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Environmental management systems within the university

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Eco-Management and Auditing
Eco-Mgmt. Aud. 5, 136–145 (1998)
ENVIRONMENTAL
MANAGEMENT SYSTEMS
WITHIN THE UNIVERSITY
Eduardo Peris Mora* and Juan E. Martin
Oficina Verde, Polytechnic University of Valencia, Spain
Environmental management systems
were mainly conceived for companies
from the industrial sector (Council
Regulation 1836/93). Nevertheless, the
current policy of the EU is to extend the
implementation of the Environmental
Management and Audit Scheme (EMAS)
to activities different from the original
ones of contaminating industry. In
the near future, the management of
industrial enterprises will be assumed by
professionals who are now being trained
at universities or who have not yet
arrived at them. universities play an
important role and must assume EMAS.
This paper attempts to highlight
the differences and peculiarities any
university or higher education institution
has in relation to companies of the
industrial sector. Education and training
should be principal instruments for the
application of EMAS and, therefore,
considered as flow when representing
the meaningful effects the university
produces on the environment.  1998
John Wiley & Sons, Ltd and ERP
Environment.
*Correspondence to: Director, Oficina Verde, Polytechnic Univer-
sity of Valencia, Camino de Vera, s/ n 46071 Valencia, Spain.
CCC 0968-9427/98/030136–10 $17.50
 1998 John Wiley & Sons, Ltd and ERP Environment.
ECO-MANAGEMENT AND AUDITING
Received 5th March 1998
Revised 5th May 1998
Accepted 14th May 1998
OVERVIEW
E
nvironmental protection in the EU has
evolved on a similar basis to the rest of
the developed countries throughout the
world (Chanlett, 1976; Hunt and Johnson, 1996;
Strachan et al., 1997; Ketola, 1997; Emmot, 1997;
Welch, 1997). In the 1960s/1970s, this began by
restricting and punishing contamination (limita-
tion of gaseous emissions etc), applying the well
known ‘polluter pays’ formula. The passing of
time, with the general worsening of environ-
mental problems, has given way to new protec-
tion policies, materialized in the EEC/EU through
the different ‘Action Programmes on the Environ-
ment’ which have brought about new approaches
to deal with the problem. In a second stage came
‘prevention is better than cure’, from the Environ-
mental Impact Assessment Directive. Nowadays,
within the ‘Fifth Action Programme’, the policy
can be defined as an aim of broadening citizenship
and institutional participation (Right to Informa-
tion Directive), as well as supporting a certain
policy of protection in free market structures
(Ecoaudits, Ecolabels etc) (Hessel, 1994; Barrass
et al., 1997).
In all circumstances, from the beginning, it was
considered that contamination represented the
principal problem, and in this sense the greatest
attention was paid to the regulations of actions on
ENVIRONMENTAL MANAGEMENT SYSTEMS IN UNIVERSITIES
which major contaminators such as urban traffic
and industrial activity were considered (Callicott,
1994). It is also true that some environmental
policies were developed through other specific
approaches: land planning, demography, public
health etc. Environmental education, which was
first considered in a marginal way (Stockholm,
1972), has reached a higher level of consideration
since citizen participation policy programmes
were carried out (UNCED, 1992; Seoanez, 1995;
Hunt and Johnson, 1996; Smith, 1997; Rodgers,
1997; Van Volsem et al., 1997; Holt et al., 1997;
Chick, 1997).
Both international markets, and development
mechanisms in the competence, have resulted in
modern industries in the developed countries
recently applying several Quality Standards (ISO
9000 series) (Hunt and Johnson, 1996; Novack
and Bosheers, 1997). Through these rules and by
means of the intervention of accredited institu-
tions, enterprises are able to offer a ‘quality
certificate label’ which provides consumers with
the best warranty of quality control (Gilbert,
1993; Ghobadian et al., 1995; Bell, 1995; Franke
and Watzold, 1995; Welford, 1996; Vivian, 1997;
Conesa, 1997).
The concept of quality is easily extended to
that of eco-quality (European Commission, 1996).
In this respect, Toyne (1996) points out the need
for introducing environmental criteria into exist-
ing quality assessment and inspection procedures.
