UNIVERSITY SOCIAL RESPONSIBILITY INDICATORS SYSTEM …€¦ · ISAE – FGV, Brazil President 2017...

UNIVERSITY SOCIAL RESPONSIBILITYINDICATORS SYSTEM

SHARING INFORMATION ONPROGRESS - PRME

Guide for Implementation

CREDITS

Project Management

International Advisor

Technical Team

Support Team

Elaboration Committee

Equipo de Trabajo

Gustavo A. Yepes López Lucy Patricia Peñaloza

Focal Point ColombiaPRME Latin America and the Caribbean

Juan José Marti Noguera Regional Observatory of Social Responsibility for Latin America and the Caribbean - ORSALC – IESALC – UNESCO

International Experts Ver Anexo 1*

Diagram

Cindy Guevara Limage Brand

Equipo de Trabajo

Translation

Rogelio Sanchez Reyna University Studies Center September 16 CEU 16

General CoordinatorGlobal Compact Colombian Network

Nelson Díaz CáceresDora Gómez PulgarínGiovanny Forigua

Universidad EAN

Universidad La Gran ColombiaFundación Universitaria del Área Andina

Mariángela CorreaMaria Paula GómezEstefanía AcevedoMarisella DomínguezMónica Vergara

Universidad Externado de Colombia

Global Compact Colombian Network

Mauricio López GonzálezExecutive Director

Lucy Patricia Peñaloza ValeroGeneral Coordinator

Chapter Latin America and the Caribbean - PRME

Norman de Paula Arruda FilhoISAE – FGV, Brazil

President 2017 – 2018

Alberto WilliIAE - Universidad Austral, Argentina

Rubén GuevaraCENTRUM – Pontificia Universidad Católica

del Perú, Perú

Consuelo García de la TorreEGADE - Tecnológico de Monterrey, México

Gustavo A. Yepes LópezUniversidad Externado de Colombia,

Colombia

Gabriel BoeroUniversidad Nacional de San Martín,

Argentina

ISBN - 978-958-56842-2-5Bogotá D.C. Colombia, September 2018

To our friend and colleague, thank you for inspiring us to continue building a better world, a society in peace, transparent and sustainable.

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UNIVERSITY SOCIAL RESPONSIBILITY INDICATORS SYSTEM SHARING INFORMATION ON

P R O G R E S S - P R M E

Prologue

The achievement of sustainable development and the fulfillment of the 2030 agenda require the commitment of each and every one of the members of society. Universities in general and business schools in particular, due to their formative role, knowledge construction and social integration, play a fundamental role in the construction of that responsible global society, prosperous and inclusive that we all want.

But despite the efforts that have been made so far by dozens of academic leaders in all regions, the magnitude of these challenges requires collegial work, demand for an organized commitment, invites the necessary transparency to promote trust and calls for support mutual in order to establish synergies.

All these previous reasons invited us to the members of the Latin American and Caribbean Chapter of PRME to look for alternatives that will facilitate us the joint work, that integrate our individual efforts and that will support our relations and communications and as a product of this reflection we put at your consideration the indicators system of university social responsibility for the Progress Report - PRME, which is aligned with the 6 principles and management instruments proposed by the PRME initiative, aims to align the wills, formalize the purposes, publicize the efforts and monitor the results that the higher education institutions of the region are carrying out in terms of sustainable development and the SDGs.

The present indicators system is born in the PRME Working Table that the Colombian Network of the Global Compact constituted in 2011 and that together with the PRME Focal Point in Colombia have been promoting joint work among PRME signatory universities in Colombia. As a result of these meetings, in mid-2016 the proposal was consolidated, approved at the regional meeting held in Buenos Aires, Argentina, in September 2016 and later validated at the chapter meeting held in Curitiba, Brazil, in September 2017.

Among the most important virtues that characterize this indicators system are first of all, the definition of the parameters and scope of the management of sustainability within an educational institution, secondly, the possibility of choosing the level of the report that wants to be performed according to the advances and institutional interests, and finally the correspondence with the most recognized indicators and management and reporting systems.

We invite the entire PRME community at the international level to examine, analyze and use this indicators system that was built by a large team of renowned academics from Latin America and the Caribbean as a contribution of the region to raise the capacity of academic institutions from around the world to respond to the challenges of the 21st century.

NORMAN DE PAULA ARRUDA FILHOPresident Latin America and Caribbean Chapter 2017 - 2018Principles of Responsible Education in Management - PRME

INDEX

I. Introduction

II. The USR Indicators 2.1. Structure of the Indicators System 2.2. Characteristics 2.3. Benefits

III. Use of the Indicators System 3.1. Scope 3.2. Level 3.3. Harvest 3.4. Elaboration 3.5. Presentation

Bibliography

Annexes 1. Work Team 2. Indicators 3. PRME Principles 4. Sustainable Development Goals

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INTRODUCTION

052

Considering the importance of comprehensive university education and social commitment in professional practice, since the beginning of the 21st century, the role of the university in contributing to sustainable development has been reflected through the University Social Responsibility that has an important work in Latin America driven by public - private agents of a regional and international nature.

Defining the University Social Responsibility implies a change in the understanding of the universities, as they have been understood, and for this Martí-Noguera and Grimaldo (2016, pp.75-58) raise the concept of an expanded university community. Starting from a multiplicity of approaches, and fallacies around the conception of the USR (Vallaeys, 2018), nowadays the universities as organizations are fragmented as they respond to the demands of the society competing for the attainment of students, that make viable the programs, or to the research recognition by publications in certain indexes, not exercising the leadership that it can have by its predominant position as social institutions.

Understanding the university mission requires evaluating the multiple relationships and transitions of knowledge generated within it and with society at the territorial and international level. For this, it is necessary to value the positive and negative contributions, tangible and intangible, to the various stakeholders; and in this dynamic it is necessary to implement indicators and benchmarking strategies that allow learning that results in mutual benefits between universities and their stakeholders in different contexts (Aldeanuava, 2013).

The USR must be defined then with a multilevel analysis, which deals with two interrelated dimensions: the organizational and the structural. In the organizational dimension, the labor relations, processes and procedures necessary for the fulfillment of their training and research missions are

attended. In the structural dimension, understanding that knowledge is managed in distributed networks and increasingly requires more collaborative processes, with transverse and longitudinal effect of their missionary products towards society, it transcends the result of training, as it ends with the delivery of a title, and the research understood as a patent or publication to analyze the evolution of research and graduates beyond a quantitative purpose. This aspect links with an understanding of the student or society not as customers but as partners (partners not customers) (Vallaeys, 2009) (Fernández & Others, 2015) (Geryk, M., 2011).

For this purpose, it is necessary to invest in the creation of value and alliances with the physical and virtual territory, which in the first instance is to analyze the value that universities contribute to the stakeholders. Because the potential capacity to have access to information, variables and key agents that influence in the socio-economic development is installed in a large part of universities, rethinking the university mission based on these two dimensions implies an exercise to organize information and establish common indicators that can be analyzed, in order to establish the bases of a management model adapted to the present moment of global - local relationship.

The Principles for Responsible Management Education (PRME) is the first organization between the United Nations and academic institutions related to management, business schools and universities, provides a global network to academic institutions to promote sustainability and corporate social responsibility, and a framework of commitment to the incorporation of universal values in programs and research. Since its official launch in 2007 by the UN General Secretary, Ban Ki-Moon, the initiative has grown to more than 919 academic institutions, from more than 90 countries around the World, and includes more than a third of the 100 Best business schools, 108 of which represent the Latin American and Caribbean region. As described by Global Compact, PRME's mission is to inspire and promote responsible

Management models already tested identify as important the return of students and society to universities, beyond the payment of tuition but for as graduates they reinvest and contribute to the development of their universities in recognition of their contribution.

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INTRODUCTION

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management education, research and leadership thinking worldwide. PRMEs are inspired by internationally accepted values, such as the principles of the United Nations Global Compact, which seek to establish a process of continuous improvement among educational management institutions, in order to develop a new generation of business leaders able to manage the complex challenges that companies and society face in the 21st century.

In this sense and given the importance of the University Social Responsibility in the education of ethical professionals, responsible and committed to the needs demanded by their social environment; we will present below the indicators and a guide for its correct use, indicators that were created directly to evaluate the university environment; although, there are already some indicators related to the exercise of university life there are not for public use or management, but on the contrary, are private initiatives or specific university groups (Calderón de la C. E. 2018).

That is why the main objective of this guide is to facilitate the correct evaluation and the respective report to whom it may concern taking into account parameters such as the specific objectives of the university in USR whose degree of fulfillment wants to measure with the indicators, the periodicity in the measurement of the indicators, the establishment of the goals to be met for each indicator, the sources of information that will be used to feed the indicators and access to them, as well as those responsible for making the measurements, who must validate and know the results of the measurement, the guidelines to draw action plans in case the objectives are not met, among others.

It has been identified that it is necessary to mention in a concise way of reporting the established indicators as sustainability reports, which must be understandable, precise, transparent, periodic and comparable, it is also necessary to indicate how the principles of clarity, precision, balance, periodicity and comparability should be met, adding the reliability principle in order to guarantee the quality of the reported information and in this sense the construction of the implementation manual of the University Social Responsibility Indicators for the initiative Principles of Responsible Education Management in PRME, of the global compact as a solution to this problem.

This guide facilitates the implementation of the PRME transformational model since the indicators are designed to share information on the progress of management, in other words, to inform and communicate assiduously the relevant information to the interested parties, progressively and as a way of show progress and propose and emulate continuous improvement processes according to the long-term planning proposed in the same model.

INTRODUCTION

The universities are facing an exceptional opportunity, due to the sustainable development agenda requires the participation of governments, companies and civil society to reach their objectives by 2030. Faced with this challenge, these can contribute to the achievement of those and also develop new opportunities within their traditional work that combine the social and environmental effect with the economic return. It is therefore, necessary to know how the SDGs relate to their mission and design an action plan that allows them to contribute to their achievement, establish synergies with their performance in sustainability and how important it is to contribute to communicate these actions.

Although all universities use some kind of methodology to elaborate their sustainability reports, several are signatories of the Global Compact and have declared that they have developed specific actions that contribute to the SDGs, it has not been easy to understand what their actual contribution may be and how to promote institutional commitments in this regard and much less communicate their progress and the impact of their contribution, thus the university responsibility indicators offer a structured action protocol to prioritize and report on their most significant contributions to the SDGs, while at the same time favors the determination of actions that can be taken to advance in the achievement of those.

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Model Steps of Implementation of PRME. Source: UNPRME. Transformational Model for PRME Implementation.

THE USR INDICATORS

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Structure of the Indicators SystemThe indicators system consists in 5 major components, called areas, which constitute the substantive functions of any higher education institution and represent the commitments and advances in terms of sustainability that are to be reported, which are:

Each of these 5 areas is composed of the necessary and sufficient aspects with which an institutional management that responds and contributes to sustainable development is compared and to the 2030 agenda and the Sustainable Development Goals.

This component refers to strategic direction and the existence of spe-cialized control mechanisms for evaluating the promotion of social, environmental and governance aspects in the institution.

This component refers to the academic subject, thematic methodologies and learning processes that promote training for sustainability and encourage responsible leadership.

LEADERSHIP AND STRATEGY

TEACHING

TEACHING

EXTENSION OR SOCIAL

PROJECTION

OPERATIONAL ADMINISTRATION

RESEARCH

LEADERSHIP AND STRATEGY

To make the report of the performance of the components or areas, these are divided into General Aspects, these at itself into Sub Aspects and finally each Sub Aspect is divided into Indicators.

Structure of the IndicatorsSystem

This component refers to the evaluation of the existence of guideli-nes and policies that promote the acquisition of new knowledge and its application for the solution of social and sustainable problems in the institution.

This component defines the number of initiatives and formal bases that evaluate social and sustainability aspects through institutional mechanisms and policies.

EXTENSION OR SOCIAL

PROJECTION

RESEARCH

This component studies the impact generated by the institution through its administrative and operational processes to its stakehol-ders and the environment. OPERATIONAL

ADMINISTRATION

AREA GENERALASPECT

SUB ASPECT INDICATOR

General Aspects: defined as the essential and significant themes with which each area or substantive function must consider when assessing their commitment to sustainability.

