Francisco J. Lozano-García, Don Huisingh, and Mónica
Monterrey Institute of Technology (Tec) University System is a
private institution of higher education that was founded in September
1943. Since then it has expanded and consolidated its 32-campus
network throughout Mexico and many other countries in Latin America.
Tec has evolved, it has woven a widespread network among alumni,
enterprises, and local, state and federal governments. Tec faculty,
students and staff work actively throughout this network to assess
the needs for current and future professionals in Latin America,
and regularly incorporate these evolving needs into Tec's vision
and mission statements as well as into its courses, research programs,
outreach and campus "greening" activities.
a result of this on-going process, Tec's recently revised mission
statement underscores its growing commitment to sustainable development,
as is clear from the following statement:
The Monterrey Institute of Technology University System has
the mission of educating individuals who are committed to the
social, economic and political improvement of their communities,
and who are internationally competitive in their areas of specialty.
out research and extension relevant to Mexico's Sustainable
Development is also part of the Institute's mission.
order for Tec to fulfill its general mission, it developed the
following more detailed statements:
want our students to have:
clear awareness of national and regional needs;
commitment to the sustainable development of the country and
their local communities;
commitment to be agents of change;
respect for human dignity and such inherent rights and responsibilities
as the right to truth, freedom and protection under the law;
respect for the environment;
appreciation of culture;
help plan Mexico's sustainable development in different regions
and economic sectors, Tec's research and extension will emphasize:
commitments to 'Sustainable Development' (SD) are not only in
Tec's mission statement, but are increasingly present throughout
its current actions and are being incorporated within its plans
for the future in all facets of its activities.
example, at Tec's Monterrey campus, various efforts focusing on
SD were initiated several years ago. The activities range from
courses and research on SD to campus greening efforts in water
and energy efficiency improvements, material's recycling, criteria
for new building construction and retrofitting existing buildings,
and SD outreach.
of the central goals of the present campus administration is to
expand these initiatives and to build upon those that have already
been implemented. Current planning efforts pertaining to the implementation
of the mission statement include fostering SD values, attitudes
and skills among all current students, as well as providing them
with life-long learning skills that will enable them to help society
effectively make the transition to SD.
order to achieve these goals, increasing faculty capacity to educate
in this framework is essential. To support this, courses to "Educate-the-Educators
in SD" have been developed and offered to an initial class
of 28 professors. Additional courses will be offered on a regular
basis throughout the coming years for faculty on the Monterrey
research and extension efforts are being increasingly focused
upon numerous facets of SD including SD law and policies, SD planning
and environmental conservation, and upon the development and implementation
of renewable energy technologies and policies.
Tec's strong administrative commitment supporting SD efforts throughout
the 32-campus network, a sound foundation for making good progress
on the "road to sustainability" has been established.
inputs for Tec's SD work were found within several charters and
declarations that have been formulated in recent years. They include
the following: The Stockholm Declaration, The Talloires Declaration,
The Halifax Declaration, The Copernicus Charter, The Thessalonica
Declaration, The Earth Charter, The Lüneburg Declaration,
The Kyoto Declaration and The Hermosillo Declaration.
Key Goals of Tec's Sustainable Development Program
In order to develop the vision, structure and conceptual framework
for Tec's Sustainable Development Program, the campus president
has obtained the critical input of an external consultant with
worldwide experience regarding SD issues in academic institutions,
industries and governments. He has been collaborative advisor
and participant in our sustainable development process. Furthermore,
the president was actively involved in SD efforts long before
he was appointed in April of 2001 to his present position.
core SD team, responsible for facilitating and coordinating the
SD Program, is comprised of a coordinator, two full time professionals,
the external consultant and several undergraduate and graduate
students. Those from within the institution have worked or are
dedicated to SD in their various activities, either academic,
research or consulting. The top campus administration has been
and continues to provide support and feedback on the program.
In addition, the school deans are responsible for supporting the
program and for instilling concern for SD among their departments
and research center directors. Currently funds are provided internally,
with team members and others donating extra time to all efforts.