The Council Regulation 1836/93 regulates the
procedure through which industrial enterprises
can join, in a voluntary way, what is called an
Environmental Management and Audit Scheme
(EMAS). The above mentioned regulation is one
of the legislative instruments of the EU, pro-
claimed within the actual Action Programme,
and developed by DG XI of the European
Commission (Hillary, 1995). Other national and
international standards, with some differences,
also supply references for the implementation of
the above mentioned system: ISO 14000
(O’Laoire and Welford, 1995; Cascio et al., 1996;
Kuhre, 1996; Hunt and Johnson, 1996; Lamprecht,
1997), UNE-EN-ISO 77-801 (Hunt and Johnson,
1996), BS 7750 (BSI, 1994; Hunt and Johnson,
1996) etc.
Through an invitation from DG XI (presenta-
tion of proposals 96/C 75/19; DOCE C75/27)
and with the aim of enlarging the possible appli-
cation of the above named regulations to other
fields different to the industrial ones, we intended,
with an experimental approach, to study the
applicability of EMAS in relation to other activi-
 1998 John Wiley & Sons, Ltd and ERP Environment.
ECO-MANAGEMENT AND AUDITING
ties. Among these activities were included those
of education, public administration etc. The Poly-
technic University of Valencia presented a project
which consisted of the ‘Implementation on a pilot
basis and development of a methodology to
implant an Environmental Management System
to be applied in European universities’. The
Commission approved this project and the
experimental stage is now complete.
The idea of extending the implementation of
EMAS to activities different from the original
ones of contaminating industry, considered as
basic by several authors (Toyne, 1996; Chick,
1997), has already been taken into consideration
in the Council Regulation 1836/93 (article 14,
including other sectors like commerce and
services), and it is explicitly undertaken in a
second stage: this puts forward the idea that,
having been considered in second place, it consti-
tutes a secondary political target. Nevertheless,
the concepts of importance and urgency must not
be confused here. Industry, as the main cause of
environmental damage by gaseous emissions,
becomes the most urgent objective upon which
process modifications or even activity interrup-
tion should be promoted, but to modify processes
and implant EMAS it is necessary to relay tech-
nology that is applied by trained professionals
who have the will to apply it (McCluney, 1994;
Holt et al. 1997). In a few years’ time the manage-
ment of industrial enterprises will have been taken
over by professionals who are now being trained
at universities or who have not arrived at them
yet, a reason why mechanisms which increase the
collaboration and communication between the
industrial and the educative sectors should be
investigated and promoted (DOE, 1990). The
university researches and generates technology;
the training of professionals consists of trans-
mitting knowledge, supplying aptitudes and
changing attitudes (Belgrade, 1975; Holt et al.,
1997). The role that the university institution can
exercise becomes, in this light, especially import-
ant. The urgency of acting in the field of the
university comes, however, from the delay that
will exist between the action and the answer.
THE ENVIRONMENTAL
RESPONSIBILITY OF UNIVERSITIES
Universities, being centres of research, educa-
tion and formation of qualified people, should
Eco-Mgmt. Aud. 5, 136–145 (1998)
137

increase their research dealing with Environ-
mental Education and formation of experts
in both, formal and non-formal education.
Conference of Tbilisi, Final Report, 1977.
Universities have a special responsibility in being
directly dedicated to education and training for
qualified professionals and experts at the highest
level, but the responsibility is extended to
research fields and management as well as an
element of intellectual and public awareness of
society. European universities, in general, are
highly considered and prestigious institutions
where lecturers and professors maintain, generally
speaking, a social status that is usually above that
of other better paid professionals. Thus, all the
innovations undertaken by universities can repre-
sent a change in attitudes and lifestyles which will
be necessary for the general application of a ‘more
rational way of management’, which is what, deep
down, constitutes the spirit of EMAS (Toyne,
1993, 1996; Smith, 1997; Rodgers, 1997; Chick,
1997).
Frequently, university professors and re-
searchers participate, directly or indirectly, in
public life. On the one hand professional societies
and associations obtain their backup knowledge
from the university background, and on the
other hand there is often a relationship between
public institutions at all levels and university
departments, which provide expert advice. The
extension of ‘good practices’ to all fields, begin-
ning with public institutions, justifies the fact
that, if only to set an example, it is at universities
that these criteria should be applied soon and
rigorously.
THE UNIVERSITY IS A PECULIAR
ENTERPRISE
The Council Regulation 1836/93 is very clear in
its exclusively industrial position, at least in the
first stage. Even though in its introduction (first
paragraph) it defines ‘(general) objectives. . . to
prevent, reduce and, as far as it is possible,
eliminate contamination. . .’; it also considers that
(fourth paragraph) ‘Industry has its own respon-
sibility. . . and it must undertake an active role’.
