Analysis on the Role of Academia in Optimizing Waste Management in Higher Education Institutions

Analysis on the Role of Academia in Optimizing Waste Management in Higher Education Institutions

Karmila Suryani¹, Inna Kholidasari², Yulcherlina ³*, Popi Fauziati ⁴ , Mohd Saidin Misnan⁵*, Putu Sudira⁶

¹Bung Hatta University, Informatics and Computer Engineering Education Faculty of Teacher Training and Education Jalan Sumatera Ulak Karang, 25134, Indonesia

²Bung Hatta University, Industrial Engineering Faculty of Industrial Engineering Jalan Sumatera Ulak Karang, 25134, Indonesia

³Bung Hatta University, Civil Engineering Faculty of Civil Engineering and Planning Jalan Sumatera Ulak Karang, 25134, Indonesia

⁴Bung Hatta University, Accounting Faculty of Economics and Business Jalan Sumatera Ulak Karang, 25134, Indonesia

⁵Department of Quantity Surveying, Faculty of Built Environment and Surveying, University Technology Malaysia, 81310 Johor Bahru, Johor, Malaysia

⁶Universitas Negeri Yogyakarta Department of PTEI Faculty of Engineering Complex Faculty of Engineering Karang Malang Campus, Yogyakarta, 55281 Indonesia

**Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8120110

Received: 26 November 2024; Accepted: 05 December 2024; Published: 04 January 2025

ABSTRACT

This study aims to (1) identify the requirements for developing a waste bank and key aspects to consider in waste management; (2) produce a flowchart of the waste management system within campus environments; and (3) develop a waste management framework for campuses. The research method used is qualitative descriptive analysis, involving data collection, data analysis, and conclusion drawing. Respondents included the Head of the Waste Management Unit at Bung Hatta University, the Head of the Waste Management Unit at Andalas University, students, cleaning staff, and faculty members. The findings of the study are (1) the identification of waste management needs through the waste bank unit, including institutional, facility, and documentation requirements; (2) the development of a waste management framework via the waste bank; and (3) the establishment of a waste management flowchart for higher education institutions.

Keywords: Waste, management, waste bank, Higher Education

INTRODUCTION

The increasing amount of waste produced daily aligns with population growth, consumption patterns, and societal lifestyles (Gilbert et al., 2021). Waste has become one of the most urgent global issues to address, especially for productive waste generators, which can pose serious challenges to society (Ferronato et al., 2022). One significant source of waste is higher education institutions, where the environment includes a population of students, faculty members, academic staff, employees, and cleaning staff (Sanchez-Gutierrez, 2021;Torrijos et al., 2021)

As centres of academic and social activities, campuses generate around 2 tons of waste daily. This waste includes organic waste, such as food scraps and plant material, as well as inorganic waste, such as general non-degradable waste, which includes paper and plastic packaging (Batubara et al., 2022; Ibnul Rasidi et al., 2022). If not managed properly, waste can accumulate, leading to cleanliness, health, and environmental pollution issues, which ultimately reduce productivity and disrupt the learning process in campus areas  (Moraga et al., 2019).

LITERATURE REVIEW

A conducive campus environment, in terms of academic atmosphere, layout, and cleanliness, can motivate students, faculty, and educational staff to engage in academic activities more effectively (Pascawati et al., 2023; Gandasari et al., 2020). One effort to create a conducive campus environment is by implementing waste management in campus areas (Viareco et al., 2023; Baidya et al., 2020). Developing waste management systems on campus is important and urgently needed. One effective way to manage waste, especially on campuses, is by implementing a waste bank  (Fatmawati et al., 2022). A waste bank is a waste management system that involves active community participation to collect, sort, and recycle waste  (Mawaddah & Putra, 2022)(Yusuf et al., 2022). This concept functions like a regular bank, where people deposit recyclable waste at the waste bank and receive certain rewards or benefits in return (Savira Ersa et al., 2023). This approach not only aims to reduce the amount of waste on campus but also empowers the community to increase environmental awareness and earn additional income (Rashid Purnomo et al., 2021).Implementing a waste bank system on campus can serve as a positive, practical example of social and environmental responsibility  (Nugroho, 2022). By involving both the campus community and surrounding residents in waste management, awareness of cleanliness and environmental preservation can increase (Harper et al., 2019; Yusof and Misnan, 2019a). This aligns with one of the goals of education: to foster a community that is responsible and environmentally conscious (Chisholm et al., 2021). Additionally, a campus waste bank serves not only as a waste processing system but also as an educational tool and a research object, such as for studying the effectiveness of waste management, recycling innovations, and the socio-economic impacts of waste management within an academic environment  (Yandri et al., 2023; Knäble et al., 2022).

