The Isomorphism in Environmental Education as a Cross-Cutting Theme in Undergraduate Management Programs

Abstract

The National Environmental Education Policy determines the inclusion of environmental education at all levels of education as a continuous cross-cutting model, prohibiting its use as a specific discipline. The theoretical perspective is based on isomorphism applied to the transverse mode in Higher Education Institutions – HEI, seeking to identify the mechanisms that drive the change of their behavior, uncovering what forces promote the incorporation of environmental education in the disciplines as a crosscutting theme. The methodology used is quantitative-qualitative and uses a case study at four HEIs with Degree in Administration. We conclude that coercive isomorphic pressure, by society, and rules, linked to professional practice, contribute mostly to the institutionalization of environmental education in the curriculum. Social demands for training the administrator with environmental knowledge is the strongest factor in this process.