Sub Aspects: understood as the group of criteria that make up each of the themes of university sustainability (general aspects) and which, of course, are susceptible to being evaluated through indicators.

Indicators: punctually the set of data, whether qualitative and / or quantitative, with which the performance of the relevant criteria of sustainability is evaluated in an objective and traceable way.

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THE USR INDICATORS

AARREEAA ASPECTGENERAL SUB AASSPPEECCTTS

1. Leadership and Institutional Strategy

2. Teaching

3. Research

4.

5.

Extension or SocialProjection

Operation Administration

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1.1. Government1.2. Institutional Strategy1.3. Control of the Operation1.4. Report and Accountability1.5. Improvement and Innovation1.6. Impact

0. General Information2.1. Responsible Training2.2. Relevant Training2.3. Plurality in Formation2.4. Integration of Training with SDGs

0. General Information3.1. Responsible Research3.2. Link to Social Responsibility and / or Sustainability3.3. Collaborative Research3.4. Integration of Research with SDGs

0. General Information4.1. Response to the needs of the beneficiaries or target audience4.2. Articulation with Relevant Actors4.3. Access and participation of Vulnerable Communities and / or minorities4.4. Public / Private Cooperation4.5. Integration of the Extension with the

5.1. Environmental impact5.2. Labor aspects5.3. Respect for Human Rights5.4. Anti-corruption5.5. Promotion and Communication

1.1. General Framework, Conflict of Interests and Gender Equity1.2. Integration with Sustainability, stakeholders and Purpose1.3. Equipment and Tracing1.4. Report, Verification - Communication1.5. Actions and Development1.6. Teaching, Research and Extension

0. Scope and Commitment to sustainability2.1. Ethics and Citizenship, Sustainability and / or Social Responsibility, Responsible Leadership and Responsible Consumption2.2. Contact with the Reality and Socioeconomic Context2.3. Interdisciplinarity and Multiculturality2.4. Commitment to the 2030 Agenda for Sustainable Development

0. Scope and Commitment to sustainability3.1. Ethics and Citizenship, Sustainability and / or Social Responsibility, Responsible Leadership and Responsible Consumption3.2. Contact with the Reality and Socioeconomic Context3.3. Interdisciplinarity and Multiculturality3.4. Commitment to the 2030 Agenda for Sustainable Development

0. Scope and Commitment to sustainability4.1. External Validation and Service Channels4.2. Agendas of Local and Global Development, Academic Community4.3. Usefulness and Contribution of Interventions, Selection and Linking, Empowerment of Communities4.4. Institutional Collaboration and Projects for Sustainability4.5. Commitment to the 2030 Agenda for Sustainable Development

5.1. Energy, Water, Biodiversity, Emissions, Effluents and Waste, Prevention, Investments, Fulfillment, Supply and Transportation5.2. Employment, Fulfillment, Relations, Health and Safety, Participation, Inclusion and Training5.3. Fulfillment, Tracing, Training, External Verification, Supply, Sanctions, Freedom of Association, Child and Forced Labor, Non-Discrimination, Displacement, Accessibility, Well-being5.4. Mechanisms, Complaints System, Supply, Fair Competence5.5. Academic Offer, Promotion and Marketing, Privacy and Complaints and Claims

THE USR INDICATORS

Allows demonstrating the advances that occur over time regarding its performance at a specific time or its historical evolution.

Acilitates the concentration of the efforts in the subjects of interest of the organization, relying on methodologies for the development of the activities of the university environment.Links and interrelates all the

functions, areas and aspects of the organization as a whole, avoiding possible frac-tures or isolated manage-ment. Can be adapted specifically to

the interests, circumstances and level of progress of the aca-demic institution.Comparable to the most

important international reporting systems, facilitating simultaneous presentation with other types of reports.

Identification Code (ID code): in order to facilitate recognition, correspondence or location within the report, each indicator has an identification code that is named by the first letter of the area to which corresponds and a number corresponding to the consecutive order of the indicator within the area.

Correspondences: this booklet is comparable with different Social Responsibility reports. That is, different topics and aspects to be evaluated and publicize can be a complement to PRME's Sharing Information on Progress (SIP) with other reporting lines such as GRI STANDARD, GLOBAL COMPACT, OECD GUIDELINES, ISO 26000.

Characteristics

< / >

Characteristics

STRATEGIC

FLEXIBLE

ADAPTABLE

INTEGRAL

TRACEABLE

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THE USR INDICATORS

USE OF THE INDICATOR SYSTEM

The purpose of this report is to make known the fulfillment of practical aspects that support the USR. The realization of this report is because it allows your institution to create a sustainability report and complement its operation in financial aspects. Additionally, it is a mechanism of accountability that supports the operation and improvement of institutional processes, as well as interaction with its stakeholders, positions its brand for good practices and gives recognition to the institution, increasing its prestige and recognition facing your clients or other institutions.

Allows to evaluate significant and common aspects of academic institutions.

Make visible possible changes in the processes and in the operation itself.

Facilitates the comparison with others identifying possible opportunities for improvement.

Evidence management efforts and performance level.

Promotes institutional leadership and recognition of good practices.

Institutes transparency and the exchange of information with stakeholders.

It improves the capacity of relationship with the different stakeholders.

It reflects the institutional commitment to sustainability.

Strengthens the management of institutional reputation.

Benefits

USE OF THE INDICATOR SYSTEM

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2

USE OF THE INDICATOR SYSTEMStep by Step

This step consists in defining and specifying the institutional coverage of the report, that is to say, if this will be done considering the entire academic institution or only one or some of the academic units that compose it, such as departments, faculties, schools, etc. In case it is institutional refer to each one of the academic units that constitute it.

DEFINE THE SCOPE

SET THE LEVEL

COLLECTINFORMATION

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SCOPE

3 45

PREPARETHE REPORT

PRESENTTHE REPORT

Mention if it is public or private

Academic units that are part of the report (1,2, .... N)

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Name of the Institution or academic unit about which it is expected to report

Number of campuses that the institution has.

Regions, cities or localities where the institution is present.

Total income received on average per year in dollars

USE OF THE INDICATOR SYSTEM SCOPEStep by Step

To define the scope, it is also important to refer to the most representative data of the institution or academic unit, such as:

For the scope, is very important to define the population groups to which the institution or academic unit recogni-zes as stakeholders or with whom the institution or academic unit has a rela-tionship, generates impacts and who is the target of the report.

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Total number of employees differentiating by func-tion, type of contract, gender, academic level, profession, etc.

Number of academic programs by type (undergradu-ate, specialization, master, doctorate), mode (night-time, face-to-face, virtual) with antiquity.

Number of students per academic program.Number of graduates by academic program.Number of lines, groups or research projects with status and antiquity.Number of initiatives, projects and / or programs by category per year and antiquity.Alliances / agreements in force and not in force with agents of the territory / international.

USE OF THE INDICATOR SYSTEM SCOPEStep by Step

General Specific

Media

Other academic institutions

Educational authorities

Others

Suppliers

Public institutions

Business

Civil Society Organizations

Associations

Accrediting institutions

Communities close to the University

Stakeholders

Students

Graduates

Parents

Schools

Faculty

Administrative staff

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2LEVEL

SET THE LEVEL

COLLECTINFORMATION

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3 45

PREPARETHE REPORT

PRESENTTHE REPORT

This step consists in define the type of report that wants to be performed, for which can be selected 4 possibilities, the one who represents the current situation of the institution or academic unit, which vary according to the number of indicators reported and the depth of information.

The established levels are the following:

BASIC STANDARD INTERMEDIATE ADVANCED

The report in this level pretends that the

academic institution besides providing the basic data, establish the formality (policies,

mechanisms, etc.) with which the efforts in sustainability are

supported.

The report in this level has the purpose that

the academic institution, in addition to the above, report on its capacity for dialogue and interlocu-

tion with its different stakeholders and

international standards.

The report at this level focuses on identifying

the impact of the academic institution in terms of sustainability.

The report at this level seeks that the

academic institution describes and present the elementary efforts and results obtained as an organization in

terms of sustainability.

DEFINE THESCOPE

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LEVEL

The level selection is facilitated by previously identifying the indicators according to the following table:

Mention the year when the activities report or the sustainability and/or social responsibility report begins.Mention the methodology applied (own, GRI, IR, COE).Mention if in the sustainability report and/or social responsibility report the performance of the commitments with Sustain-able Development Goals - publication stage.

Total number of employees by gender, seniority and type of contract and salary information.Total number of new hires per type of contract. Number of hours of training per worker per category or rank and gender.

Number of lines, groups or research projects with status and antiquity. Number of empirical studies / total research.Number of versions offered without cost of research / total research.Number of research carried out under sustainability guidelines or social responsibility / total of research carried out.Total number of academic contributions in Social Responsibility and Sustainability / total of academic contributions.Mention the Sustainable Development Goals prioritized in the research activities.

Number of initiatives, projects and / or programs by category per year and antiquity.Number of initiatives, projects, programs with student participation / total of initiatives, projects and / or programs carried out.Number of initiatives, projects and / or programs with teacher participation / total of initiatives, projects and / or programs carried out / % of the university budget allocated to these projects.Number of alliances, agreements or arrangements with institutions / actions carried out.Number of initiatives, projects and / or programs to promote Social Responsibility and / or Sustainability / total of initiatives, projects and / or programs carried out.Mention the Sustainable Development Goals prioritized in the extension activities or social projection.

INDICATORL23

L24

L27

T1

T5

T8

T10

T15

T19

T35

R1R6R7

R9R13R17

E1E11E12

E21

E23

E27

AL1AL2

AL12

CODE ID

Leadership

Teaching

Research

Extension

Administration

BASIC

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Number of academic programs by type (undergraduate, specialization, masters, doctorate) with antiquity.

Number of annual actions, events or campaigns according to the program / duration.

Number of subjects and/or courses associated per program / total of subjects per program.

Number of annual actions, events or campaigns per program.

Number of annual actions, events or campaigns annual per program.

Number of annual actions, events or campaigns.

Name the Sustainable Development Goals related to the curriculum or academic activities per academic program.


STANDARDINDICATOR

L17L18

L28

L29L30

L31L32L33L34L35

E4

E8E14

E20

AE11AE12AA4

AA6

AA8

CODE ID

LEVEL

18

Leadership

Extension

Administration

Existence of mechanisms and / or initiatives of evaluate risks and impacts (economic, social and environmental) - describe.Existence of mechanisms to evaluate the risk and impact management system with interested external actors (beneficiaries, targets, external communities): describe.Percentage of fulfillment with the purposes, objectives and goals established in the institutional strategy.Number of improvement actions or innovations implemented / total of proposed action plans or improvement innovations.Number of patents, property rights, prototypes obtained associated with sustainability and / or responsibility during the last year: describe.Graduates with companies, positions or activities associated with sustainability and social responsibility.Outstanding graduates recognized for the achievements associated with their commitment to citizenship and transparency.References and significant acknowledgments of the results of research.Use and / or application of results and research findings in initiatives, programs and / or projects.Improvements made as a result of initiatives, projects and / or social extension programs.

Existence of mechanisms used to disseminate policies, guidelines, procedures or criteria of sustainability or social responsi-bility to researchers, administrative staff and interested groups: describe.Number of applications received from beneficiaries or target audiences / total number of applications received.Number of initiatives, projects and / or improved programs / total initiatives, projects and / or programs per year.Number of initiatives, projects and / or programs whose leadership was assumed by the community / total of initiatives, projects and / or programs.Number of investment projects and / or technology development to reduce the environmental impact of the operation.Number of sanctions, fines and / or reprimands for non-fulfillment with environmental legislation.Existence of mechanisms to select investments, alliances and associations based on anti-corruption policies.Number of complaints related to conflicts of interest, plagiarism, and copy for the teaching, administrative staff and students / total of resolved situations.Number of corrective actions / Total number of claims.


INTERMEDIATEINDICATOR

L1L2L3L4L6L7

L8

L10L13L15L19

L20L22L25

T2

T3

T6

T7T9T11T12T13T16T17T20T21T23

T24

T25

T26

T27T29T30T36T37

CODE ID

LEVEL

19

Leadership

Teaching

Existence of governing and control bodies that operate today - describe.

Existence of an express declaration of the principles and values that govern the institution - describe.

Existence of an external advisory body / committee / group with representation of stakeholders - describe.

