The document outlines lessons learned over five years regarding sustainability decision-making at Galileo University in Guatemala, highlighting five gaps affecting effective action: disconnect between research and teaching, lack of multidisciplinary approaches, coordination deficits, insufficient partnerships, and time misalignment in addressing sustainability issues. It emphasizes the need for reform in educational curricula and increased collaboration between academia, government, and the private sector to tackle these sustainability challenges effectively. Recommendations include prioritizing identified gaps, fostering links between renewable energy and climate change, and supporting research activities to enhance decision-making and resilience against environmental vulnerabilities.

1. Toward an Alliance Network for Action
Lessons learned for decision-
makers during a five-year
research period on
sustainability problems at the
Galileo University in
Guatemala

2. MAIN POINTS: The focus is decisión-making:…¿How
present Sustainable Development general situation might
change starting with what is happening at the universities?
 1. Methodological background of implemented research.
 2. The 5 detected gaps in decision-making:
 (1) The divorce/disconnect between research and
teaching;
 (2) The lack of balance between specialized fields and
multidisciplinary perspectives;
 (3) The absence of internal (within the university) and
external (larger society) alignment in addressing
sustainability problems;
 (4) Deficits in coordination within and between public,
private, NGOs and academic organizations;
 5) And finally, the lack of time linkages (short, medium
and long-term) which will postpones decisions till the
end of the century or later and ultimately, paralyze

3. Description of studies done on which
breaches are identificed
 The quantitative studies targeted four specific
populations, through a survey adjusted to each
group and to each sample on two diferent
subjects: Renewable Energy and Climate
Change. Those subjects and groups were the
following:
 Renewable Energy:
 Questionnaires were administered to ER
managers (51), Environment professors (20) at
the universities, and authorities in charge of
implementing specific ER projects at the

4. Determinación de las muestras…(Ver
todos los resultados en
www.galileo.edu)
 Climate Change:
 Three (3) samples were designed for
managers (71) in agricultural (32) and
industrial-service (39) corporations, professors
(64) and an inclusive category that we label as
“Decision-Makers”, where NGOs (31) and
Govenment-universities officers (40) were
selected. A total of 206 questionnaires were
completed.

5. Findings: Breaches….
 1st. breach: A divorce between research and
teaching are observed.
 There is a lack of resources applied to research.
 Labs are absent.
 There is an absence of specialized personnel that
could generate and apply knowledge.

 To a great extent most universities rely in “Taxi
Professors”.
 Patents are missing.
 The lack of interest coming from the private and
public sector, among other factors, makes this

6. Resultados y Hallazgos:
Brechas…
 2nd. breach: An absence of nexus and sinergies in
the Academic careers more related to
environmental studies and Renewable Energy are
noticed. This situation might also be extended to
Climate Change. Therefore the transversal perspective
of environment in the curriculum has not been entirely
applied.
 On the other hand, RE groups often has not links with
those others that are related to environment and CC is
seen as somewhat a marginal and far away subject.
 Furthermore, even those professors teaching
environment, do not totally grasp the CC meaning and
the importance of ER in this outcome. According to
interviewees most of them had a “vague

7. Resultados y Hallazgos:
Brechas…
 3rd. Breach: It’s a complement of the former one.
It refers to the importance given to specialization
as opposed to a multidisciplinary perspective.
 It aims to branches such a Administration,
Economy, Sociology, Anthropology, Sociology,
Political Science and Law, among others, whose
points of view are not reflected in the courses
taught, and…if they consider them, they have
reduced time in the process of teaching and
learning.
 Our experience is that specialized subjects should
be highlighted in the short-term while the
multidisciplinary scope in the médium and long-

8. Resultados y Hallazgos:
Brechas…
 4th. breach: difficulties of coordination.
Deficits exist in the extent that these links and
partnerships are done internally as well as
externally.
This matter becomes a priority when it
includes the academic in interaction with
different sectors: other universities,
governments, private sector and civil
society.
The lack of sinergies hinders sinergies.
An innovating approach revolve around the