It expressively delimits that ‘the programme
ought to centre, in the first place, in the industrial
sector’. It also insists on the fact that ‘any enter-
prise which undertakes an industrial activity can
participate in this system’.
 1998 John Wiley & Sons, Ltd and ERP Environment.
138 ECO-MANAGEMENT AND AUDITING
E. PERIS MORA AND J. E. MARTIN
Environmental Management Systems have,
therefore, been conceived and designed for appli-
cation in industrial enterprises (in some countries
such enterprises are called ‘enterprises with chim-
neys’), rather than other activities such as services.
Enterprises which establish EMAS can have, as
final objectives, to obtain some benefits that come
from the fact of being ‘different’ among other
companies, dealing mainly in their public image
(Freimann, 1997). The Standards and Regulations,
as well as other publications, manuals of implemen-
tation and computer tools, have been providing
formulas to help implement Environmental
Management Systems within industrial enterprises.
The implementation within an institution of
higher academic standards and levels would be,
on the contrary, mainly orientated by political or
ethical and social objectives (UNESCO, 1983);
in this respect, Jeffcote (1996) points out that
‘an environmental consciousness does not arise
simply because there are ecological problems.
Social and political forces shape our responses’.
However, the structure of the general administra-
tive management of an industrial enterprise and
that of a university could be considered as similar
(Holt et al., 1997). The case of environmental
management, as is also the case with quality
management, cannot be addressed without con-
sidering some important peculiarities. Some of
these constitute a positive factor, while others
present problems for which the Standards and
Regulations have not foreseen any solutions. In
any case, formulas have not been made up so far.
We will now mention, without pretending to be
exhaustive, a series of peculiarities which will
have to be taken into consideration when trying
to apply a normalized EMAS to a university
institution. We will propose some ideas related to
(i) the capacity to contaminate (the effects, the
flows),
(ii) the nature of the enterprise (the site or
centre) and
(iii) the distribution of responsibilities (staff,
management participation and information).
The capacity to contaminate (the effects;
the flows)
The environmental effects (capacity to con-
taminate):
(a) are of a low magnitude;
(b) may have some level of risk;
(c) are not continuous in time.
Eco-Mgmt. Aud. 5, 136–145 (1998)
ENVIRONMENTAL MANAGEMENT SYSTEMS IN UNIVERSITIES
In comparison with an industrial enterprise, the
(negative) environmental effects of any teach-
ing or research institution are always relatively
unimportant in quantity. Laboratories, which
would be the main sources of contamination, do
not usually produce abundant wastes although
occasionally they could have a high risk. The
processes related to teaching activities can be
programmed in time, whereas research could lead
to occasional wastes.
In system modelling, ‘flows’ are usually con-
sidered as inputs and outputs, (use of resources,
wastes) and as energy consumption. Energy con-
sumption by universities would have the same
consideration as waste emissions/products. As a
rule, energy consumption is reduced to heating
and air conditioning systems, so the consequence
of good or bad management would be centred
mainly on energy saving. Nevertheless, there are
other authors (Rodgers, 1997; Smith, 1997) who
consider universities as large consumers with
large impacts on their local communities.
‘Information’ and ‘education/training’ are con-
sidered as essential structural elements of EMAS.
This could be the most significant difference
resulting from university assessment and analy-
sis with respect to the implementation of the
Management System. ‘Professional training’ is
one of the essential objectives for such institutions
(UNESCO, 1983; Holt et al., 1997; Smith, 1997;
Chick, 1997; Van Volsem et al., 1997; Rosenorn,
1997; Rodgers, 1997). Information, education and
training should be principally interpreted as a flow
(positive effects). A university receives students as a
principal raw material flow and, subsequently,
produces professionals or experts, i.e. the sum
of student+education/training. The final aim of
environmental policy, of which the tools are
procedures and rules, is nothing other than sus-
tainability; the means, educational/university
institutions – professional training to make it
possible.
The nature of the company (the site or
centre)
A university is always a complex institution,
each one being different to the others.
When comparing a university to an industrial
company with an equal number of employees, the
latter has a greater functional simplicity. A higher
educational institution has various forms and may
 1998 John Wiley & Sons, Ltd and ERP Environment.
ECO-MANAGEMENT AND AUDITING
be a simple classroom where conferences are held
as in a university.
An ‘administrative unit’ does not imply a
physical unit (nor geographical), but a ‘uni-
formity in management policy’.