Existence of disclosure mechanisms of the principles and values among its staff and other related institutions - describe.

Existence of mechanisms to promote Gender Equality.

Existence of an explicit commitment to sustainability and / or social responsibility in the institutional mission and / or vision or another

formal document - describe.

Existence of an explicit commitment to the Sustainable Development Goals (SDG) - mention SDGs and prioritized goals.

Linking an explicit commitment to a movement that promotes responsible purchases (fair trade, etc.)

Existence of social and environmental goals in the institutional strategic objectives - describe.

Existence of an area or person responsible for ensuring fulfillment with commitments to sustainability and / or social responsibility.

Existence of monitoring mechanisms on social and environmental goals in the institutional strategic objectives - describe.

Existence of specific monitoring mechanisms on the Sustainable Development Goals and their goals - describe.

Existence of mechanisms for reporting the performance of commitments to sustainability and / or social responsibility and the

Sustainable Development Goals - period of publication.

Existence of mechanisms for external verification of the report on sustainability and / or social responsibility - describe.

Existence of policies, guidelines, procedures or criteria of sustainability or social responsibility for academic programs - describe.

Existence of policies, guidelines or criteria for the curricular design with interested external actors (graduates, productive sector, public sector, civil society, among others) - describe.

Number of students participating for each action or event or campaign / total of students.

Number of subjects and / or associated courses per program / total of subjects per program.

Number of students participating per program / total students per program.

Number of students participating for each action, event or campaign per program / total of students.

Number of faculty linked to the development of these topics / total faculty per program.

Number of hours assigned to faculty for the development of these topics / semester.

Number of students participating in actions, events or campaigns / total of students.

Number of subjects and / or associated courses per program / total of subjects per program.

Number of students participating for each action, event or campaign / total of student.

Number of subjects and / or courses with related content per program / total subjects per program.

Number of subjects and / or courses that use the learning methodology based on social projects.

Number of students participating in the subjects and / or courses that use the methodology of learning based on social projects / total of students

Existence of policies, guidelines or criteria for the curricular design with interested external actors (graduates, productive sector, public sector, civil society, among others).

Existence of validation and / or revision processes for the curricular design with interested external actors (graduates, productive sector, public sector, civil society, among others).

Existence of policies, guidelines or criteria of interdisciplinary for faculty - describe.

Existence of policies, guidelines or exchange criteria and / or internationalization of the academic program - describe.

Number of actions, events or campaigns per year per program.

Number of actions, events or campaigns per year per program associating the Sustainable Development Goals.

Number of students participating for each action, event or campaign / total of students.


INTERMEDIATER2

R4

R8

R11R12R14R18R19R20

E2E7

E9

E13

E24E25

E26

LEVEL

20

Research

Extension

Existence of policies, guidelines, procedures or criteria of sustainability or social responsibility for research activities - describe.

Existence of mechanisms used to disseminate policies, guidelines, procedures or criteria of sustainability or social responsibility to researchers, administrative staff and interested groups - describe.

Existence of mechanisms used to disclose the versions offered without cost of research - describe.

Number of research lines in Social Responsibility and / or Sustainability / total lines of research.

Number of researchers in Social Responsibility and / or Sustainability / total of researchers

Number of research and cooperation agreements.

Number of research lines associated with the Sustainable Development Goals / total lines of research.

Number of researchers working on research projects associated with the Sustainable Development Goals / total of researchers.

Total number of publications associated with Sustainable Development Goals / total publications.

Existence of policies, guidelines, procedures or sustainability criteria or social responsibility for extension activities - describe.

Existence of mechanisms and / or communication channels to meet the requests of beneficiaries or target audiences.

Existence of mechanisms for prioritizing development agendas.

Number of initiatives, projects and / or programs that meet the minimum criteria required in the evaluation / total of initiatives, projects and / or programs carried out.

Existence of mechanisms for prioritizing the Sustainable Development Goals in extension activities or social projection.

Number of initiatives, programs and / or extension projects by Sustainable Development Goals / total extension projects.

Number of students, teachers and / or administrative staff working on initiatives, programs and / or extension projects associated with the Sustainable Development Goals / total extension projects.


INTERMEDIATEAE1

AE2AE3

AE4

AE7

AE14

AE15AL3

AL7AL10AL11AH1

AH4AH6AH8AH9

AH10AH11

AH12AH13

AH16AA1

AA9AA11AP1

AP2

AP3

AP4

AP5

LEVEL

21

Administration

Existence of mechanisms for the improvement of the use of energy - describe.

Total number of measurement units of energy consumption per source.

Existence of mechanisms for water management and reduction - describe.

Total number of units of measurement of water consumption per source.

Existence of mechanisms to measure and manage significant emissions (greenhouse gases (GHG), substances that destroy the

ozone layer and others) - describe.

Number of suppliers selected and hired under these criteria / total providers.

Existence of policies, guidelines or criteria for mitigating the environmental impact derived from transport activities associated with

the academic community.

Existence of mechanisms to ensure fulfillment with the legally required work conditions.

Existence of a mechanism to guarantee the health and safety of workers (occupational health and industrial safety programs,

elements of protection, professional risks, joint committee, etc.)

Existence of mechanisms to generate employment and labor inclusion of minorities.

Existence of mechanisms of promotion, training and qualification of workers.

Existence of policies, guidelines or criteria regarding human rights by the institution and its representatives.

Existence of training mechanisms for security personnel in aspects of human rights relevant to their activities.

Existence of policies, guidelines or criteria for the selection and hiring suppliers that guarantee respect for human rights

Existence of mechanisms for taking internal disciplinary measures in the face of human rights violations.

Existence of policies, guidelines or criteria to ensure that the right to freedom of association is exercised by employees.

Existence of policies, guidelines or criteria that prevent child labor or forced labor.

Existence of policies, guidelines or criteria to avoid discrimination in any of its forms (gender, race, religion, etc.)

Existence of policies, guidelines or criteria to avoid displacement or complicity in displacing personnel from their own lands.

Existence of policies, guidelines or criteria to promote the inclusion and accessibility of public in condition of physical disability to the

training processes (motor, auditory, visual, etc.)

Existence of policies, guidelines or criteria that promote the offer of healthy, balanced and / or organic food in the institution.

Existence of policies, guidelines or criteria to avoid bribery and corruption in any of its forms.

Existence of mechanisms for selecting and hiring suppliers, distributors or contractors based on anti-corruption policies.

Existence of policies, guidelines or criteria to avoid monopolistic and unfair practices with the competition (cartels, dumping, etc.)

Existence of mechanisms for the management and dissemination of complete, accurate and understandable information regarding

the programs and / or services offered – describe.

Existence of mechanisms to ensure the veracity, transparency of marketing activities, advertising and communications – describe.

Existence of mechanisms to ensure the transmission of constructive values for society in communications and marketing actions

without promoting discrimination and stereotypes - describe

Existence of mechanisms to guarantee respect for the privacy of confidential information of students, teachers, administrative staff,

clients and / or users – describe.

Existence of mechanisms to ensure the identification of petitions, complaints, claims and / or congratulations by students, clients and

/ or users – describe.


ADVANCEDINDICATOR

L5L9L11

L12

L14

L16L21

L26

T4

T14T18T22T28T31T32

T33T34

R3

R5

R10

R15R16

E3

E5

E6

E10

E15

E16

E17

E18

E19

E22

CODE ID

Liderazgo

LEVEL

22

Leadership

Teaching

Research

Extension

Existence of mechanisms for the prevention and resolution of interest conflicts- describe.

Link to local or global initiatives or programs that promote sustainability and social responsibility - describe.

Existence of mechanisms, policies and / or initiatives for the identification and prioritization of stakeholders - describe.

Participation of an external advisory body / committee / group with representation of the stakeholders in the development of the strategy - describe.

Existence of mechanisms used to disseminate the commitment of the institutional strategy to sustainability or social responsibility (objectives, goals, indicators) among teachers, researchers, administrative staff and interested groups - describe.

Number of people that make up the sustainability and social responsibility team and hierarchical level of the team leader.

Existence of training and staff training scheme on institutional values, commitments to sustainability and / or social responsibility and related policies / procedures – describe.

Mechanism of deployment, communication and dissemination of the report on sustainability and / or social responsibility - describe.

Existence of mechanisms used to disseminate policies, guidelines, procedures or criteria of sustainability or social responsibility to teachers, administrative staff and students - describe.

Percentage of fulfillment with the goals established for the different actions, events or campaigns per year.



Number of knowledge areas of teacher per program / total of teachers per program.

Number of student participants / total students

Number of students who come from another country per program / total students per program.

Number of students that come from another city per program different from the city where it developed / total students per program.

Number of faculty that come from another country per program / total of teachers per program.

Existence of policies, guidelines or criteria for the design and evaluation of extension projects or social projection with external interested actors (beneficiaries, target audiences, external communities) - describe.Existence of validation mechanisms and / or acceptance by interested external stakeholders.Numbers of initiatives, projects and / or programs carried out with validation and / or acceptance by interested external stakeholders / total of initiatives, projects and / or programs carried out.Number of initiatives, projects, programs with prioritization of development agendas / total of initiatives, projects and / or programs carried out.Existence of mechanisms for prioritization and selection of vulnerable communities and / or minorities to carry out initiatives, programs and / or projectsNumber of initiatives, projects and / or programs directed to vulnerable communities and / or minorities / total of initiatives, projects and / or programs carried out.Existence of consultation mechanisms with the beneficiary communities for the realization of the initiatives, programs and / or projects.Number of initiatives, projects and / or programs verified and validated by beneficiaries or target audiences / total of total initiatives, projects and / or programs.Number of initiatives, projects and / or programs verified and validated by external stakeholders / total of initiatives, projects and / or programs.Number of initiatives, projects and / or programs carried out in partnership / total of initiatives, projects and / or programs carried out.

Existence of policies, guidelines or criteria for the design and evaluation of research projects with interested external actors (graduates, productive sector, public sector, civil society, among others) - describe.

Number of researches validated by interested external actors (graduates, productive sector, public sector, civil society, among others) / total of research.

Number of researchers informed, trained or formed based on the ethical criteria / total of researchers.

Number of joint research or co-authorship / total research.

Number of researches that use participatory methodologies (that include interested external actors) / total of research


ADVANCEDAE5

AE6AE8AE9

AE10

AE13

AE16

AL4

AL5AL6AL8AL9

AL13AH2

AH3AH5AH7

AH14AH15

AA2

AA3

AA5AA7

AA10AA12

LEVEL

23

Administration

Existence of buildings, headquarters or operations in protected or nearby areas that affect biodiversity.

Existence of mitigation or restoration mechanisms in the area of biodiversity.

Existence of mechanisms for measuring and managing waste and dumping - describe.

Existence of risk identification and prevention mechanisms and control of accidents related to the operation.

Existence of policies, guidelines or investment criteria and development of technologies to reduce the environmental impact of the operation.

Existence of policies, guidelines or criteria for the selection and hiring of suppliers that guarantee the care of the environment.

Number of initiatives, programs and / or projects associated with the mitigation of environmental impact derived from transport activities.

Existence of prevention mechanisms that avoid situations of harassment in the workplace at physical, verbal, sexual, psychological level and / or threats.

Number of harassment situations presented in the year.

Number of harassment situations solved / total of harassment situations presented during the year.

Existence of policies, guidelines or criteria to inform and involve staff about changes that significantly affect them.

Existence of policies, guidelines or criteria to guarantee diversity and equal opportunities for workers.

Percentage of employees who receive periodic performance evaluations and professional development.

Existence of monitoring, evaluation and control mechanisms that ensure the protection of the human rights of workers and related communities.

Existence of training mechanisms for employees on aspects of human rights, relevant to their activities.

Existence of verification mechanisms by independent third parties to guarantee the respect of human rights by the institution


Number of people in disability status in the institution - differentiated by motor, visual, auditory and cognitive

Number of incidents, complaints, demands or requirements due to physical accessibility barriers present in the institution (ramps, elevators, toilets, equipment, staff training)

Existence of awareness and training mechanisms for teachers, administrative staff and students of the institution in anti-corruption procedures (including copying, fraud, plagiarism) operating guidelines and sanctions.

Existence of monitoring mechanisms to prevent bribery, extortion, embezzlement, favoritism (nepotism, clientelism) and fraud among others

Existence of an independent and reliable system that promotes the reporting of anomalous situations and complaints.