Moreover, managing waste through a campus waste bank offers both economic and sustainable value. By sorting and recycling waste, a campus can reduce waste management costs and decrease the need for landfill use  (Sulistiyorini & Demiyati, 2023). Additionally, proceeds from the sale of processed waste products can support campus activities. Organic waste, plastic, paper, and metal can be processed and reused (Suwignyo et al., 2021). Proper waste management can transform waste into valuable raw materials, supporting the local economy and creating job opportunities (Sengupta et al., 2023). Another significant benefit is that the campus can gain recognition as an environmentally friendly institution, known as a “Green Campus” (Gandasari et al., 2020; Abakumov & Beresten, 2023)Abakumov & Beresten, 2023; Yusof and Misnan, 2019b).The campus plays a significant role in addressing global challenges and environmental degradation by creating a sustainable campus environment through a Green Campus approach, integrating academic, social, economic, and environmental aspects into campus operations (Viareco et al., 2023; Torrijos et al., 2021). This study is a case study conducted at several universities implementing waste bank systems in their waste management practices. The study aims to analyse the effectiveness of the waste bank management system on campus by:

1. Identifying the requirements and aspects to consider when establishing a waste bank as a waste management system in the campus environment.
2. Producing a flowchart of the campus waste management system.
3. Developing a waste management framework for the campus environment.

RESEARCH METHODOLOGY

Data Collection

This study focuses on a case study from two campuses at universities in Padang City, namely Proklamator II Campus of Bung Hatta University and Limau Manis Campus of Andalas University. Data collection was conducted through direct observation at the research sites to understand and explore conditions related to knowledge and community perceptions of waste. Subsequently, interviews were conducted with stakeholders involved in waste management on campus. Interview respondents included one Head of the Waste Management Unit at Bung Hatta University, one Head of the Waste Management Unit at Andalas University, 11 students, 32 cleaning staff, and 7 faculty members. An interview guide was prepared, containing a list of both general questions about waste management and specific questions tailored to the roles of stakeholders in the campus waste management system. Data collection was also conducted through the distribution of public perception questionnaires on waste, waste management and circular economy. Before the questionnaire was given to the research sample, validation of each statement item written in the questionnaire and its reliability was first carried out.

DATA ANALYSIS

Analysis on Interview Data and a Public Perception Questionnaire on Waste, Waste Management and the Circular Economy Interview transcripts were created based on the interview results. A thematic analysis was then conducted to identify issues relevant to the research objectives. Thematic analysis involves identifying groups of keywords that serve as a guide for developing a waste management flow through the campus waste bank system. The resulting flow is a crucial component in building a waste management framework for the campus environment and surrounding community, achieving the study’s first objective. The needs analysis and essential aspects for establishing a waste bank as a waste management system on campus will be identified through the previously developed flow and framework, contributing to the study’s second objective. The validity analysis of the research questionnaire was conducted to determine the extent to which the questionnaire was able to reflect the contents according to the things and characteristics being measured. This means that each questionnaire item has truly described the entire contents or characteristics that are the basis for compiling the questionnaire. Validity testing was only conducted on the Community perception questionnaire about waste, waste management and the concept of a circular economy. The formula for the validity of the questionnaire items is as follows:

Product Moment Correlation Formula:

r = [n(Σxy) – (Σx) (Σy)] / √{[n(Σx²) – (Σx) ²] [n(Σy²) – (Σy) ²]}

Description:

r = correlation coefficient

x = item score

y = total score

n = number of respondents

The validity criteria are like Table 1.

Testing Conditions:

r count > r table = Valid

r count < r table = Invalid

Requirements:

Using a significance level of 5%

Comparing r count with r table

Reliability analysis using the Cronbach alpha coefficient formula, which aims to ensure the consistency of the assessment with the formula (Wahyuning, S., 2021)

Description

r_11: reliability sought

n: number of test items tested

∑σ_t²:total variance of each item score

σ_t²: total variance

The reliability coefficient criteria are as in the Table 2

To measure academic perceptions regarding waste, waste management and the concept of circular economy using descriptive analysis with percentages such as the following formula:

Identifying the Needs of the Waste Bank System

To establish a waste bank on campus, various preparations are required, including rules and procedures, documentation, organizational structure, and other waste bank facilities such as equipment and buildings. These needs can be identified from the waste management flow derived from the interview analysis conducted using thematic analysis.

