university social responsibility indicators system …€¦ · isae – fgv, brazil president 2017...
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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
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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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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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USE OF THE INDICATOR SYSTEMStep by Step
2LEVEL
SET THE LEVEL
COLLECTINFORMATION
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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.
USE OF THE INDICATOR SYSTEMStep by Step
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.
USE OF THE INDICATOR SYSTEMStep by Step
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.
USE OF THE INDICATOR SYSTEMStep by Step
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.
USE OF THE INDICATOR SYSTEMStep by Step
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.
USE OF THE INDICATOR SYSTEMStep by Step
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.
Percentage of fulfillment with the goals established for the different actions, events or campaigns per year.
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
USE OF THE INDICATOR SYSTEMStep by Step
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 suppliers selected and hired under these criteria / total providers.
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 suppliers selected and hired under these criteria / total providers.
Number of incidents, complaints, demands or requests of justice on monopolistic practices per year.
USE OF THE INDICATOR SYSTEMStep by Step
USE OF THE INDICATOR SYSTEMStep by Step
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
USE OF THE INDICATOR SYSTEMStep by Step
USE OF THE INDICATOR SYSTEMStep by Step
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
USE OF THE INDICATOR SYSTEMStep by Step
USE OF THE INDICATOR SYSTEMStep by Step
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
PRM
EG
RI
STAN
DARD
GLOB
AL
COM
PACT
OCD
EIS
O
2600
0L1
I1 2 3
102-
18PG
66.
2.1.
L2I
L3I
L4I
4
Conf
lict o
f int
eres
tL5
A5
102-
254.
4.G
ende
r Equ
ityL6
I6
102-
24
L7I
7PG
16.
2.2.
L8I
8
L9A
910
2-13
L10
I10
IC5
L11
A11
102-
40 y
102
-42
PG14
3.3.
3, 5
.3.2
y
5.3.
3L1
2A
12 1310
2-21
PG14
3.3.
2.L1
3I
L14
A14
6.7.
5.
L15
I15
102-
143.
3.4.
L16
A16
3.3.
4.
L17
P17 20
102-
15
PG10
, PG
11,
PG12
, DH5
y
MA3
4.2
y 6.
3.3
L18
P
18L1
9I
19L2
0I
L21
A
21
L22
I
22L2
3B
2310
2-50
DI 3
y D
I44.
2.L2
4B
24L2
5I
2510
2-56
L26
A26
L27
B27
L28
P28
L29
P29
Deve
lopm
ent
L30
P30
L31
P31
L32
P32
L33
P33
L34
P34
Exte
nsio
nL3
5P
35
4. R
epor
t and
acc
ount
abilit
y
Actio
ns
Teac
hing
Rese
arch
Team
Mon
itorin
g
Repo
rt
Verifi
catio
n and
com
mun
icatio
n
LEVE
LEQ
UIV
ALEN
CE
SUB
ASPE
CTS
CODE
3. O
pera
tiona
l con
trol
1. In
stitu
tiona
l gov
ernm
ent
INDI
CATO
RNu
mbe
r
Gen
eral
fram
ewor
k
Stak
ehol
ders
Sust
ainab
ility
inte
grat
ion
Purp
ose
AREA
GEN
ERAL
AS
PECT
5. Im
prov
emen
t and
in
nova
tion
6. Im
pact
1. L
EADE
RSHI
P AN
D IN
STIT
UTIO
NAL
STRA
TEG
Y
P1 y
P2
2. In
stitu
tiona
l stra
tegy
Exist
ence
of g
over
ning
and
con
trol b
odies
that
ope
rate
toda
y - d
escr
ibe.
Exist
ence
of a
n ex
pres
s de
clara
tion
of th
e pr
incip
les a
nd v
alues
that
gov
ern
the
inst
itutio
n -
desc
ribe.
Exist
ence
of a
n ex
tern
al ad
visor
y bo
dy /
com
mitt
ee /
grou
p w
ith re
pres
enta
tion
of th
e st
akeh
olde
rs -
desc
ribe.
Exist
ence
of d
isclo
sure
mec
hani
sms
of th
e pr
incip
les a
nd v
alues
am
ong
its s
taff
and
othe
r re
lated
inst
itutio
ns -
desc
ribe.
Exist
ence
of m
echa
nism
s fo
r the
pre
vent
ion
and
reso
lutio
n of
inte
rest
con
flict -
des
crib
e.Ex
isten
ce o
f mec
hani
sms
to p
rom
ote
gend
er e
quity
.
Exist
ence
of a
n ex
plici
t com
mitm
ent t
o su
stain
abilit
y an
d / o
r soc
ial re
spon
sibilit
y in
the
inst
itutio
nal m
issio
n an
d / o
r visi
on o
r ano
ther
form
al do
cum
ent -
des
crib
e.Ex
isten
ce o
f an
expl
icit c
omm
itmen
t to
the
Sust
ainab
le De
velo
pmen
t Goa
ls (S
DG) -
men
tion
SDO
s an
d pr
iorit
ized
goals
.Li
nk to
loca
l or g
loba
l initia
tives
or p
rogr
ams
that
pro
mot
e su
stain
abilit
y an
d so
cial
resp
onsib
ility
- des
crib
e.Li
nkin
g a
n ex
plici
t com
mitm
ent w
ith s
ome
mov
emen
t tha
t pro
mot
es re
spon
sible
purc
hasin
g (fa
ir tra
de, e
tc.)
Exist
ence
of m
echa
nism
s, p
olici
es a
nd/o
r ini
tiativ
es fo
r the
iden
tifica
tion
and
prio
ritiza
tion
of
grou
ps in
tere
st -
desc
ribe.
Parti
cipat
ion
of a
n ex
tern
al ad
visor
y bo
dy /
com
mitt
ee /
grou
p w
ith re
pres
enta
tion
of th
e st
akeh
olde
rs in
the
deve
lopm
ent o
f the
stra
tegy
- de
scrib
e.Ex
isten
ce o
f soc
ial a
nd e
nviro
nmen
tal g
oals
in th
e in
stitu
tiona
l stra
tegi
c ob
jectiv
es -
desc
ribe.
Exist
ence
of m
echa
nism
s us
ed to
diss
emin
ate
the
com
mitm
ent o
f the
inst
itutio
nal s
trate
gy to
su
stain
abilit
y or
soc
ial re
spon
sibilit
y (o
bjec
tives
, goa
ls, in
dica
tors
) am
ong
teac
hers
, res
earc
hers
, ad
min
istra
tive
pers
onne
l and
inte
rest
ed g
roup
s - d
escr
ibe.
Exist
ence
of a
n ar
ea o
r per
son
resp
onsib
le fo
r ens
urin
g co
mpl
iance
with
com
mitm
ents
to
sust
ainab
ility
and
/ or s
ocial
resp
onsib
ility.
Num
ber o
f peo
ple
that
mak
e up
the
sust
ainab
ility
and
socia
l res
pons
ibilit
y te
am a
nd
hier
arch
ical le
vel o
f the
team
lead
er.
Exist
ence
of m
echa
nism
s an
d/or
initia
tives
of e
valu
atio
n of
risk
s an
d im
pact
s (e
cono
mic,
soc
ial
and
envir
onm
enta
l) - d
escr
ibe.
Exist
ence
of m
echa
nism
s to
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
7
8
9
10
11
12
13
14
15
16
17
38