Number of incidents, complaints, demands or requests of the justice system regarding corruption practices per year


Number of incidents, complaints, demands or requests of justice on monopolistic practices per year.



3HARVEST

The purpose of this step is to compile the necessary information to respond to the selected indicators according to the level to be reported. It is required to identify the necessary information, place the sources where the information comes from and finally the classification of the information.

The preparation of the indicators to report will depend on the type of information requested, which can be of a quantitative or descriptive type:

Numeric: this type of answers seeks to know the performance of the aspects to be evaluated in quantitative terms, whether absolute or relative and the data presented require values numbers or percentages. With this type of response can be responded with the use of computer tools and statistics that facilitate the process of collection and presentation of information.

SET THELEVEL

COLLECTINFORMATION

12

3 45

PREPARETHE REPORT

PRESENTTHE REPORT

DEFINE THESCOPE

Area RequiredInformation ID Codes Type of

InformationSource of

InformationApplication

DateDate ofDelivery

24

HARVEST

Descriptive: responses of this type seek to know the detail of the aspect to be evaluated in a more specific way, for which specific texts are used that describe the situation, qualitative or semiotic techniques can be used to adduce results of interviews, research and surveys. A descriptive type indicator can be supported by figures and statistical data.

Once the first draft of the information has been prepared, it is suggested that it be presented to the main institutional authorities in order to collate the information, analyze the obtained data and jointly propose the purposes or guidelines for sustainability at least for the next reporting period, for which the following table is suggested that summarizes the main results and facilitates the definition of specific purposes for the next period, as suggested by the PRME report policy.

Area MainResults #, %, D Purposes #, %, D

25



4ELABORATION

However, in order to facilitate correspondence with other international standards and criteria such as the COP or CEO of the United Nations Global Compact, the GRI Standard of the Global Reporting Initiative, the ISO 26000 of the International Organization for Standardization or the Guidelines for Multinational Companies of the Organization for

Although the SIP Report - PRME, in its "Sharing Information on Progress" Policy developed based on the consensus reached in the 1st PRME World Forum for Responsible Management Education in 2008, and ratified in the 2015 Global Forum for Responsible Management Education - 6th Annual Meeting in the Results Statement, does not define a reporting structure and only expressly establishes the inclusion of the following 4 aspects, this indicator system is constituted in a tool that facilitates both the description of actions process, performance evaluation and goal setting.

Letter signed by the highest representative of the institution or academic unit.

Actions carried out during the reported period (maximum 24 months).

Evaluation of performance of the reported actions and fulfillment of the objectives in the immediately preceding report.

Presentation of the most significant objectives for the next reporting period.

SET THELEVEL

COLLECTINFORMATION

12

3 45

PREPARE THE REPORT

PRESENTTHE REPORT

DEFINE THESCOPE

26

ELABORATION

Global Compact

GRI Standard ISO 26000 LD OCDE

Institutional commitment (Main authority letter)

Institutional presentation Profile

Direction approach.

SUGGESTED STRUCTURECORRESPONDENCES

Economic Cooperation and Development - OECD, with which the present system of indicators is explicitly related, it is proposed the following structure (Global Compact, 2012); (GRI 102 Standards, 2016); (Argandoña, A. & Isea, Silva R, ISO 26000, 2011); (MinTIC, OECD, 2018):

3 45 6

3456 27

Progress report on the ten principles of the global compact (COP)GRI 102 Standards General Contents 2016ISO 26000 a Guide for social responsibility of organizations 2011OECD Guidelines for Multinational Companies 2013.

Declaration of the maximum position of the entity.

Object and field of application

Description of practical measures that the entity has taken to support the principles of the Global Compact.

Measurement of your results (qualitative and / or quantitative).

Guidance on the integration of social responsibility throughout the organization.

General Principles

GRI Index

Indicators of economic, social and environmental performance

Recognize social responsibility and get involved with stakeholders.

Concepts and principles.

Institutional strategy and leadership (actions and performance evaluation based on indicators)

Teaching (actions and performance evaluation based on indicators)

Research (actions and performance evaluation based on indicators)

Extension or Social Projection

Operation Management (actions and performance evaluation based on indicators)

Institutional Purposes

Table of Correspondences

Source: Self Made



5PRESENTATION

The purpose of this last phase is to internalize the results of the report, as well as to socialize them with the different stakeholders of the institution or academic unit.

To fulfill this purpose, it is necessary to analyze and validate the results with the institutional authorities, prepare or format the approved version, publish the final document and disseminate it among the different stakeholders.

In the first place, it is suggested to ask for feedback and approval of a preliminary document by the directives and main authorities of the institution or academic unit, with the adjustments, if they give place, prepare or send to diagram the final version of the report.

If the interests or institutional policies require it, external validation can be requested by independent third parties such as associations, authorities, specialized organizations or auditors.

It is invited to use this preliminary version as a relevant and significant input for the realization of the institutional plans, the elaboration of budgets and / or the definition of corrective actions.

The preparation of the document does not require a professional layout or the use of specific audiovisual mechanisms, it is only suggested to carry out a detailed style review and give an institutional format, in cases where there are no parameters or protocols of the academic institution for this type of publications.

The publication can be done printed or virtual form, but it is necessary to have at least a virtual version, both to upload to the PRME platform on the dates indicated and to disseminate it among all interested parties.

SET THELEVEL

COLLECTINFORMATION

12

3 45

PREPARETHE REPORT

PRESENTTHE REPORT

DEFINE THESCOPE

28

USE OF THE INDICATOR SYSTEMStep by Step PRESENTATION

It is also important to be part of the improvement processes to establish critical points, responsible and internal infrastructure to initiate a systematic process of information harvest. The use of management tools such as dashboards can facilitate the process of information analysis and continuous improvement.

Stakeholders Broadcast mechanism Coverage

29

Bibliography

AASHE, the Association for the Advancement of Sustainability in Higher Education. .2018 Sustainable Campus Index. Recuperated from: http://www.aashe.org/wp-content/uploads/2018/08/SCI-2018.pdf

Aldeanuava, I. (2013). Los grupos de interés en el ámbito de la responsabilidad social universitaria: Un enfoque teórico. Interest groups in the field of university social responsibility: A theoretical approach. Anuario Jurídico y Económico Escurialense, (46), 235-253.

Argandoña, A. & Isea, Silva R. (2011). ISO 26000, Una guía para la responsabilidad social de las organizaciones. Responsabilidad Social de la Empresa y Gobierno Corporativo. Nº 11 Junio de 2011. Recuperado de: file:///C:/Users/paral/Downloads/guiaiso26000.pdf

Asociación Colombiana de Universidades (ASCUN). (2011). Responsabilidad Social Universitaria (RSU). Pensamiento universitario no 21. Recuperado 12/07/2014 de: http://www.cna.gov.co/1741/articles311056_ResponsabilidadSocial.pdf.

AUSJAL (2016). Red de homólogos de responsabilidad social universitaria. Recuperado 13/01/2015 de: http://www.ausjal.org/tl_files/ausjal/images/contenido/Documentos/Publicaciones/D ocumentos%20Institucionales/RSU%20AUSJAL%20version%20acotada.pdf.

Calderón de la C. E. (2018) Practicando la responsabilidad social universitaria en el Caribe. Revista Digital de Docencia Universitaria, 8 (1), 77-94. Recuperado de: https://revistas.upc.edu.pe/index.php/docencia/issue/view/7

Fernández de N. F. C. & Otros. (2015). La Educación Superior como dinamizadora de la Responsabilidad Social Empresarial: Un estudio comparado entre los futuros dirigentes empresariales en américa latina. Madrid: Ed. Liber Factory.

Geryk, M. (2011). Social Responsibility of the University: As perceived by its stakeholders. Research report. Warsaw School of Economics. 1a ed. Warsaw School of Economics.

Global Reporting Initiative - GRI 102 Standards (2016).Contenidos Generales 2016. Recuperado de: file:///C:/Users/paral/Downloads/gri.pdf

Marti N. J. & Grimaldo D. H. (2016). La comunidad Universitaria expandida. Cien años desde la reforma de Córdoba. Cuadernos de RSO. Vol. 5 - nº 2. pp. 75–88. Recuperado de: https://ucu.edu.uy/sites/default/files/facultad/fce/rso/la-comunidad-universitaria-expandida-narti-grimaldo.pdf

OCDE. (2013). Líneas Directrices de la OCDE para empresas Multinacionales. Bogotá: Colombia. Recuperado de: https://www.oecd.org/daf/inv/mne/MNEguidelinesESPANOL.pdf

UN Pacto Global (2012) Informe de gestión y sostenibilidad. Informe de Progreso de los diez principios del Pacto Global (COP). Recuperado de: file:///C:/Users/paral/Downloads/pacto%20global.pdf

UNPRME. Transformational Model For PRME Implementation. Recuperado de: http://www.unprme.org/resource-docs/PRMETransformationalWeb.pdf

Vallaeys, F; (2018). Artículo de Revisión. Las diez falacias de la Responsabilidad Social Universitaria. Unión de Responsabilidad Social Universitaria Latinoamericana (URSULA). Pacífico Business School, Universidad del Pacífico, Lima - Perú.

Vallaeys, F; de la Cruz, C; Sassia, P. (2009) Responsabilidad Social Universitaria. Manual de Primeros Pasos. Banco Interamericano de Desarrollo. México. Ed. McGraw-Hill Interamericana. Primera edición.

30

AnnexesTechnical Team

31

NAME INSTITUTION COUNTRYAdela Vélez Fundación Universitaria Empresarial de la Cámara de Comercio de Bogotá -Uniempresarial ColombiaAlberto Willi IAE - Universidad Austral ArgentinaAlejandra Díaz Manzano Universidad Agustiniana ColombiaAna Yudy Morán Universidad de los Andes ColombiaAndrés Gómez Universidad del Bosque ColombiaAntonio Roveda Universidad del Rosario ColombiaArturo Nicholls Universidad del Bosque ColombiaCarina Dolores Oliva Universidad Blas Pascal ArgentinaConsuelo García dela Torre Tecnológico de Monterrey- EGADE MéxicoDiana Ortiz Escuela de Suboficiales – Fuerza Aérea Colombiana ColombiaDilia Paola Gómez Universidad Militar Nueva Granada ColombiaDora Gómez Pulgarín Universidad La Gran Colombia ColombiaErika Jiménez Universidad del Rosario ColombiaFrançois Vallaeys Universidad del Pacífico PerúGabriel Boero Universidad Nacional de San Martín ArgentinaGiovanny Forigua Fundación Universitaria del Área Andina ColombiaGustavo A. Yepes López Universidad Externado de Colombia ColombiaGustavo Fructuozo Loiola Instituto Superior de Administración y Economía - ISAE - FGV BrasilGustavo Mora Universidad Antonio Nariño ColombiaJorge A Rodríguez Escuela Superior Politécnica del Litoral- ESPAE EcuadorJosé Leandro Viasus Consejo Profesional de Administración de Empresas ColombiaJosé Luis Camarena M. Instituto Tecnológico de Sonora MéxicoJosé Manuel Figueroa G. Centro Internacional para Emprendedores en Barcelona - ICEB EspañaJuan David Giraldo Politécnico Grancolombiano ColombiaJuan José Marti Noguera Observatorio Regional de Responsabilidad Social para América Latina y el Caribe - ORSALC EspañaLina Rada Universidad Agustiniana - Uniagustiniana ColombiaLucy Patricia Peñalosa Red Colombia Pacto Global de las Naciones Unidas ColombiaManuel Méndez Fundación Universitaria Empresarial de la Cámara de Comercio de Bogotá - Uniempresarial ColombiaMarcela Gómez Fundación Universitaria Empresarial de la Cámara de Comercio de Bogotá - Uniempresarial ColombiaMarco Lorenzatti Universidad Blas Pascal ArgentinaMaría Paula Gómez Universidad Externado de Colombia ColombiaMariángela Correa Universidad Externado de Colombia ColombiaMaritza Arbaiza Ríos ESAN PerúMatilde Schwalb Universidad del Pacífico PerúMauricio Cárdenas Piñeros Universidad de los Andes ColombiaMónica Dávila Jarrín Universidad del Pacífico EcuadorNancy Matos ESAN PerúNelson Díaz Cáceres Universidad EAN – Escuela de Administración de Negocios Colombia

Rodrigo Riaño Pineda Politécnico Gran colombiano ColombiaRogelio Sánchez Reina Centro de Estudios Universitarios 16 de Septiembre - CEU 16 MéxicoYudy Elena Giraldo Pérez Instituto Tecnológico Metropolitano – ITM Colombia

Special thanks to the PRME Brazil Chapter for their contribution in the review and approval of the indicators.7

Ricardo Siqueira Fundación Dom Cabral - FDC Brasil

Anne

xes

Indi

cato

rs

32

ANSW

ER

# / %

/ D

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eva

luat

e th

e ris

k an

d im

pact

man

agem

ent s

yste

m w

ith in

tere

sted

ex

tern

al ac

tors

(ben

efici

aries

, tar

gets

, ext

erna

l com

mun

ities)

: des

crib

e.Ex

isten

ce o

f mon

itorin

g m

echa

nism

s on

soc

ial a

nd e

nviro

nmen

tal g

oals

in th

e in

stitu

tiona

l st

rate

gic

objec

tives

- de

scrib

e.Ex

isten

ce o

f sp

ecific

mon

itorin

g m

echa

nisim

s on

the

the

Sust

ainab

ility

Deve

lopm

ent G

oals

and

their

pur

pose

s - d

escr

ibe.