However, the unit of management policy can be
applied to various academic or research centres
that may be located in the same or even in
different countries. There are many independent
universities and research centres with distant
laboratories, and even mobile units such as
scientific/research vessels that, despite their geo-
graphical mobility, can be subjected to a ‘specific
environmental policy’.
A single functional flowchart model does not
exist, nor a hierarchical structure. Private and
state universities have essentially different
objectives.
The selection of presidencies, posts and positions
depends sometimes on persuasive capacities
to apply the various management policies. In
the Spanish and French models, state university
officials are elected democratically, several social,
academic and professional societies and associ-
ations participating in such elections. In other
private or state university models, the appoint-
ment of these posts can be responsible for the
definition of the functional structure. In universi-
ties, the application of policy is not too different
from that in other companies.
The distribution of responsibilities (staff,
management participation and information)
It is already well recognized by other universities
attempting to effect environmental improvements
that success can only be achieved where the effort
is proactively supported (Rodgers, 1997).
Easy communication between training groups
and teaching staff (education and research).
Communication among non-academic staff,
students and teaching staff might not be so
easy (Rodgers, 1997), an aspect which would
make the difference between the success or
the failure of the projects.
The scientific world (research and education)
tends to have a great communication facility with
respect to its specific professional fields. Seminars
Eco-Mgmt. Aud. 5, 136–145 (1998)
139

and congresses are the traditional communication
systems between universities or between research
institutes. Intra-centre communication is con-
sidered obvious in a rational work situation. The
new communication tools on line make instant
communication possible.
The ‘environmental ethics’ is universal and
specifically assumed by the university collec-
tive (there is no need to convince anyone
about the need of implanting an environmen-
tally rational management system); it is some-
thing else to put into practice measures which
represent efforts, nuisances, expenses or
investments.
The specific functions of the university pro-
fessorship are both reflection and critical
analysis of any fact or proposal.
It can be considered as certain that the university
community, by being better informed and imbued
with deep ethical principles, should be a collective
in which the implementation of EMAS should be
relatively simple (Holt et al., 1997; Chick, 1997;
Smith, 1997; Rosenorn, 1997; Rodgers, 1997).
However, the basically intellectual work of the
university profession can present some peculiari-
ties that would demand its own methodology.
The implementation of an ecoaudit system can be
interpreted as a way of ‘supplementary control’.
The substitution of traditional contaminating
techniques (practical lessons with students, exper-
iments) to other new ones can demand efforts or
investments. The ‘chair-freedom’ (freedom to talk
about any thought and express any opinion)
would, badly understood, sponsor resistance to
participating in a generalized control system of
the work that it is supposed to be creative and
personal. The obligation of university intellectuals
to submit to criticism any novelty could, right-
fully, hinder the implementation of a system
designed with a global perspective.
NOTES FOR THE IMPLEMENTATION
OF EMAS IN UNIVERSITY
Model of ‘Good Practice Guide’
A short guide to be used in the implementation of
EMAS in an industrial company (those for which
procedures and rules have been initially designed),
should provide essential elements to ‘take by the
hand’ anyone with that objective. The implemen-
 1998 John Wiley & Sons, Ltd and ERP Environment.
140 ECO-MANAGEMENT AND AUDITING
E. PERIS MORA AND J. E. MARTIN
tation of EMAS can be very briefly defined as the
implementation of a Management System in
which common sense is applied (taking into
consideration the environmental circumstances).
With the guide, there should be few opportunities
for taking initiatives: everything should be indi-
cated or solved. The reason for existence of
companies is always well defined – to produce
and obtain profits – so a guide that promotes
innovation should provide help that is as detailed
as possible.
When the same objective is proposed to insti-
tutions such as universities, the guide should
be much more diagrammatical. A university,
in addition to the training objectives, tends to
assume responsibilities for research, submit to perma-
nent criticism and innovate the sciences or technologies
that are related to its own activity. If a guide or
handbook should try ‘to teach how to do’, one to
be directed to a university institution should have
as its only purpose ‘to guide for the elaboration of
the real guide’, since the technical expertise of the
university should enable it to draft its own
documents.
The guide intended to implement EMAS in
universities and higher education institutions has
only the character of a blueprint onto which the
people responsible for the implementation will
be able to incorporate their own ideas and
innovations.