9. Findings….: Breaches…
Academic
Internal
Alliances
Board,
Presidency,
Vicepresidency,
Administration,
Related careers
close to
Sustainable
Development
Faculties,
Schools,
Departments and
Institutes,
Others
5. Quintuple Helix: Extended
ecological perspective applied
to international alliances: Exs.
JELARE & CELA Projects
sponsored by the Alfa Program
of EU extended to Germany,
Bolivia, Chile, Estonia, Latvia,
Nicaragua, Perú and Guatemala.
The agreements of the General
Assembly in September, 2015,
gives ground to extended
international cooperations
including bilateral ones.
Research and
Technological Transfer
Centers within
Sustainable
Development Institutes
or related ones
“Quintuple Helix” Exs. of Guatemala
1. Academy or Research and Technological
Transfer Centers::
REDFIA: This is network of the main
universities in Guatemala. It precisely means
Environmental Formation and Research
Network. The main universities of Guatemala
are affiliated to this partnership but also, other
reserch organizations belong to it.
2. Public Sector: Ministry of Environment and
Natural Resources, Energy and Mines Ministry,
CONRED, territorial organizations such as
municipalities and departments, are also
included in this category..
3. Private Sector: Ej. Instituto Privado de
Cambio Climático, ICC (sector azucarero). This
is a private institute promoted by the sugar
sector. Other examples extend to lobby
organizations such a the Chamber of Commerce,
and similar ones.
4. Quadruple Helix that cover civil society
sectors such as NGOs or neighbors
organizations, etc. Ex. Urban and Rural
Development Councils organized locally.
Aliances in the building of a Network based in the Quadruple and Quintuple Helix, with examples
applied to Guatemala. Source: Own elaboration.

10. Resultados y Hallazgos:
Brechas… 5th. Breach: A better relationship between the short,
médium and long-term.
 The classic example is the subject of Climate Change.
Many warnings make reference to the end of the century.
The relationship, for example, to the present cost of oil,
often is forgotten.
 May be regarded as a centuries problem, before and after.
 Short-term repercussions are forgotten.
 Scientific generalizations suggest that for instance, storms
tend to shorten their occurrence as a result of climate
changes. Time periods are strategic.
 Guatemala appears 4th. in a ranking covering 173
countries (UN University in Tokyo)with regard to
vulnerability to natural phenomena. Several storms have
recently hit the country periodically (1998-2011).

11. Conclusions and
recommendations
 1. To prioritize these 5 breaches among all decisión-
makers, including territorial levels (national,
departmental, municipal and local) as well as those
belongin to the Cuadruple Helix: other universities,
private sector, civil society and government. 2. A close
link between renewable energy and climate change.
This last variable, helps to arrange priorities in the
short, médium and long term. An example in
Guatemala is the social conflicts derived from
hydroelectric invetments. In Costa Rica, for instance,
the Ministry in charge of environment also deals with
energy.
 3. This link allows the possibility of making savings in the
oil bill and the care of forests. The latter helps to mitigate
the effects of climate change but also is a raw material for

12. Concls. y Recs.
 4. A cross-sectional pensum reform is needed at
the primary, secondary and high educational level.
 5. This reform should be extended to almost all
careers.
 6. Research activities must be supported.
Frecuently information is found at the regional and
planetary level, but very Little is done at the
national level, especially, with regard to the risks
and vulnerabilities of the envionment dimensión
and its compatibility with development.
 7. A consolidation of the multidisciplinary

13. Concls. y Recs.
 8. The Helix approach needs to be highlighted.
 9. Sustainable development means to prioritize
time periods (short, médium and long terms)
and basins.
 10. A decentralized focus is warranted at the
national, regional and local level together with
strategic plans, training, dissemination of
lessons learnt elsewhere and allocation of
resources.
 11. The Sustainable Development paradigm

14.  THANKS