Ex

isten

ce o

f tra

inin

g an

d st

aff t

rain

ing

sche

me

on in

stitu

tiona

l valu

es, c

omm

itmen

ts to

su

stain

abilit

y an

d / o

r soc

ial re

spon

sibilit

y an

d re

lated

pol

icies

/ pr

oced

ures

- de

scrib

e

Exist

ence

of m

echa

nism

s fo

r rep

ortin

g th

e pe

rform

ance

of c

omm

itmen

ts to

sus

tain

abilit

y an

d / o

r soc

ial re

spon

sibilit

y an

d th

e Su

stain

able

Deve

lopm

ent G

oals

- per

iod

of p

ublic

atio

n.M

entio

n th

e ye

ar w

hen

the

activ

ities

repo

rt or

the

sust

ainab

ility

and/

or s

ocial

resp

onsib

ility

repo

rt be

gins

.M

entio

n th

e m

etho

dolo

gy a

pplie

d (o

wn,

GRI

, IR,

CO

E).

Exist

ence

of m

echa

nism

s fo

r ext

erna

l ver

ificat

ion

of th

e re

port

on s

usta

inab

ility

and

/ or s

ocial

re

spon

sibilit

y - d

escr

ibe.

Mec

hani

sm o

f dep

loym

ent,

com

mun

icatio

n an

d di

ssem

inat

ion

of th

e re

port

on s

usta

inab

ility

and

/ or s

ocial

resp

onsib

ility

- des

crib

e.M

entio

n if

in th

e su

stain

abilit

y re

port

and/

or s

ocial

resp

onsib

ility

repo

rt th

e pe

rform

ance

of t

he

com

mitm

ents

with

Sus

tain

able

Deve

lopm

ent G

oals

- pub

licat

ion

stag

e.

Perc

enta

ge o

f ful

fillm

ent w

ith th

e pu

rpos

es, o

bjec

tives

and

goa

ls es

tabl

ished

in th

e in

stitu

tiona

l st

rate

gy.

Num

ber o

f im

prov

emen

t act

ions

or i

nnov

atio

ns im

plem

ente

d / t

otal

of p

ropo

sed

actio

n pl

ans

or im

prov

emen

t inn

ovat

ions

.Nu

mbe

r of p

aten

ts, p

rope

rty ri

ghts

, pro

toty

pes

obta

ined

ass

ociat

ed w

ith s

usta

inab

ility

and

/ or

resp

onsib

ility

durin

g th

e las

t yea

r: de

scrib

e.

Gra

duat

es w

ith c

ompa

nies

, pos

itions

or a

ctivi

ties

asso

ciate

d w

ith s

usta

inab

ility

and

socia

l re

spon

sibilit

y.O

utst

andi

ng g

radu

ates

reco

gnize

d fo

r the

ach

ievem

ents

ass

ociat

ed w

ith th

eir c

omm

itmen

t to

citize

nshi

p an

d tra

nspa

renc

y.Re

fere

nces

and

sig

nific

ant a

ckno

wled

gmen

ts o

f the

resu

lts o

f the

inve

stig

atio

n.Us

e an

d / o

r app

licat

ion

of re

sults

and

rese

arch

find

ings

in in

itiativ

es, p

rogr

ams

and

/ or

proj

ects

.Im

prov

emen

ts m

ade

as a

resu

lt of

initia

tives

, pro

jects

and

/ or

soc

ial e

xten

sion

prog

ram

s.

Anne

xes

Indi

cato

rs

33

Alca

nce

T1B

#36

T2I

D37

T3I

D38

T4A

D39

T5B

#40

T6I

#41

T7I

#42

T8B

#43

T9I

#44

T10

B#

45T1

1I

#46

T12

I

#47

T13

I

#48

T14

A

%49

T15

B

#50

T16

I

#51

T17

I

#52

T18

A

%53

T19

B

#54

T20

I

#55

T21

I

#56

T22

A

%57

T23

I#

58T2

4I

#59

T25

ID

60

T26

I

D61

T27

ID

62

T28

A#

63T2

9I

D64

T30

I#

65T3

1A

#66

T32

A#

67T3

3A

#68

T34

A

#69

T35

BD

70

T36

I#

71

T37

I#

72

Com

prom

isso

com

a

sust

enta

bilid

ade

Lide

ranç

a re

spon

sáve

l

Sust

enta

bilid

ade

e/ou

re

spon

sabi

lidad

e So

cial

Ética

e C

idad

ania

Cons

umo

resp

onsá

vel

1.

Resp

onsib

le ed

ucat

ion

2.

Appr

opria

te e

duca

tion

Valid

ação

exter

na

Inte

rdisc

iplin

aried

ade

0. G

ener

al in

form

atio

n

Mul

ticul

tura

lidad

e

3.

Plur

ality

in e

duca

tion

Com

prom

isso

Agen

da 2

030

Cont

ato

com

a re

alida

de e

co

ntex

to s

ocio

econ

ômico

4. I

nteg

ratio

n of

edu

catio

n w

ith th

e Su

stain

abile

De

velo

pmen

t Goa

ls

2. T

EACH

ING

P3

Num

ber o

f aca

dem

ic pr

ogra

ms

by ty

pe (u

nder

grad

uate

, spe

cializ

atio

n, m

aste

rs, d

octo

rate

) with

an

tiqui

ty.

Exist

ence

of p

olici

es, g

uide

lines

, pro

cedu

res

or c

riter

ia of

sus

tain

abilit

y or

soc

ial re

spon

sibilit

y fo

r the

ac

adem

ic pr

ogra

ms

- de

scrib

e.Ex

isten

ce o

f pol

icies

, gui

delin

es o

r crit

eria

for t

he c

urric

ular

des

ign

with

inte

rest

ed e

xter

nal a

ctor

s (g

radu

ates

, pro

duct

ive s

ecto

r, pu

blic

sect

or, c

ivil s

ociet

y, a

mon

g ot

hers

) - d

escr

ibe.

Exist

ence

of m

echa

nism

s us

ed to

diss

emin

ate

polic

ies, g

uide

lines

, pro

cedu

res

or c

riter

ia of

su

stain

abilit

y or

soc

ial re

spon

sibilit

y to

teac

hers

, adm

inist

rativ

e st

aff a

nd s

tude

nts

- des

crib

e.

Num

ber o

f ann

ual a

ctio

ns, e

vent

s or

cam

paig

ns a

ccor

ding

to th

e pr

ogra

m /

dura

tion.

Num

ber o

f stu

dent

s pa

rticip

atin

g fo

r eac

h ac

tion

or e

vent

or c

ampa

ign

/ tot

al of

stu

dent

s.Nu

mbe

r of s

ubjec

ts a

nd/o

r cou

rse

asso

ciate

d to

per

pro

gram

/ to

tal o

f sub

jects

per

pro

gram

.Nu

mbe

r of s

ubjec

ts a

nd/o

r cou

rse

asso

ciate

d pe

r pro

gram

/ to

tal o

f sub

jects

per

pro

gram

.Nu

mbe

r of s

tude

nts

parti

cipat

ing

per p

rogr

am /

tota

l stu

dent

s pe

r pro

gram

.Nu

mbe

r of a

nnua

l act

ions

, eve

nts

or c

ampa

igns

per

pro

gram

.Nu

mbe

r of s

tude

nts

parti

cipat

ing

for e

ach

actio

n, e

vent

or c

ampa

ign

per p

rogr

am /

tota

l of s

tude

nts.

Num

ber o

f tea

cher

s vin

culat

ed to

the

deve

lopm

ent o

f the

se to

pics

/ to

tal t

each

ers

per p

rogr

am.

Num

ber o

f hou

rs a

ssig

ned

to te

ache

rs fo

r the

dev

elopm

ent o

f the

se to

pics

/ pe

r sem

este

r.Pe

rcen

tage

of f

ulfill

men

t with

the

goals

est

ablis

hed

for t

he d

iffere

nt a

ctio

ns, e

vent

s or

cam

paig

ns p

er

year

.Nu

mbe

r of a

nnua

l act

ions

, eve

nts

or c

ampa

igns

ann

ual p

er p

rogr

am.

Num

ber o

f stu

dent

s pa

rticip

atin

g fo

r eac

h ac

tion

or e

vent

or c

ampa

ign

/ tot

al of

stu

dent

s.Nu

mbe

r of s

ubjec

ts a

nd /

or a

ssoc

iated

cou

rses

per

pro

gram

/ to

tal o

f sub

jects

per

pro

gram

.Pe

rcen

tage

of f

ulfill

men

t with

the

goals

est

ablis

hed

for t

he d

iffere

nt a

ctio

ns, e

vent

s or

cam

paig

ns

per y

ear.

Num

ber o

f ann

ual a

ctio

ns, e

vent

s or

cam

paig

ns.

Num

ber o

f par

ticip

atin

g st

uden

ts fo

r eac

h ac

tion,

eve

nt o

r cam

paig

n / s

tude

nts

tota

l.Nu

mbe

r of s

ubjec

ts a

nd/o

r cou

rse

with

relat

ed c

onte

nt p

er p

rogr

am /

tota

l of s

ubjec

ts p

er p

rogr

am.

Perc

enta

ge o

f ful

fillm

ent w

ith th

e go

als e

stab

lishe

d fo

r the

diffe

rent

act

ions

, eve

nts

or c

ampa

igns

per

ye

ar.

Num

ber o

f sub

jects

and

/or c

ours

e th

at u

se th

e lea

rnin

g m

etho

dolo

gy b

ased

on

socia

l pro

jects

. Nu

mbe

r of p

artic

ipat

ing

stud

ents

in th

e su

bjec

ts a

nd/o

r cou

rse

that

use

the

met

hodo

logy

of l

earn

ing

base

d on

soc

ial p

rojec

ts /

tota

l stu

dent

s Ex

isten

ce o

f pol

icies

, gui

delin

es o

r crit

eria

for t

he c

urric

ular

des

ign

with

inte

rest

ed e

xter

nal a

ctor

s (g

radu

ates

, pro

duct

ive s

ecto

r, pu

blic

sect

or, c

ivil s

ociet

y, a

mon

g ot

hers

).Ex

isten

ce o

f vali

datio

n an

d / o

r rev

ision

pro

cess

es fo

r the

cur

ricul

ar d

esig

n w

ith in

tere

sted

ext

erna

l act

ors

(gra

duat

es, p

rodu

ctive

sec

tor,

publ

ic se

ctor

, civi

l soc

iety,

am

ong

othe

rs).

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia of

inte

rdisc

iplin

arity

for t

each

ers

- des

crib

e.Nu

mbe

r of k

now

ledge

are

as o

f tea

cher

s pe

r pro

gram

/ to

tal o

f tea

cher

s pe

r pro

gram

.Ex

isten

ce o

f pol

icies

, gui

delin

es o

r int

erch

ange

crit

eria

and/

or in

tern

atio

naliz

atio

n of

the

acad

emic

prog

ram

- de

scrib

e.Nu

mbe

r of a

ctio

ns, e

vent

s or

cam

paig

ns p

er y

ear p

er p

rogr

am.

