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Life cycle thinking in graduate education: an experience from Brazil

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  • Additional Information
    • Contributors:
      de Souza Xavier, Leydervan; Peixoto, José Antonio Assunção; de Souza, Cristina Gomes; Pontes, Andre Teixeira; Futuro, Débora Omena
    • Publication Information:
      Springer-Verlag, 2014.
    • Publication Date:
      2014
    • Abstract:
      PURPOSE: This study presents an educational experience, of a Brazilian center of technological education, focused on the involvement of undergraduate and graduate students, according to directions of UNEP/SETAC Life Cycle Initiative. It describes an institutional collaborative work, aligned with the Life Cycle Initiative, and evaluates the main actions implemented through a set of indicators, which show the organizational dynamics and changes in the professional profiles of students, between 2006 and 2012. METHODS: The description of the institutional collaborative work was based on direct observations conducted by the authors, who participated in the experience, and on a documentary research involving data from academic system. This effort led to representations of (a) key interactions among actors of organizations and (b) a set of 11 indicators of changes for individuals and organizations. Interviews with students and representatives of organizations also contributed to generate the structure of the network and to fulfill the set of indicators. RESULTS AND DISCUSSION: Among the research findings, two were considered more relevant from the direct observation: (a) the structuring of an effective laboratory supported by public funds to conduct the educational experience and (b) the introduction of life cycle thinking (LCT), life cycle management (LCM), and the methodology of life cycle assessment (LCA) as optional areas of study for students. The offer of regular classes, supported by software, and the organization of small-scale research projects made the work feasible, altogether, improving the interest and cooperation of different graduate and undergraduate student groups. This outcome increased the interactions with other public and private organizations; much additional research was accomplished. CONCLUSIONS: The experience contributed to materialize the LCT, LCM, and LCA themes and persuades the actors to reflect on new reflections concerning the necessity of changes in their professional profiles. This suggests a potential to produce organizational improvements and innovations. However, some challenges must be faced in Brazil: organization of the national inventory, improvement of academic knowledge and more engagement of scholars, as well as the lack of guidance and assistance to consolidate local and national collaborative work.
    • ISSN:
      0948-3349
    • Accession Number:
      10.1007/s11367-014-0749-7
    • Accession Number:
      edsagr.US201400166061
  • Citations
    • ABNT:
      Life cycle thinking in graduate education: an experience from Brazil. international journal of life cycle assessment, [s. l.], v. 19, n. 7, p. 1433–1444, 2014. DOI 10.1007/s11367-014-0749-7. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsagr&AN=edsagr.US201400166061&custid=s8280428. Acesso em: 8 jul. 2020.
    • AMA:
      Life cycle thinking in graduate education: an experience from Brazil. international journal of life cycle assessment. 2014;19(7):1433-1444. doi:10.1007/s11367-014-0749-7.
    • AMA11:
      Life cycle thinking in graduate education: an experience from Brazil. international journal of life cycle assessment. 2014;19(7):1433-1444. doi:10.1007/s11367-014-0749-7
    • APA:
      Life cycle thinking in graduate education: an experience from Brazil. (2014). International Journal of Life Cycle Assessment, 19(7), 1433–1444. https://doi.org/10.1007/s11367-014-0749-7
    • Chicago/Turabian: Author-Date:
      “Life Cycle Thinking in Graduate Education: An Experience from Brazil.” 2014. International Journal of Life Cycle Assessment 19 (7): 1433–44. doi:10.1007/s11367-014-0749-7.
    • Harvard:
      ‘Life cycle thinking in graduate education: an experience from Brazil’ (2014) international journal of life cycle assessment, 19(7), pp. 1433–1444. doi: 10.1007/s11367-014-0749-7.
    • Harvard: Australian:
      ‘Life cycle thinking in graduate education: an experience from Brazil’ 2014, international journal of life cycle assessment, vol. 19, no. 7, pp. 1433–1444, viewed 8 July 2020, .
    • MLA:
      “Life Cycle Thinking in Graduate Education: An Experience from Brazil.” International Journal of Life Cycle Assessment, vol. 19, no. 7, July 2014, pp. 1433–1444. EBSCOhost, doi:10.1007/s11367-014-0749-7.
    • Chicago/Turabian: Humanities:
      “Life Cycle Thinking in Graduate Education: An Experience from Brazil.” International Journal of Life Cycle Assessment 19, no. 7 (July 1, 2014): 1433–44. doi:10.1007/s11367-014-0749-7.
    • Vancouver/ICMJE:
      Life cycle thinking in graduate education: an experience from Brazil. international journal of life cycle assessment [Internet]. 2014 Jul 1 [cited 2020 Jul 8];19(7):1433–44. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsagr&AN=edsagr.US201400166061&custid=s8280428