antonio Gomera, Ana de Toro, José Aguilar, Clara Guijarro, Miguel Antúnez, Manuel Vaquero-Abellán. Combining Management, Education and Participation for the Transformation of Universities towards Sustainability: The Trébol Programme. Sustainability. 2021; 13 (11):5959.

Chicago/Turabian Style

Antonio Gomera; Ana de Toro; José Aguilar; Clara Guijarro; Miguel Antúnez; Manuel Vaquero-Abellán. 2021. "Combining Management, Education and Participation for the Transformation of Universities towards Sustainability: The Trébol Programme." Sustainability 13, no. 11: 5959.

Journal article
Published: 15 August 2020 in Sustainability
Reads 0
Downloads 0

On their path to sustainability, universities must consider both individual and organizational components. Universities are organizations that also have the capacity to learn and evolve. By means of an analysis conducted over the past 20 years at the University of Córdoba (Spain), this article identifies the variables present in the University’s environmental sustainability process, characterizing its evolution through different stages and proposing an organizational model that orders these variables into a system within the framework of complexity. This model highlights the importance of a scientific-technical structure as catalyst, facilitator, and attractor of transformative flows within the organization, which could be a key component of its evolution towards sustainability. It also underscores the possibility of using environmental awareness and the perceived norm as indicators of the system. This characterization reveals the potential of these variables as indicators of progress and anchoring points for the permanent monitoring of the system, and it will also help to design potentially more effective and forceful actions and could prove valuable as a comparison indicator between universities.

ACS Style

Antonio Gomera; Miguel Antúnez; Francisco Villamandos. Universities That Learn to Tackle the Challenges of Sustainability: Case Study of the University of Córdoba (Spain). Sustainability 2020, 12, 6614 .

AMA Style

Antonio Gomera, Miguel Antúnez, Francisco Villamandos. Universities That Learn to Tackle the Challenges of Sustainability: Case Study of the University of Córdoba (Spain). Sustainability. 2020; 12 (16):6614.

Chicago/Turabian Style

Antonio Gomera; Miguel Antúnez; Francisco Villamandos. 2020. "Universities That Learn to Tackle the Challenges of Sustainability: Case Study of the University of Córdoba (Spain)." Sustainability 12, no. 16: 6614.

Articles
Published: 20 June 2019 in Studies in Higher Education
Reads 0
Downloads 0

This paper analyzes the extent to which sustainability is present in the curricula of the 16 Education Degree programs belonging to the EDINSOST project: 6 Early Childhood Education Degrees, 7 Primary Education Degrees, 2 Pedagogy Degrees and 1 Social Education Degree. The results obtained suggest that sustainability is present in all Degrees, but not uniformly so. A great disparity is observed in the number of subjects that develop sustainability, with an average of 22.63 subjects per Degree. The competency most present is the ‘Application of ethical principles related to the values of sustainability in personal and professional behaviors,’ while the least present is ‘Sustainable use of resources and prevention of negative impacts on the natural and social environment.’ Sustainability is not developed uniformly in the different universities either. Three universities (UAM, UCA and UIC) develop sustainability competencies at 100%, while others such as the USAL do so at only 50%.

ACS Style

Fermín Sánchez-Carracedo; Jorge Ruiz-Morales; Rocío Valderrama-Hernández; José Manuel Muñoz-Rodríguez; Antonio Gomera. Analysis of the presence of sustainability in Higher Education Degrees of the Spanish university system. Studies in Higher Education 2019, 46, 300 -317.

AMA Style

Fermín Sánchez-Carracedo, Jorge Ruiz-Morales, Rocío Valderrama-Hernández, José Manuel Muñoz-Rodríguez, Antonio Gomera. Analysis of the presence of sustainability in Higher Education Degrees of the Spanish university system. Studies in Higher Education. 2019; 46 (2):300-317.

Chicago/Turabian Style

Fermín Sánchez-Carracedo; Jorge Ruiz-Morales; Rocío Valderrama-Hernández; José Manuel Muñoz-Rodríguez; Antonio Gomera. 2019. "Analysis of the presence of sustainability in Higher Education Degrees of the Spanish university system." Studies in Higher Education 46, no. 2: 300-317.