There are different techniques available for the
elaboration of a guide for industrial companies,
and several computer applications have appeared
in order to facilitate implementation in service
companies. The peculiar nature of our institutions
could be the target for a special Procedure and
Regulation. Mainly on the basis of the Council
Regulation 1836/93, it could be very interesting
to propose an implementation procedure sup-
ported by the experimental projects already
developed in this area.
Relation to Quality Management
The implementation of an Environmental
Management System, not only in industrial
activity but also in our area, is an extension to the
environment field of the general concept of
‘quality’ in the company’s management (ISO 9000
series). Thus, it is important, as a starting point,
to take into account the considerations reflected
in the Proposal of Recommendation related to
the European Cooperation dealing with Quality
Assessment in Higher Education (European
Commission, 1996). This document states that
Eco-Mgmt. Aud. 5, 136–145 (1998)
ENVIRONMENTAL MANAGEMENT SYSTEMS IN UNIVERSITIES
. . . the use of common methodological
elements does not lead to a ‘hierarchic classi-
fication’ or to a European Common Standard.
The evaluation methods of quality are rules
of procedure but not of content. . . Such
methods help to determine the strong and
weak points through the examination of its
subjects or its higher education centre results,
and to ask ourselves whether such results
represent a proper response to the concrete
problems of its economic, social and cultural
specific context (introduction, point 10).
The experiences of the state members and the
experience of the European pilot projects have
demonstrated that, in addition to showing the
results reached by the higher education centres,
the quality evaluation measures and quality guar-
antee can encourage the capacity of self-reflection
of the higher education centres, as well as the
capacity to reorganize its results in order to better
satisfy the demands of its economic, social and
cultural environment (introduction, point 14).
In most of the procedures that in different
countries (BS, UNE) or internationally (ISO) deal
with the implementation of environmental man-
agement, reference is made to procedures that
regulate quality systems, as preceding.
Why implement an Environmental
Management System in universities?
It is not necessary in this guide to provide either
ethical or economic criteria to justify the advan-
tages of the implementation of EMAS in higher
education centres. It should be enough to make
reference to the great quantity of literature that,
ever increasingly, deals with environmental
topics. We will limit ourselves, therefore, to
making reference only to some of the most
important international literature related to our
objectives.
(i) Agenda 21: Rio de Janeiro 1992.
(a) Chapter 36.4 (Reorientation of education
towards sustainable development). . . is pro-
posed: (c) to promote the integration
of ecological and development concepts
. . . making special emphasis in the
development of the training for the
decision-makers.
(b) Chapter 36.5 (Activities). (i) The countries
could support universities and other
entities and tertiary nets in their
environment and development educa-
 1998 John Wiley & Sons, Ltd and ERP Environment.
ECO-MANAGEMENT AND AUDITING
tion activities. . .. research and common
teaching criteria dealing with sustain-
able development would have to be
strengthened. (j). . . to create national or
regional research centres, as well as for
interdisciplinary education in environ-
mental sciences, development, right, and
environmental problems management.
(c) Chapter 36.13 (Objective). (c) to increase
the national capacity, mainly in matter
of teaching and scientific training to
permit the governments, employers and
staff to reach their objective in environ-
ment and development matter, and to
facilitate the transfer and assimilation
of new technologies and ecologically
rational and socially acceptable technical
knowledge.
(ii) The Treaty of the European Union also con-
tains important references.
(a) Title VIII Chapter 3, Education, Professional
Formation and Youth; Article 127.2. The
action of the Community will be routed
in order ‘to facilitate the adjustment to
the industrial transformations, especially
through training and professional recon-
version’.
(b) Title XVI, Environment, Chapter 130 R. 2.
The policy of the Community in the
area of the environment will have as
objective to reach a high protection
level, bearing in mind the diversity of
existing situations in the different
regions of the Community. It will be
based on the caution and preventive
action principles, on the alteration prin-
ciple of the attempts to the environ-
ment, preferably on the source itself,
and on the principle of who contami-
nates must pay. The requirements of the
environment will have to be integrated
in the definition and in the accomplish-
ment of the other Community policies.
The university as an activity capable of
generating an environmental ‘effect’
Article 3 of the Council Regulation 1836/93 says
that ‘any company that operates in one or several
centres where an industrial activity is carried out
will be able to participate in this system’. Thus,
the application of a standard to institutions
different from the industrial sector could be
developed – in the pilot experience area which
is the object of this study – by modelling the
Eco-Mgmt. Aud. 5, 136–145 (1998)
141

Figure 1. Chart flow for an industry.
university institution and considering it as a sui
generis industry.