Sustainable Development Program is comprised of the following
six key goals:
Weave SD concepts, as the "Golden Thread," throughout
all courses and curricula on the Monterrey campus;
Operate the physical facilities of all campuses based upon SD
Ensure that SD is incorporated as the contextual framework for
disciplinary and multi-disciplinary research;
Coordinate and integrate Tec's Societal Outreach among stakeholders
that play important SD roles in Mexican society;
Prepare and disseminate, internally and externally, regular
reports of Tec's SD plans, programs and progress;
Support, plan and hold high-level conferences on "Conservation
and SD" twice a year, in coordination with the Mexican
National Secretary of Environment and Natural Resources.
declaring these goals is not enough; specific actions are essential
to achieve them. Some of our early actions are outlined in the
following two sections.
to Implement Tec's Sustainability Campus Program (SCP)
In our process of focusing on "weaving the Golden Thread"
of SD through courses and curricula at Monterrey Tec, the following
actions are being pursued or will be implemented in the near future.
Financial and human resources are being allocated for planning
and implementing Tec's SCP Plan.
) Involvement of faculty, staff and students from all academic
and non-academic units in the Monterrey campus and throughout
the entire Tec network has been started.
Education of faculty, staff and students in SD concepts, values
and tools to implement Tec's SCP is being implemented.
Documentation of current practices within Tec concerning the
six key goals, stated above, is being done to serve as the baseline
from which to make plans for and to monitor improvements.
Documentation of global best SD practices within university
and college campuses is being assembled and evaluated to develop
effective benchmarks for planning and monitoring the university
Performance Indicators are being developed and utilized on an
on-going basis to monitor progress or lack of it. The results
are being used to help decision-makers, faculty, and staff to
make appropriate changes in policies, procedures, education,
research, and outreach.
Tec has agreed to plan and host the Third International "Environmental
Management and Sustainable Development Conference for Higher
Education" in September of 2004 in Monterrey, Mexico.1
Tec's central responsibility is to educate and prepare the future
professionals that society will need to make the SD transition.
In order to accomplish this, a detailed plan is being developed
and implemented. It includes the following activities:
the quality and relevance of the current aspects of SD that
have been incorporated into various courses taught in the Monterrey
Campus schools and divisions.
materials and a schedule for "Educating Tec Educators"
on the concepts, tools and curriculum development models for
incorporating SD into their courses and curricula.
a group of "SD Champion Educators" that work on the
Monterrey campus to support the education of other educators
that SD Educators are supported in the process of incorporating
SD concepts and approaches within their courses, and that they
are provided with incentives to help other faculty within their
department, school and across the University to also incorporate
the initial core of "SD Champion Educators" on the
Monterrey campus has been educated and worked with others on
the Monterrey campus, ensure that faculty at other campuses
of Tec's 32 campus network will also be provided the opportunity
to engage in such training, either directly in workshop contexts
or within courses that will be developed and delivered via UV
(Virtual University system). Members of the "SD Champion
Educators" will also serve as tutors for faculty on other
and utilize appropriate indicators to evaluate course performance
effectiveness and efficiency in educating students in SD concepts.
reports on a regular basis to provide information for Tec's
administration, faculty, alumni and each new generation of students
regarding SD in courses and curricula. This is extremely important
because an average student spends about four and a half to five
years on the campus. It is Tec's responsibility that they be
provided challenging opportunities to learn and to apply SD
concepts within their courses and projects.
reviews of all courses and curricula to ensure that SD concepts
are regularly updated. Provide Tec's administration with regular
reports on the results of this process. Submit recommendations
of how to increase the pace of involvement of all faculty members
in the SD process.
to a recently concluded assessment, there are now 39 courses that
include concepts of SD on the Monterrey campus (Figure 1). The
following are brief descriptions of some selected courses from
Natural Resources Economics:
This course integrates economic theory tools with the problems
and concepts of natural resources and the environment in order
to provide deeper understanding and proper decision-making.
The relation between efficient use of natural resources and
the dynamics of origin, supply, renewal, consumption and extinction
of primary natural resources is central to the course.