Designing a Waste Bank Management Framework in Higher Education Institution

The framework for waste bank management is derived from the waste management flow and the requirements that must be met in establishing and operating a waste bank on campus. This framework provides an overview of the mindset needed for waste management within a campus environment through a waste bank system.

Socialization and Education on Waste Management for Cleaners, Lecturers, Educational Staff, and Students

The results of data processing and analysis from the previous research stages in the form of a framework, process flow, and the needs required in waste management were socialized to residents in the campus environment such as lecturers, students, education staff, and campus cleaners. As an initial stage of socialization, residents in the campus environment were asked to inform their knowledge and insights about the activities carried out on their daily waste such as waste sorting, the selling value of waste (economically valuable waste), the desire to participate in waste management. With this socialization and education, it is hoped that residents in the campus environment will better understand and participate in becoming waste bank customers who will later support the circular economy program promoted by the government.

Summarize the Results of Data Analysis

The final stage of the research is to draw conclusions from the results of the analysis and design of the waste management framework.

RESULTS AND DISCUSSION

Thematic Analysis Results

Contents Analysis of Interview Results from various universities in West Sumatra shown in Table 3.

Table 3. Content Analysis of Interview

From the content analysis, the requirements for establishing a campus waste bank can be grouped as follows:

Institutional Needs

• A Waste Management Unit within the campus, legalized by the institution’s leadership.
• An organizational structure with clear roles and responsibilities.

Documentation Needs

The documents required to establish a waste management unit in higher education include a Waste Management Team Decree issued by the institution’s leadership and a Standard Operational Procedure (SOP) consisting of:

• SOP for Waste Bank Client Registration
• SOP for Waste Sorting
• SOP for Waste Weighing
• SOP for Waste Bank Transactions
• SOP for Waste Processing for each type of waste.
• Waste Bank Management Report

Facility Needs:

Required facilities include a building/room, a fleet/vehicle such as a truck/pick-up vehicle and motor cart, and machinery and equipment such as:

• Waste Containers
• Sacks
• Scales
• Plastic Shredding Machine
• Stationery
• Tables
• Chairs
• Laptop/Computer
• Press Machine

Needs Analysis and Aspects Required for Establishing a Campus Waste Bank (this list was gathered during the grant proposal meeting and can be adjusted accordingly): a) Legality and permits, covering operational permits from the campus and the legal structure from the foundation; b) choosing a strategic location to facilitate transactions at the waste bank and providing storage facilities and equipment such as scales, waste separators, containers, and cleaning equipment; c) socialization within the academic community regarding the campus waste bank, along with education related to reduction, reuse, and recycling; d) creating a clear and transparent system for waste collection, sorting, and management, as well as a structured recording and reporting process; e) determining initial funding sources, potential revenue, and establishing partnerships with various recycling companies, creative industries, and government agencies.

Results of Research Questionnaire Analysis

The analysis of the research questionnaire began by testing the validity of the statement items with the results showing that all statement items were declared valid as evidenced by the value of 0,6>0,25. Furthermore, the questionnaire that had been declared valid was subjected to reliability analysis with the results 0,84 9 (High reliability).

The results of the public perception questionnaire analysis regarding waste, management and the circular economy are as shown in Figure 1.

Figure 1. Percentage of Research Questionnaire Results

Based on the Figure 1 it can be seen that lecturers, students, CS and all academics in universities already understand about waste, but have not been able to manage and type waste. Academic awareness of the dangers caused by waste accumulation is quite high but academics have not been able to take action to manage the waste, this can be seen from the results of the questionnaire obtained below 50%. Academics already understand that waste can be recycled and has economic value so that a circular economy occurs, university policies regarding waste management and circular economy are still low. Therefore, it is necessary to change the academic paradigm regarding waste and support from universities regarding waste management and circular economy on campus.

Circular economy in the campus environment can be done by recycling waste so that it has economic value. Recycling is an activity to make the best possible use of waste that cannot be used directly through an intervention process so that it can be reused as raw materials as mentioned by Zamroni (2020). The academic community from students and lecturers can compile various waste recycling programs, such as: processing organic waste into compost, making bio pores in the campus area, recycling paper waste or selling recyclable plastic waste to third parties because in the current digital era there are many environmental care movements with the help of technology.

Campus Waste Management Flow

The flowchart of waste management through the waste bank is depicted in the flowchart as shown in Figure 2.

