Social organisational LCA for the academic activity of the University of the Basque Country UPV/EHU

• Published in: The international journal of life cycle assessment Vol. 26; no. 8; pp. 1648 - 1669
• Main Authors: Erauskin-Tolosa, Artitzar, Bueno, Gorka, Etxano, Iker, Tamayo, Unai, García, María, de Blas, Maite, Pérez-Iribarren, Estibaliz, Zuazo, Iñaki, Torre-Pascual, Eduardo, Akizu-Gardoki, Ortzi
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.08.2021; Springer Nature B.V
• Subjects: Earth and Environmental Science; Education; Environment; Environmental Chemistry; Environmental Economics; Environmental Engineering/Biotechnology; Footprints; Geographical distribution; Geographical locations; Higher education institutions; Life cycle analysis; Life cycle assessment; Life cycles; Risk levels; Social impact; Societal Lca; Sustainability; Sustainable development; Value engineering; Waste management; Higher education institution; SDG; SO-LCA; Social footprint; Social organisational LCA; Social debt; Soca
• ISSN: 0948-3349; 1614-7502
• DOI: 10.1007/s11367-021-01940-y

Purpose This article aims to estimate the social footprint of a higher education institution (HEI) and its potential contribution to Sustainable Development Goals (SDGs) under life cycle assessment (LCA) perspective. The social organisational life cycle assessment (SO-LCA) of the academic activity of the University of the Basque Country (UPV/EHU), in northern Spain, has been performed, in order to estimate its social impacts. Method The assessment has been run using openLCA software and supported on the PSILCA-based Soca add-on for the Ecoinvent v3.3 database, covering 53 social indicators for almost 15,000 industrial sectors and goods in 189 countries. Results and discussion The analysis undertaken reflects social impacts and associated risk levels for four stakeholders: Workers, Local Community, Society, and Value Chain Actors. Labour activity in the UPV/EHU is the sub-process with the greatest social impact, followed by processes related to transport, energy, materials, and waste management. Among the socio-economic context which supports the academic activity of the UPV/EHU (indirect impacts), the existence of traces of child labour and illiteracy outside the Basque Country stands out. Further analysis would be required in order to more accurately determine the geographical location of such impacts, and also to better tackle the concept of social debt. Conclusion SO-LCA may have great potential for HEIs, helping them to identify hotspots, reduce their social footprint, and raise awareness among the academic community, which undoubtedly contributes to the knowledge, progress, human values, and sustainability these HEIs stand for. Graphical abstract