Num

ber o

f stu

dent

par

ticip

ants

/ to

tal s

tude

nts

Num

ber o

f stu

dent

s w

ho c

ome

from

ano

ther

cou

ntry

per

pro

gram

/ to

tal s

tude

nts

per p

rogr

am.

Num

ber o

f stu

dent

s fro

m a

diffe

rent

city

per

pro

gram

/ to

tal o

f stu

dent

s pe

r pro

gram

.Nu

mbe

r of t

each

ers

who

com

e fro

m a

noth

er c

ount

ry p

er p

rogr

am /

tota

l of t

each

ers

per p

rogr

am.

Nam

e th

e Su

stain

able

Deve

lopm

ent G

oals

relat

ed to

the

curri

culu

m o

r aca

dem

ic ac

tivitie

s p

er

acad

emic

prog

ram

.Nu

mbe

r of a

ctio

ns, e

vent

s or

cam

paig

ns p

er y

ear p

er p

rogr

am a

ssoc

iatin

g th

e Su

stain

able

Deve

lopm

ent G

oals.

Num

ber o

f stu

dent

s pa

rticip

atin

g fo

r eac

h ac

tion,

eve

nt o

r cam

paig

n / t

otal

of s

tude

nts.

.

Anne

xes

Indi

cato

rs

34

R1B

#73

R2I

D74

R3A

D75

Com

mitm

ent t

o Su

stain

abilit

yR4

I

D76

R5A

#77

R6B

#78

R7B

#79

R8I

D80

R9B

#81

R10

A#

82R1

1I

#83

R12

I

#84

R13

B

#85

R14

I#

86R1

5A

#87

Link

ing

to C

omm

unity

R16

A#

88

R17

BD

89R1

8I

#90

R19

I

#91

R20

I

#92

2. L

inkin

g So

cial

Resp

onsib

ility

and/

or

Sust

ainab

ility

Socia

l Res

pons

abilit

y P

rodu

ctio

n

Coop

erat

ion

Com

mitm

ent A

gend

a 20

30

3. R

ESEA

RCH

4. In

tegr

atin

g re

sear

ch w

ith

Sust

ainab

le De

velo

pmen

t G

oals

3. C

ollab

orat

ive R

esea

rch

Usef

ulne

ss o

f Kno

wled

ge

Acce

ss to

Kno

wled

ge

1. R

espo

nsib

le Re

sear

ch

Gui

delin

es

Scop

e

P4

0. G

ener

al In

form

atio

n

Num

ber o

f lin

es, g

roup

s or

rese

arch

pro

jects

with

sta

tus

and

antiq

uity

.Ex

isten

ce o

f pol

icies

, gui

delin

es, p

roce

dure

s or

crit

eria

for s

usta

inab

ility

or s

ocial

resp

onsib

ility

for

rese

arch

act

ivitie

s - d

escr

ibe.

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia fo

r the

des

ign

and

evalu

atio

n of

rese

arch

pro

jects

with

ex

tern

al ac

tors

(gr

adua

tes,

pro

duct

ive s

ecto

r, pu

blic

sect

or, c

ivil s

ociet

y, a

mon

g ot

hers

) - d

escr

ibe.

Exist

ence

of m

echa

nism

s us

ed to

diss

emin

ate

polic

ies, g

uide

lines

, pro

cedu

res

or c

riter

ia of

su

stain

abilit

y or

soc

ial re

spon

sibilit

y to

rese

arch

ers,

adm

inist

rativ

e st

aff a

nd in

tere

sted

gro

ups

- de

scrib

e.

Num

ber o

f res

earc

hes

valid

ated

by

inte

rest

ed e

xter

nal a

ctor

s (g

radu

ates

, pro

duct

ive s

ecto

r, pu

blic

sect

or, c

ivil s

ociet

y, a

mon

g ot

hers

) / to

tal o

f inv

estig

atio

ns.

Num

ber o

f em

piric

al st

udies

/ to

tal o

f inv

estig

atio

ns.

Num

ber o

f ver

sions

offe

red

with

out c

ost o

f the

inve

stig

atio

ns /

tota

l of i

nves

tigat

ions

.Ex

isten

ce o

f mec

hani

sms

used

to d

isclo

se th

e ve

rsio

ns o

ffere

d w

ithou

t cos

t of t

he in

vest

igat

ions

- de

scrib

e.

Num

ber o

f inv

estig

atio

ns c

arrie

d ou

t und

er s

usta

inab

ility

guid

eline

s or

soc

ial re

spon

sibilit

y / t

otal

of

inve

stig

atio

ns c

arrie

d ou

t.Nu

mbe

r of r

esea

rche

rs in

form

ed, t

rain

ed o

r for

med

bas

ed o

n th

e et

hica

l crit

eria

/ tot

al of

re

sear

cher

s.Nu

mbe

r of r

esea

rch

lines

in S

ocial

Res

pons

ibilit

y an

d / o

r Sus

tain

abilit

y / t

otal

of re

sear

ch lin

es.

Num

ber o

f res

earc

hers

in S

ocial

Res

pons

ibilit

y an

d / o

r Sus

tain

abilit

y / t

otal

of re

sear

cher

s.To

tal n

umbe

r of a

cade

mic

prod

ucts

in S

ocial

Res

pons

ibilit

y an

d Su

stain

abilit

y / t

otal

of a

cade

mic

prod

ucts

.

Num

ber o

f res

earc

h an

d co

oper

atio

n ag

reem

ents

.Nu

mbe

r of j

oint

inve

stig

atio

ns o

r co-

auth

orsh

ip /

tota

l inve

stig

atio

ns.

Num

ber o

f res

earc

hes

that

use

par

ticip

ator

y m

etho

dolo

gies

(tha

t inc

lude

inte

rest

ed e

xter

nal a

ctor

s)

/ tot

al of

inve

stig

atio

ns.

Men

tion

the

Sust

ainab

le De

velo

pmen

t Goa

ls pr

iorit

ized

in th

e re

sear

ch a

ctivi

ties.

Num

ber o

f res

earc

h lin

es a

ssoc

iated

with

the

Sust

ainab

le De

velo

pmen

t Goa

ls / t

otal

lines

of

rese

arch

.Nu

mbe

r of r

esea

rche

rs w

orkin

g on

rese

arch

pro

jects

ass

ociat

ed w

ith th

e Su

stain

able

Deve

lopm

ent

Goa

ls / t

otal

num

ber o

f res

earc

hers

.To

tal n

umbe

r of p

ublic

atio

ns a

ssoc

iated

to th

e Su

stain

able

Deve

lopm

ent G

oals/

tota

l of p

ublic

atio

ns.

Anne

xes

Indi

cato

rs

35

Scop

eE1

B#

93E2

ID

94E3

A

D95

E4P

D96

E5A

D97

E6A

#98

E7I

D99

E8P

#10

0

E9I

D10

1

E10

A#

102

E11

B#

103

E12

B

#10

4

E13

I#

105

E14

P#

106

E15

AD

107

E16

A#

108

E17

A

D10

9E1

8A

#11

0E1

9A

#11

1E2

0P

#11

2

E21

B#

113

E22

A#

114

E23

B#

115

E24

ID

116

E25

I#

117

E26

I

#11

8E2

7B

D11

9

Utilit

y an

d co

ntrib

utio

n of

the

inte

rven

tios

Selec

tion

and

conn

ectio

n

Proj

ects

for s

usta

inab

ility

Com

mitm

ent A

gend

a 20

30

5.In

tegr

atio

n of

the

exte

nsio

n w

ith th

e Su

stain

able

Deve

lopm

ent G

oals

Inst

itutio

nal c

ollab

orat

ion

0. G

ener

al in

form

atio

n Co

mm

itmen

t to

Sust

ainab

ility

Exter

nal v

alida

tion

Chan

nels

of a

ttent

ion

Loca

l and

Glo

bal D

evelo

pmen

t Ag

enda

s Ac

adem

ic Co

mm

unity

2. A

rticu

latio

n w

ith R

eleva

nt

Acto

rs

4.Pu

blic/

priva

te c

oope

ratio

n

Empo

wer

men

t of c

omm

unitie

s

3. A

cces

s an

d pa

rticip

atio

n of

vul

nera

ble

com

mun

ities

and/

or m

inor

ities

4. E

XTEN

SIO

N O

R SO

CIAL

PR

OJE

CTIO

N

P5 y

P6

1.Re

spon

se to

the

need

s of

th

e be

nefic

iaries

or t

arge

t au

dien

ce.

.

Num

ber o

f ini

tiativ

es, p

rojec

ts a

nd /

or p

rogr

ams

by c

ateg

ory

per y

ear a

nd a

ntiq

uity

.Ex

isten

ce o

f pol

icies

, gui

delin

es, p

roce

dure

s or

sus

tain

abilit

y cr

iteria

or s

ocial

resp

onsib

ility

for

exte

nsio

n ac

tivitie

s - d

escr

ibe.

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia fo

r the

des

ign

and

evalu

atio

n of

the

exte

nsio

n pr

ojec

ts o

r so

cial p

rojec

tion

with

ext

erna

l inte

rest

ed a

ctor

s ( b

enef

iciar

ies, o

bjec

tive

publ

ic, e

xter

nal c

omm

unitie

s)

- Des

crib

e.Ex

isten

ce o

f mec

hani

sms

used

to d

issem

inat

e po

licies

, gui

delin

es, p

roce

dure

s or

crit

eria

of

sust

ainab

ility

or s

ocial

resp

onsib

ility

to re

sear

cher

s, a

dmin

istra

tive

staf

f and

inte

rest

ed g

roup

s -

desc

ribe.

Exist

ence

of v

alida

tion

mec

hani

sms

and

/ or a

ccep

tanc

e by

inte

rest

ed e

xter

nal s

take

hold

ers.

Num

bers

of i

nitia

tives

, pro

jects

and

/ or

pro

gram

s ca

rried

out

with

vali

datio

n an

d / o

r acc

epta

nce

by

inte

rest

ed e

xter

nal s

take

hold

ers

/ tot

al of

initia

tives

, pro

jects

and

/ or

pro

gram

s ca

rried

out

.Ex

isten

ce o

f mec

hani

sms

and

/or c

omm

unica

tion

chan

nels

to m

eet r

eque

sts

from

ben

efici

aries

or

targ

et a

udien

ce.

Num

ber o

f app

licat

ions

rece

ived

from

ben

efici

aries

or t

arge

t aud

ience

s / t

otal

num

ber o

f app

licat

ions

re

ceive

d.

Exist

ence

of m

echa

nism

s fo

r prio

ritizi

ng d

evelo

pmen

t age

ndas

.Nu

mbe

r of i

nitia

tives

, pro

jects

, pro

gram

s w

ith p

riorit

izatio

n of

dev

elopm

ent a

gend

as /

tota

l of

initia

tives

, pro

jects

and

/ or

pro

gram

s ca

rried

out

.Nu

mbe

r of i

nitia

tives

, pro

jects

and

pro

gram

s w

ith p

artic

ipat

ion

of s

tude

nts

/ tot

al of

initia

tives

, pr

ojec

ts a

nd/o

r pro

gram

s.Nu

mbe

r of i

nitia

tives

, pro

jects

and

/ or

pro

gram

s w

ith te

ache

r par

ticip

atio

n / t

otal

of in

itiativ

es,

proj

ects

and

/ or

pro

gram

s ca

rried

out

/ %

of t

he u

nive

rsity

bud

get a

lloca

ted

to th

ese

proj

ects

.

Num

ber o

f ini

tiativ

es, p

rojec

ts a

nd /

or p

rogr

ams

that

mee

t the

min

imum

crit

eria

requ

ired

in th

e ev

aluat

ion

/ tot

al of

initia

tives

, pro

jects

and

/ or

pro

gram

s ca

rried

out

.Nu

mbe

r of i

nitia

tives

, pro

jects

and

/or i

mpr

oved

pro

gram

s / t

otal

of in

itiativ

es, p

rojec

ts a

nd/o

r pr

ogra

ms

per y

ear.