Leadership for Sustainable Development:
This is a Core course (compulsory for all graduate students)
oriented towards increasing awareness and commitment to act,
as agents of change when facing the ecological, economic and
social challenges organizations must address in the XXI century.
Ecoefficient Process Analysis:
Ecoefficiency and industrial ecology concepts are central to
this course. Criteria to analyze ecoefficient processes are
utilized. World Business Council for Sustainable Development
criteria are used. Long-term vision is fostered regarding the
links between sustainable development and all chemical process
industries using case studies for different process industry
Human Dynamics in Organizations:
This course examines internal and external resources for social
investment projects that protect the environment, synergies
with the community for social investment projects, and management
of social investment projects.
Corporate Environmental Strategy:
This course asks: what is a corporate environmental strategy?
It looks at environmental differentiation, markets for environmental
technologies and services, green partnerships with regulatory
agencies, environmental management systems, the relationship
between environmental strategies and competitiveness, environmental
accounting, life cycle analysis, green marketing and eco-labeling,
measuring environmental performance and financial performance,
and the triple bottom line.
1. Courses at Monterrey Tec that incorporate concepts of SD
EGADE -Graduate School of Business:
- Human Dynamics in Organizations
- Strategy, Structure and Processes in Organizations
- Cap Stone Seminar: Corporate and Global Strategies
- Leadership for Sustainable Development
- Creating Competitive Advantage in Organizations
- Ideology and Mentality in Latin American Organizations
- Negotiation Skills in the International Context
- Corporate Communication
- Public Policy and Institutions Development
- Technology Development and Competitiveness
- Corporate Environmental Strategy
- Global Leadership Program
- Financial Engineering
DAF - Administration, Management and Finance Division:
- International Economic Policy
- International Trade Economy and Policy
- Economic Development
- Social Project Evaluation
- Natural Resources Economics
- Regional Economics
DIA - Engineering and Architecture Division:
- Process Re-engineering
- Environmental Management
- Ecoefficient Process Analysis
- Ecology and Sustainable Development
DECIC - Electronics, Computation, Information and Communications
- Leadership for SD
- Alternative Energy Sources
Educators in SD Concepts, Values and Tools
Twenty-eight professors, drawn from the departments of Architecture,
International Affairs, and Civil and Chemical Engineering, participated
in the first offering of a three-day SD 'Educate Tec Educators'
course. The course was designed to provide the educators with
insights into the concepts, values and tools of SD and to assist
them in the process of integrating such SD inputs into their courses.
course was facilitated and coordinated by five SD educational
experts. Their inputs provided the foundations of SD for the first
group of educators. The course objectives were to address the
economic, ecological and societal dimensions of SD. The course
outline is as follows:
1. To learn about the evolving meanings of the concept of Sustainable
Development during the last 30 years from Stockholm to Rio to
2. To analyze and discuss the four chapters of Agenda 21 which
are especially relevant for educators;
3. To increase participants' understanding and appreciation of
the interconnectedness of Earth's life support systems within
the context of its geological and ecological evolution;
4. To review the conceptual framework of SD according to institutional,
ideological and academic experts;
5. To analyze the trans-generational, trans-regional and trans-species
responsibilities of SD.
1. To obtain insights into the economic dimensions of Sustainable
2. To obtain insights into the social dimensions of SD.
1. To more fully understand the ecological dimensions of Sustainable
Development and the extent and nature of natural resource appropriations
by human beings. New directions in more sustainable development
of human and natural resources within the ecological carrying
capacity of the bio-sphere are addressed.
2. In order to provide participants the opportunity to begin incorporating
SD concepts into their courses, time is allocated for small group
workshops. Each group then presents its team members' ideas and
approaches for incorporating SD into the courses they will teach
during the next academic semester.
type of course will be offered at least once per semester. The
current plans are to train educators who will be able to provide
an 'Educate Tec Educator' capacity for teaching many groups of
Tec faculty in the next three years.
who have taken the 'Educate Tec Educators' course will receive
on-going educational materials and staff support to help them
continue to make progress in incorporating the concepts, values
and approaches of SD into existing and new courses and curricula.