Figure 2: Flow of Waste Management Through Waste Bank

Based on Figure 2, it can be seen that the actors involved are clients, staff, coordinators, the operational director, the finance and marketing director, and the Rector/Vice Rector as the responsible authority. The first process is carried out by the client, who can register and conduct transactions. If the client is new, they must register, during which the staff provides a registration form to be filled out. The completed data is then entered into the new client record by the staff, who subsequently creates a savings book that is given to the client. If the client is a returning client, they can directly deposit waste at the waste bank unit. The staff checks the waste submitted by the client to see if it has been sorted. If the waste is already sorted, the staff proceeds with weighing and recording the transaction, then creates a transaction report. If the waste has not been sorted, the staff educates the client about waste sorting, after which the client sorts their waste and resubmits it. Next, the staff prepares the transaction report and submits it to the coordinator for verification.

The coordinator checks the report; if it is accurate, it is forwarded to the operational director to track the progress of transactions at the waste bank. If there are discrepancies, the coordinator double-checks the transaction data report submitted by the staff. The operational director forwards the approved report to the finance and marketing director for procedure verification. If the procedures are correct, the finance and marketing director prepares a monthly report, which is then submitted to the managing director and staff so that the staff can update the savings book. The staff records the payment in the savings book and hands it to the client, who then receives the updated savings book. If the report sent by the coordinator does not meet the procedure standards, the coordinator rechecks the transaction procedure reported. The operational director and the finance and marketing director compile a monthly report. Once the monthly report reaches the managing director, it undergoes verification. If the report is approved, the managing director signs it off and sends it to the Rector/Vice Rector.

Campus Waste Management Framework

The Campus Waste Management Framework is shown in Figure 3.

Figure 3. Framework for Waste Management on Campus

Based on Figure 3, the stages in waste management are as follows

Planning from the constant analysis, the requirements for establishing a waste bank on campus can be grouped shown in Table 4.

Table 4 Requirements for the Campus Waste Management Unit

The research conducted also provides an overview on the benefits of establishing a waste bank in universities, such as:

• Serving a place for knowledge development, research, and community service activities for lecturers (Pramono et al., 2023; Pramono et al., 2023).
• Supporting the creation of a Green Campus and recognition of the institution’s environmental performance outside the campus, concerning clean and eco-friendly campuses and waste management procedures (Fachrudin & Fachrudin, 2021).
• Creating a conducive environment on campus that can support the success of the teaching and learning process, as well as the performance of lecturers and educational staff.
• Providing awareness and knowledge about clean and productive living to the academic community and surrounding communities.
• Becoming a source of income for both waste bank clients and the institution (Purwendah et al., 2022).
• Opening opportunities for collaboration with industry.
• Creating opportunities to obtain research and development funding from various institutions related to occupational Health, Safety, and Environmental Protection.
• In addition, this research also identified general challenges faced by Higher Education Institutions, including:Low public awareness regarding the impact of littering, and waste bank clients being accustomed to receiving direct payment for waste without saving (Knable et al., 2022).
• Limited qualified human resources for waste management on campus, both in terms of number and qualifications (Asiva Noor Rachmayani, 2023)
• Insufficient support from Higher Education leadership, with some even not supporting the establishment of the development of waste banks.
• Regulatory and procedural changes regarding waste bank management in line with changes in Higher Education leadership.

CONCLUSION

This research has successfully identified the requirements and aspects that need attention when establishing a waste bank unit as a waste management system on campus, namely institutional needs, facility needs, and documentation needs. It produced a waste management flowchart for the campus environment, involving components such as clients (lecturers, students, cleaning staff, and educational staff), waste bank officers, coordinators, the operational director, the finance & marketing director, the general director, and the Rector, with the Vice Rector as the person in charge. The research also produced a waste management framework for the campus environment, which includes components such as planning, preparation and facilities, implementation and waste bank flow, monitoring, and further implementation and development.

ACKNOWLEDGEMENT

This article is part of the research funded by the Directorate General of Higher Education, Research, and Technology through the Directorate of Research, Technology, and Community Service (Drtpm Ditjen Diktiristek) In 2024. Therefore, The Authors Would Like to Thank Drtpm Ditjen DIKTIRISTEK, Region X Coordinator, and Bung Hatta University for supporting the authors in conducting this research.

CONFLICT OF INTEREST

The authors declare that there is no conflict of interest regarding this article

Author Contribution

The contributions of each author are as follows: the first author wrote scientific article and collected data, the second and third author conducted data collection through interviews and data processing, while the fourth and fifth authors conducted the literature review and drafted the article.

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