Exist

ence

of m

echa

nism

s fo

r prio

ritiza

tion

and

selec

tion

of v

ulne

rabl

e co

mm

unitie

s an

d / o

r min

oritie

s to

car

ry o

ut in

itiativ

es, p

rogr

ams

and

/ or p

rojec

tsNu

mbe

r of i

nitia

tives

, pro

jects

and

/ or

pro

gram

s di

rect

ed to

vul

nera

ble

com

mun

ities

and

/ or

min

oritie

s / t

otal

of in

itiativ

es, p

rojec

ts a

nd /

or p

rogr

ams

carri

ed o

ut.

Exist

ence

of c

onsu

ltatio

n m

echa

nism

s w

ith th

e be

nefic

iary

com

mun

ities

for t

he re

aliza

tion

of th

e in

itiativ

es, p

rogr

ams

and

/ or p

rojec

ts.

Num

ber o

f ini

tiativ

es, p

rojec

ts a

nd/o

r pro

gram

s ve

rified

and

vali

date

d by

ben

efici

aries

or t

arge

t au

dien

ce /

tota

l of t

otal

initia

tives

, pro

jects

and

/or p

rogr

ams.

Num

ber o

f ini

tiativ

es, p

rojec

ts a

nd /

or p

rogr

ams

verif

ied a

nd v

alida

ted

by e

xter

nal s

take

hold

ers

/ to

tal o

f ini

tiativ

es, p

rojec

ts a

nd /

or p

rogr

ams.

Num

ber o

f ini

tiativ

es, p

rojec

ts a

nd /

or p

rogr

ams

who

se le

ader

ship

was

ass

umed

by

the

com

mun

ity

/ tot

al of

initia

tives

, pro

jects

and

/ or

pro

gram

s.

Num

ber o

f allia

nces

, agr

eem

ents

or a

rrang

emen

ts w

ith in

stitu

tions

/ ac

tions

car

ried

out.

Num

ber o

f ini

tiativ

es, p

rojec

ts a

nd /

or p

rogr

ams

carri

ed o

ut in

par

tner

ship

/ to

tal o

f ini

tiativ

es,

proj

ects

and

/ or

pro

gram

s ca

rried

out

.Nu

mbe

r of i

nitia

tives

, pro

jects

and

/ or

pro

gram

s to

pro

mot

e So

cial R

espo

nsib

ility

and

/ or

Sust

ainab

ility

/ tot

al in

itiativ

es, p

rojec

ts a

nd /

or p

rogr

ams

carri

ed o

ut.

Exist

ence

of m

echa

nism

s fo

r prio

ritizi

ng th

e Su

stain

able

Deve

lopm

ent G

oals

in e

xten

sion

activ

ities

or s

ocial

pro

jectio

n.Nu

mbe

r of i

nitia

tives

, pro

gram

s an

d / o

r ext

ensio

n pr

ojec

ts b

y Su

stain

able

Deve

lopm

ent G

oals

/ to

tal e

xten

sion

proj

ects

.Nu

mbe

r of s

tude

nts,

teac

hers

and

/ or

adm

inist

rativ

e st

aff w

orkin

g on

initia

tives

, pro

gram

s an

d / o

r ex

tens

ion

proj

ects

ass

ociat

ed w

ith th

e Su

stain

able

Deve

lopm

ent G

oals

/ tot

al ex

tens

ion

proj

ects

.M

enct

ion

the

Sust

ainab

le De

velo

pmen

t Goa

ls pr

iorit

ized

in th

e ex

tens

ion

activ

ities

or s

ocial

pro

jectio

n.

Anne

xes

Indi

cato

rs

36

AE1

ID

120

302-

5EN

2A

MA6

6.5.

4AE

2I

#12

130

2-1

EN2A

MA6

6.5.

4AE

3I

D12

230

3-3

EN2B

MA6

6.5.

4.AE

4I

#12

330

3-1

EN2B

MA6

6.5.

4.AE

5A

D12

430

4-1

EN2G

MA6

6.5.

6.

AE6

AD

125

304-

3EN

2GM

A66.

5.6.

Emiss

ions

AE7

ID

126

305-

1, 3

05-2

y 3

05-

3EN

2A y

EN2

DM

A66.

5.3.

y

6.5.

5.

Efflu

ents

and

resid

ues

AE8

AD

127

306-

1, 3

06-2

y 3

06-

3EN

2C y

EN2

FM

A66.

5.3.

Prev

entio

n

AE9

AD

128

102-

15EN

1A y

EN1

BM

A3AE

10A

D12

9EN

3AM

A6 y

MA7

AE11

P#

130

EN3A

MA6

y M

A7Fu

llfillm

ent

AE12

P#

131

307-

1AE

13A

D13

2AE

14I

#13

330

8-1

AE15

I

D13

4AE

16A

#13

5

AL1

B#

136

102-

8HU

2D6.

4.3.

y

6.4.

4.

AL2

B#

137

401-

1

AL3

ID

138

HU2A

, HU

2B,

HU2C

y H

U2D

6.4.

4.

AL4

AD

139

HU3A

6.3.

10.

AL5

A#

140

HU3A

6.3.

10.

AL6

A#

141

HU3A

6.3.

10.

Healt

h an

d sa

fety

AL7

ID

142

403-

1, 4

03-2

y 4

03-

3HU

1A, H

U1B

y HU

1CER

L11

6.4.

6.

Parti

cipat

ion

AL8

AD

143

402-

1ER

L13

6.4.

5.AL

9A

D14

440

5-1

LA4A

ERL5

6.3.

10.

AL10

ID

145

405-

1AL

11I

D14

640

4-2

6.4.

7.AL

12B

#14

740

4-1

PG4

6.4.

7.AL

13A

%14

840

4-3

6.4.

7.

Fulfil

men

tAH

1I

D14

9HU

5A y

HU6

ADH

1, D

H4 y

PG

26.

3.3.

Trac

ing

AH2

AD

150

412-

1HU

4CDH

66.

3.6.

AH3

AD

151

412-

2HU

1A, H

U1B

y HU

1C

AH4

ID

152

Exter

nal a

udit

AH5

AD

153

AH6

I

D15

441

2-3

AH7

A

#15

5

Pena

lities

AH8

ID

156

6.3.

3.

Free

dom

of a

ssos

iatio

nAH

9I

D15

740

7-1

LA1A

y L

A1B

ERL1

, ERL

2,

ERL6

, ERL

7,

ERL1

4 y

ERL1

56.

3.10

.

Child

and f

orced

labor

AH10

ID

158

408-

1 y

409-

1LA

2A y

LA3

AER

L3 y

ERL

46.

3.10

.

No d

iscrim

inat

ion

AH11

ID

159

406-

1LA

4AER

L56.

3.7.

Disp

lacem

ent

AH12

ID

160

HU4A

AH13

ID

161

6.3.

10.

AH14

A#

162

AH15

A#

163

Well

ness

AH16

ID

164

6.4.

4.

AA1

ID

165

205-

2AC

1A, A

C1B,

AC

1C, A

C1D

y AC

1ELC

1y L

C26.

6.3.

AA2

AD

166

205-

2AC

1CLC

6

AA3

AD

167

205-

1LC

36.

6.3.

AA4

PD

168

AC2A

AA5

AD

169

AA6

P#

170

AA7

A#

171

AA8

P#

172

AA9

ID

173

AA10

A#

174

AA11

ID

175

206-

1LC

2, C

1, C

2 y

C36.

6.5.

AA12

A#

176

206-

16.

6.5.

Acad

emic

Offe

rAP

1I

D17

741

7-1

HU5A

IC7

6.7.

3.

AP2

ID

178

417-

2 y

417-

3HU

5A

IC2,

IC4

y IC

76.

7.3.

AP3

ID

179

Priva

cyAP

4I

D18

041

8-1

HU3B

IC6

6.7.

7.Co

mpl

aints

and

Clai

ms

AP5

I

D18

16.

7.6.

Supp

ly

Train

ing

Train

ing

Acce

ssib

ility

5. P

rom

otio

n an

d Co

mm

unica

tion

4. A

ntico

rrupt

ion

Fair

Com

petit

ion

Prov

ision

s

Claim

sys

tem

Mec

hani

sms

Prom

otio

n an

d M

arke

ting

Inclu

sion

Fulfil

men

t

Relat

ions

Empl

oym

ent

1. E

nviro

nmen

tal Im

pact

2. L

abor

Asp

ects

3. R

egar

ding

Hum

an

Rgih

ts

Trans

port

P7 P7 P7P7P7

5.

OPE

RATI

ON

MAN

AGEM

ENT

Inve

stm

ent

Supp

ly

Ener

gy

Wat

er

Biod

ivers

ity

Exist

ence

of m

echa

nism

s fo

r the

impr

ovem

ent o

f the

use

ene

rgy

- des

crib

e.To

tal n

umbe

r of m

easu

rem

ent u

nits

of e

nerg

y co

nsum

ptio

n pe

r sou

rce.

Exist

ence

of m

echa

nism

s fo

r wat

er m

anag

emen

t and

redu

ctio

n - d

escr

ibe.

Tota

l num

ber o

f uni

ts o

f mea

sure

men

t of w

ater

con

sum

ptio

n pe

r sou

rce.

Exist

ence

of b

uild

ings

, hea

dqua

rters

or o

pera

tions

in p

rote

cted

or n

earb

y ar

eas

that

affe

ct

biod

ivers

ity.

Exist

ence

of m

itigat

ion

or re

stor

atio

n m

echa

nism

s in

the

area

of b

iodi

vers

ity.

Exist

ence

of m

echa

nism

s to

mea

sure

and

man

age

signi

fican

t em

issio

ns (g

reen

hous

e ga

ses

(GHG

), s

ubst

ance

s th

at d

estro

y th

e oz

one

layer

and

oth

ers)

- de

scrib

e.Ex

isten

ce o

f mec

hani

sms

for m

easu

ring

and

man

agin

g w

aste

and

dum

ping

- de

scrib

e.Ex

isten

ce o

f risk

iden

tifica

tion

and

prev

entio

n m

echa

nism

s an

d co

ntro

l of a

ccid

ents

relat

ed to

the

oper

atio

n.Ex

isten

ce o

f pol

icies

, gui

delin

es o

r inv

estm

ent c

riter

ia an

d de

velo

pmen

t of t

echn

olog

ies to

redu

ce

the

envir

onm

enta

l impa

ct o

f the

ope

ratio

n.Nu

mbe

r of i

nves

tmen

t pro

jects

and

/ or

tech

nolo

gy d

evelo

pmen

t to

redu

ce th

e en

viron

men

tal

impa

ct o

f the

ope

ratio

n.Nu

mbe

r of s

anct

ions

, fin

es a

nd /

or re

prim

ands

for n

on-fu

lfillm

ent w

ith e

nviro

nmen

tal le

gisla

tion.

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia fo

r the

sele

ctio

n an

d hi

ring

of s

uppl

iers

that

gua

rant

ee

the

care

for t

he e

nviro

nmen

t.Nu

mbe

r of s

uppl

iers

selec

ted

and

cont

ract

ed u

nder

thes

e cr

iteria

/ to

tal s

uppl

iers.

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia fo

r mitig

atin

g th

e en

viron

men

tal im

pact

der

ived

from

tra

nspo

rt ac

tivitie

s as

socia

ted

with

the

acad

emic

com

mun

ity.

Num

ber o

f ini

tiativ

es, p

rogr

ams

and

/ or p

rojec

ts a

ssoc

iated

with

the

mitig

atio

n of

env

ironm

enta

l im

pact

der

ived

from

tran

spor

t act

ivitie

s.

Tota

l num

ber o

f em

ploy

ees

brok

en d

own

by g

ende

r, se

nior

ity a

nd ty

pe o

f con

tract

and

sala

ry

info

rmat

ion.

Tota

l num

ber o

f new

em

ploy

ees

per c

ontra

ct ty

pe.

Exist

ence

of m

echa

nism

s to

ens

ure

fulfil

lmen

t with

the

legall

y re

quire

d w

ork

cond

itions

.Ex

isten

ce o

f pre

vent

ion

mec

hani

sms

that

avo

id s

ituat

ions

of h

aras

smen

t in

the

wor

kplac

e at

phy

sical,

ve

rbal,

sex

ual,

psyc

holo

gica

l leve

l and

/ or

thre

ats.