Concluded Assessments of Campus Facility Operations
Tec's energy and water use efficiency improvement efforts have
yielded positive results as illustrated by the following summary
electricity usage in 2001 was 6.24 GJ/student, which is an 11%
per student decrease in overall energy consumption per student
from the level four years earlier.
natural gas usage for 2001 was 1.58 GJ/student, which is a 14
% per student decrease from the usage level of five years earlier.
water use efficiency improvement efforts resulted in a per student
water consumption rate during 2001 of 31 m3/student. This is
a 16% per student reduction in water usage compared with the
level four years earlier.
has incorporated more energy efficient design parameters within
its new Student Residence Hall. These criteria and methods will
result in a 5-fold reduction in energy consumption for that building
compared with the Mexican official standard.2
comparison of Tec's campus energy consumption in 1999 with the
energy consumption of several European universities that are Copernicus
Charter signatories is presented in Figure 2.
2. A comparison of the electrical and natural gas consumption,
on a per student basis, between Monterrey Tec and several European
lies in the future for Tec's SD program?
Much more work must be done within all goal areas of Tec's SD
program. A central vision of Tec's SD program developers is:
towards Sustainable Development can only be achieved through faculty
and student capacity building that is based on education and training
on the concepts, tools and values of SD. This process can be most
effectively achieved by ensuring that all courses and curricula
have elements of SD within them. It is also essential that all
students receive opportunities to develop skills and to gain experience
in working in interdisciplinary teams because the real problems
of making the transition to SD are multi-factorial and must be
addressed from an inter or multi-disciplinary perspective."
regard to monitoring and measuring progress in Tec's efforts toward
SD, we must develop and utilize appropriate Performance Indicators
(PI) that take the full life cycle impacts of our activities into
account. Such PI's are needed for monitoring Tec's efforts in:
of SD into courses and curricula;
of SD into research programs;
and implementing SD criteria for new building design;
and implementing SD criteria for retrofitting the present stock
and utilizing SD development criteria in all campus procurement.
administrators, faculty and staff are currently developing and
testing such PI's for the six goal areas of the program. Other
future tasks include continuing to lay solid foundations for each
key goal and working to increase the commitment to SD among faculty
and staff members, as well as students.
with any effort of this scope, we face certain challenges. Primarily
we encounter the normal resistance to change in the campus community
as well as people's lack of perception that a better future lies
ahead if we adopt and nurture sustainability. Another ongoing
challenge is obtaining and providing the necessary funding for
our short term efforts, before sustainability forms a natural
way of life within the institution.
the strong support of Tec's president, the hard work of a core
SD team, and the dedication of many other staff, faculty and students,
Tec is committed to moving down the path toward a sustainable
future. We are striving to contribute both to enlightened future
leadership in Mexico and to the global dialogue about the role
of higher education in ensuring a socially just, economically
viable and ecologically sound world for generations to come. While
our initiatives in curricular reform have yielded significant
results, a sustained effort towards energy efficiency and recycling
has been part of our day to day activities, and Tec is progressing
in the areas of research and outreach as well.
1 For details, please contact Prof. Francisco J. Lozano-García.
3 Data for European universities is taken from the COPERNICUS-CAMPUS
Low-Energy Project (www.copernicus-campus.org).
We welcome input from any colleagues who wish to share their
experiences with PI's on their campuses. Please contact us with
your suggestions and questions.
J. Lozano-García, Center for Environmental Quality, ITESM
Campus Monterrey, Av. E. Garza Sada # 2501, Monterrey, Nuevo León,
64849 Mexico. firstname.lastname@example.org.
Don Huisingh, The Center for Clean Products and Clean Technologies
at the University of Tennessee, Knoxville. 311 Conference Center
Building. Knoxville, TN 37996-4134, U.S.A. email@example.com.
Mónica Delgado-Fabián, Residence Halls, ITESM Campus
Monterrey, Av. E. Garza Sada # 2501, Monterrey, Nuevo León,
64849 Mexico. firstname.lastname@example.org.
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