An EMAS system should be applied to indus-
try, to which the Council Regulation attributes an
‘own responsibility in relation to the management
of the environmental repercussion of its activities’,
in order to ‘prevent, reduce and, if it is possible,
eliminate the pollution particularly at its cause’.
Annex I of this regulation presents the ‘environ-
mental effects’ which constitute the vectors of
environmental disturbance of industrial activity.
In a classical model, Figure 1 represents a unit
firm, as a part of the ecosystem communi-
cated through materials and energy flows. Raw
materials and products, by-products or pollutant
flows must be considered in addition to that of
energy.
In a systematic analysis representing the ‘mean-
ingful effects’ that the university activity produces
on the environment, we need to add the education
flow.
Education, in this case, would have to be
understood as one of the flows (information flow)
that should have to be represented in any model.
The information flow is assumed in the standards
when it is indicated that information, communi-
cation and training should be principal instruments
for the application of EMAS. The ISO 14000
Standards do not demand public declaration
of management documents (policies, audit results,
 1998 John Wiley & Sons, Ltd and ERP Environment.
142 ECO-MANAGEMENT AND AUDITING
E. PERIS MORA AND J. E. MARTIN
environmental statements etc) while, in the
Council Regulation (CEE) 1836/93, the obligation
of a public declaration can be interpreted as a minor
information flow.
The main objectives of any university are
research, curricular education and professional
update, in addition to the social task of ‘aware-
ness raising’ through other actions which pro-
duces a ‘sui generis education’ in society.
Education, in a wide sense, is defined by the
modern pedagogues as the means of transmitting
information, transforming attitudes and increasing
aptitudes. A university has a flow of students
(input) and a flow of professionals (output)
(Figure 2).
CONCLUSIONS
The initiative of assaulting the topics of environ-
mental management within universities has been
undertaken almost simultaneously in many
European and American institutions. The Inter-
national Universities Conference for Sustainable
Development is an opportunity to put together
the experiences developed to date. The imple-
mentation of Environmental Management Sys-
tems within university institutions should have to
be undertaken as an obligation that, without
Eco-Mgmt. Aud. 5, 136–145 (1998)
ENVIRONMENTAL MANAGEMENT SYSTEMS IN UNIVERSITIES
Figure 2. Chart flow for a higher education institution.
excuse, the institutions responsible for education,
research and social provocation have to assume.
If industrial companies have begun to implant
‘environmentally rational methods of production’,
universities have the double responsibility of
doing the same because of being ‘just another
polluting company’, and also because they are
institutions that ‘train future entrepreneurs’.
Environmental protection in European and inter-
national regulation mainly forces industries by
being potentially the most aggressive. In a few
years time, those industries will be directed by
professionals who are, nowadays, in university
classrooms. If EMAS has justified the drafting of
a European regulation, the importance of univer-
sity participation in this ‘need of management’
and ‘responsibility for the agent’s training’, should
perhaps give cause for a special regulation so
that European universities are more strongly
committed in the application and extension of
Environmental Management Systems.
ACKNOWLEDGEMENTS
The authors wish to thank Anne Chick (M.A., The
Centre for Sustainable Design, Faculty of Design,
 1998 John Wiley & Sons, Ltd and ERP Environment.
ECO-MANAGEMENT AND AUDITING
Farnham, Surrey, UK), Hannu Kurki (M.Sc.,
University of Jyväskylä, Finland), Professor
Dermot O’Dwyer (Trinity College Dublin,
Ireland), Professor Jaana Puukka (University of
Jyväskylä, Finland), Professor Colin Ryall
(Farnborough College of Technology, UK) and
Sofie Van Volsem (Vrije Universiteit Brussel,
Belgium), for their kind collaboration in several
stages of the project.
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ECO-MANAGEMENT AND AUDITING
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BIOGRAPHY
Professor Eduardo Peris Mora, School of Civil
Engineering, Director of the European Project
‘Development of a methodology for the design
and implementation of an Environmental
Management System based on EMAS to be
applied in European Universities’, financed by
the EC DG XI. Director of the Oficina Verde,
Polytechnic University of Valencia, Camino de
Vera, s/n. 46071 Valencia, Spain. Tel.: 00 34 6
3877038. Fax: 00 34 6 3877039. E-mail:
ofiverde@upvnet.upv.es
Juan E. Martin, Biologist, Oficina Verde.
Post-graduate student working in the above
mentioned project.
Eco-Mgmt. Aud. 5, 136–145 (1998)
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