Num

ber o

f har

assm

ent s

ituat

ions

pre

sent

ed in

the

year

.Nu

mbe

r of h

aras

smen

t situ

atio

ns s

olve

d / t

otal

of h

aras

smen

t situ

atio

ns p

rese

nted

dur

ing

the

year

.Ex

isten

ce o

f a m

echa

nism

to g

uara

ntee

the

healt

h an

d sa

fety

of w

orke

rs (o

ccup

atio

nal h

ealth

and

in

dust

rial s

afet

y pr

ogra

ms,

elem

ents

of p

rote

ctio

n, p

rofe

ssio

nal r

isks,

join

t com

mitt

ee, e

tc.)

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia to

info

rm a

nd in

volve

sta

ff on

cha

nges

that

sig

nific

antly

af

fect

them

.Ex

isten

ce o

f pol

icies

, gui

delin

es o

r crit

eria

to g

uara

ntee

dive

rsity

and

equ

al op

portu

nitie

s fo

r wor

kers

.Ex

isten

ce o

f mec

hani

sms

to g

ener

ate

empl

oym

ent a

nd la

bor i

nclu

sion

of m

inor

ities.

Exist

ence

of m

echa

nism

s of

pro

mot

ion,

train

ing

and

quali

ficat

ion

of w

orke

rs.

Num

ber o

f hou

rs o

f tra

inin

g pe

r wor

ker p

er c

ateg

ory

or ra

nk a

nd g

ende

r.Pe

rcen

tage

of e

mpl

oyee

s w

ho re

ceive

per

iodi

c pe

rform

ance

eva

luat

ions

and

pro

fess

iona

l de

velo

pmen

t.

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia re

gard

ing

hum

an ri

ghts

by

the

inst

itutio

n an

d its

re

pres

enta

tives

.Ex

isten

ce o

f mon

itorin

g, e

valu

atio

n an

d co

ntro

l mec

hani

sms

that

ens

ure

the

prot

ectio

n of

the

hum

an ri

ghts

of w

orke

rs a

nd re

lated

com

mun

ities.

Exist

ence

of t

rain

ing

mec

hani

sms

for e

mpl

oyee

s on

asp

ects

relat

ed to

hum

an ri

ghts

, rele

vant

to th

eir a

ctivi

ties.

Ex

isten

ce o

f tra

inin

g m

echa

nism

s fo

r sec

urity

per

sonn

el in

asp

ects

of h

uman

righ

ts re

levan

t to

their

ac

tivitie

s.Ex

isten

ce o

f ind

epen

dent

third

-par

ty v

erific

atio

n m

echa

nism

s to

ens

ure

resp

ect f

or h

uman

righ

ts b

y th

e in

stitu

tion.

Exist

ence

of v

erific

atio

n m

echa

nism

s by

inde

pend

ent t

hird

par

ties

to g

uara

ntee

the

resp

ect o

f hum

an ri

ghts

by

the

inst

itutio

nNu

mbe

r of s

uppl

iers

selec

ted

and

hire

d un

der t

hese

crit

eria/

tota

l of s

uppl

iers.

Exist

ence

of m

echa

nism

s fo

r tak

ing

inte

rnal

disc

iplin

ary

mea

sure

s in

the

face

of h

uman

righ

ts v

iolat

ions

.Ex

isten

ce o

f pol

icies

, gui

delin

es o

r crit

eria

to e

nsur

e th

at th

e rig

ht to

free

dom

of a

ssoc

iatio

n is

exer

cised

by

empl

oyee

sEx

isten

ce o

f pol

icies

, gui

delin

es o

r crit

eria

that

pre

vent

chi

ld la

bor o

r for

ced

labor

.Ex

isten

ce o

f pol

icies

, gui

delin

es o

r crit

eria

to a

void

the

disc

rimin

atio

n in

any

of i

ts fo

rms

(gen

der,

race

, re

ligio

n, e

tc).

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia to

avo

id d

isplac

emen

t or c

ompl

icity

in d

isplac

ing

pers

onne

l fr

om th

eir o

wn

lands

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia to

pro

mot

e th

e in

clusio

n an

d ac

cess

ibilit

y to

the

of p

ublic

in c

ondi

tion

of p

hysic

al di

sabi

lity to

the

train

ing

proc

esse

s (tr

actio

n, h

earin

g, v

isual,

etc

).Nu

mbe

r of p

eopl

e in

disa

bility

sta

tus

in th

e in

stitu

tion

- disc

rimin

ated

by

mot

or, v

isual,

aud

itory

and

cog

nitiv

e.Nu

mbe

r of i

ncid

ents

, com

plain

ts, d

eman

ds o

r req

uire

men

ts d

ue to

phy

sical

acce

ssib

ility

barri

ers

pres

ent i

n th

e in

stitu

tion

(ram

ps, e

levat

ors,

bat

hroo

ms,

mat

erial

, tra

inin

g of

sta

ff).

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia th

at p

rom

ote

the

offe

r of h

ealth

y, b

alanc

ed a

nd /

oror

gani

c fo

od in

the

inst

itutio

n

Exist

ence

of p

olici

es, g

uide

lines

or c

riter

ia to

avo

id b

riber

y an

d co

rrupt

ion

in a

ny o

f its

form

s.Ex

isten

ce o

f aw

aren

ess

and

train

ing

mec

hani

sms

for t

each

ers,

adm

inist

rativ

e st

aff a

nd s

tude

nts

of

the

inst

itutio

n in

ant

i-cor

rupt

ion

proc

edur

es (in

cludi

ng c

opyin

g, fr

aud,

plag

iarism

) ope

ratin

g gu

ideli

nes

and

sanc

tions

.Ex

isten

ce o

f mon

itorin

g m

echa

nism

s to

pre

vent

brib

ery,

ext

ortio

n, e

mbe

zzlem

ent,

favo

ritism

(nep

otism

, clie

nteli

sm) a

nd fr

aud

amon

g ot

hers

.Ex

isten

ce o

f mec

hani

sms

to s

elect

inve

stm

ents

, allia

nces

and

ass

ociat

ions

bas

ed o

n an

ti-co

rrupt

ion

polic

ies.

Exist

ence

of a

n in

depe

nden

t and

relia

ble

syst

em th

at p

rom

otes

the

repo

rting

of a

nom

alous

situ

atio

ns

and

com

plain

ts.

Num

ber o

f com

plain

ts re

lated

to c

onflic

ts o

f int

eres

t, pl

agiar

ism, a

nd c

opy

for t

he te

achi

ng,

adm

inist

rativ

e st

aff a

nd s

tude

nts

/ tot

al of

reso

lved

situa

tions

.Num

ber o

f com

plain

ts re

lated

to

conf

licts

of i

nter

est,

plag

iarism

, and

cop

y fo

r the

teac

hing

, adm

inist

rativ

e st

aff a

nd s

tude

nts

/ tot

al of

reso

lved

situa

tions

.Nu

mbe

r of i

ncid

ents

, com

plain

ts, d

eman

ds o

r req

uest

s of

the

just

ice s

yste

m re

gard

ing

corru

ptio

n p

ract

ices

per y

ear.

Num

ber o

f cor

rect

ive a

ctio

ns /

tota

l com

plain

ts.

Exist

ence

of m

echa

nism

s fo

r sele

ctin

g an

d hi

ring

supp

liers

, dist

ribut

ors

or c

ontra

ctor

s ba

sed

on

anti-

corru

ptio

n po

licies

Num

ber o

f sup

plier

s se

lecte

d an

d hi

red

unde

r the

se c

riter

ia / t

otal

prov

ider

s.Ex

isten

ce o

f pol

icies

, gui

delin

es o

r crit

eria

to a

void

mon

opol

istic

and

unfa

ir pr

actic

es w

ith c

ompe

titio

n (c

arte

ls, d

umpi

ng, e

tc.)

Num

ber o

f inc

iden

ts, c

ompl

aints

, dem

ands

or r

equi

rem

ents

of j

ustic

e ab

out c

orru

pt p

ract

ices

durin

g th

e ye

ar.

Exist

ence

of m

echa

nism

s fo

r the

man

agem

ent a

nd d

issem

inat

ion

of c

ompl

ete,

acc

urat

e an

d u

nder

stan

dabl

e in

form

atio

n re

gard

ing

the

prog

ram

s an

d / o

r ser

vices

offe

red

- des

crib

eEx

isten

ce o

f mec

hani

sms

to e

nsur

e th

e ve

racit

y, tr

ansp

aren

cy o

f mar

ketin

g ac

tivitie

s, a

dver

tisin

g an

d co

mm

unica

tions

- de

scrib

e.Ex

isten

ce o

f mec

hani

sms

to e

nsur

e th

e tra

nsm

issio

n of

con

stru

ctive

valu

es fo

r soc

iety

in

com

mun

icatio

ns a

nd m

arke

ting

actio

ns w

ithou

t pro

mot

ing

disc

rimin

atio

n an

d st

ereo

type

s - d

escr

ibe

Exist

ence

of m

echa

nism

s to

gua

rant

ee re

spec

t for

the

priva

cy o

f con

fiden

tial in

form

atio

n of

stu

dent

s,

teac

hers

, adm

inist

rativ

e st

aff,

clien

ts a

nd /

or u

sers

- de

scrib

eEx

isten

ce o

f mec

hani

sms

to e

nsur

e th

e id

entif

icatio

n of

pet

itions

, com

plain

ts, c

laim

s an

d / o

r co

ngra

tulat

ions

by

stud

ents

, clie

nts

and

/ or u

sers

- de

scrib

e.

Principles PRME 8

7

Translation based on http://www.unprme.org/about-prme/the-six-principles.php8

We will develop the abilities of students to be future generators of sustainable value for business and society in general and to work for an inclusive society and sustainable global economy.

Prin

cipl

e 1

| Pur

pose

:

We will create educational frameworks, materials, processes and environments that allow effective learning experiences for responsible leadership.

Prin

cipl

e 3

| Met

hod:

We will interact with the managers of corporate corporations to expand our knowledge of their challenges in fulfilling social and environmental responsibilities and to jointly explore effective ways to address these challenges.

Prin

cipl

e 5

| Col

labo

ratio

n:

We will incorporate the values of global, social and environmental responsibility into our organizational practices. (UNOFFICIAL PRINCIPLE)

Prin

cipl

e 7

| Org

aniz

atio

nal

Prac

tices

:

We will incorporate into our academic activities and study programs the values of social responsibility worldwide as described in international initiatives such as the United

Nations Global Compact.

Principle 2 | Values:

We will commit ourselves to a conceptual and empirical research that increases our knowledge about the role, dynamics and impact of corporations in the creation of

sustainable social, environmental and economic value.

Principle 4 | Research:

We will facilitate and support dialogue and debate among educators, students, businesses, government, consumers, the media, civil society organizations and other interested groups and stakeholders on critical issues related to global

social responsibility and sustainability.

Principle 6 | Dialogue:

37

Sustainable Development Goals

Goal: End poverty in all its forms throughout the world.

Goal: End hunger, achieve food security and improve nutrition and promote sustainable agriculture.

Goal: Ensure a healthy life and promote well-being for all at all ages.

Goal: Ensure inclusive, equitable and quality education and promote lifelong learning opportunities for all.

Goal: Achieve gender equality and empower all women and girls.

Goal: Guarantee the availability of water and its sustainable management and sanitation for all.

Goal: Guarantee access to affordable, safe, sustainable and modern energy for all.

Goal: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

Goal: Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation.

Goal: Reduce inequality in and between countries.

Goal: Make cities and human settlements inclusive, safe, resilient and sustainable.

Goal: Ensure sustainable consumption and production patterns.

Goal: Adopt urgent measures to combat climate change and its effects.

Goal: Conserve and sustainably use oceans, seas and marine resources for sustainable development.

Goal: Sustainably manage forests, combat desertification, stop and reverse land degradation and stop the loss of biodiversity.

Goal: Promote just, peaceful and inclusive societies.

Goal: Revitalize the Global Partnership for Sustainable Development.

6

https://www.un.org/sustainabledevelopment/es9

9

1

2

3

4

5

6

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UNIVERSITY SOCIAL RESPONSABILITY

UNIVERSITY SOCIAL RESPONSIBILITY INDICATORS SYSTEM …€¦ · ISAE – FGV, Brazil President 2017...

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Transcript of UNIVERSITY SOCIAL RESPONSIBILITY INDICATORS SYSTEM …€¦ · ISAE – FGV, Brazil President 2017...