Shaping-Sustainable-Universities.pdf

Shaping-Sustainable-Universities.pdf - page 1/27 - SHAPING SUSTAINABLE UNIVERSITIES

SHAPING SUSTAINABLE UNIVERSITIES

Shaping-Sustainable-Universities.pdf - page 2/27 - EXECUTIVE SUMMARY

EXECUTIVE SUMMARY

Shaping-Sustainable-Universities.pdf - page 3/27 - INTRODUCTION

INTRODUCTION

Shaping-Sustainable-Universities.pdf - page 4/27 - universities research, innovation, and e…

universities research, innovation, and education. Therefore, understanding universities civic role in delivering a fair and just net zero transition will help them define their wider net zero roles and ambitions. This should include developing, testing, and delivering the systems changes required if the UK is to meet its net zero targets in a fair and just way. Universities must also move beyond an over-focus on reducing carbon emissions and instead work to meet national, regional, and global targets to achieve `net zero emissions. At the same time, universities should participate in `placemaking, which in this evidence review refers to the capacity to transform local systems and environments for a more sustainable future. This evidence review therefore also highlights ways in which universities can shape their hyperlocal environments, promoting climate resilience and addressing climate catastrophe, as well as empowering local people and communities to address climate challenges in their local place.

Shaping-Sustainable-Universities.pdf - page 5/27 - OVERVIEW OF EXISTING EVIDENCE

OVERVIEW OF EXISTING EVIDENCE

Shaping-Sustainable-Universities.pdf - page 6/27 - Key Documents

Key Documents

Shaping-Sustainable-Universities.pdf - page 7/27 - Additional notes

Additional notes

Shaping-Sustainable-Universities.pdf - page 8/27 - The research shows key emerging areas th…

The research shows key emerging areas that require emphasis in the higher education sustainability agenda. Reflecting on these, this evidence review focuses on the following strategic aims:

Shaping-Sustainable-Universities.pdf - page 9/27 - variation.

variation.

Shaping-Sustainable-Universities.pdf - page 10/27 - these institutions achieving first class…

these institutions achieving first class on the scorecard, which means they reached a combined score over 70% across the 14 criteria (People and Planet, 2022).

Shaping-Sustainable-Universities.pdf - page 11/27 - SPOTLIGHT ON PEOPLE

SPOTLIGHT ON PEOPLE

Shaping-Sustainable-Universities.pdf - page 12/27 - Part of `climate education is building c…

Part of `climate education is building carbon literacy, or awareness of the carbon dioxide costs and impacts of everyday activities accompanied by the ability and motivation to reduce emissions (The Carbon Literacy Trust, 2023). The Carbon Literacy Project has achieved considerable progress in establishing what carbon literacy education should look like and then working with organisations including universities to enact it. The project offers universities and other educational institutions guidance in carbon literacy curriculum design and accreditation, with 602 accredited Carbon Literacy courses to date. Through this and other parallel efforts, the Carbon Literacy Project (2023) estimates they will achieve 5 to 15% carbon emission reduction per person, though levels of actual emission reductions have not been reported.

Shaping-Sustainable-Universities.pdf - page 13/27 - (UNESCO, 2020). In 2021, the University …

(UNESCO, 2020). In 2021, the University of Reading, in partnership with the Office for Climate Education, Royal Meteorological Society, Met Office, EAUC and Ashden, held an online Climate Education Summit, bringing together young people, scientists, teachers, policymakers and campaigners to create a national action plan for climate education. The subsequent National Climate Education Action Plan aims to empower young people and future generations with knowledge, skills and understanding to tackle the climate and ecological crises (University of Reading, 2021). It focuses on building capacity within schools to deliver climate education by providing training, support, encouragement, and empowerment for teachers. One crucial question that remains is how and where adults who are not in education can receive climate education. The United Nations Framework for Climate Change (UNFCC) calls for Action for Climate Empowerment (ACE) spanning all age groups. This includes not only public awareness and education on climate change, but also opportunities for participation in addressing climate change and its effects, and developing adequate responses (UNFCC, n.d.). ACE is backed by articles in the Climate Change Convention and the Paris Agreement, making it a commitment for all signatories (including the UK). There is an opportunity to consider the role universities might play in raising public awareness and empowering people of all ages to take climate action.

Shaping-Sustainable-Universities.pdf - page 14/27 - SPOTLIGHT ON PLACE

SPOTLIGHT ON PLACE

Shaping-Sustainable-Universities.pdf - page 15/27 - 2b. Training and reskilling

2b. Training and reskilling

Shaping-Sustainable-Universities.pdf - page 16/27 - `bold expansion of green skills provisio…

`bold expansion of green skills provision (2021). Furthermore, Friends of the Earth called for further education (FE) colleges to establish `Green Traineeships, while acknowledging they might lack the skills to deliver them (2021). This presented an opportunity for universities to support FE providers through curricula development and teaching-staff training. The results of these advocacy efforts are yet to be seen.

Shaping-Sustainable-Universities.pdf - page 17/27 - places, from responding to local transit…

places, from responding to local transition challenges, to actively participating in existing partnerships and initiatives, to focusing more on global rather than local challenges (2022). There was strong recognition of the need to align the degree of leadership, the distinctiveness of the local challenge, and the universitys potential to be a unique contributor in their local place, even if the strategic coordination to achieve this or specific activities were not yet in place (ICS and Civic University Network, 2022). Furthermore, the ICS identified a wealth of activity recognising a places socio-historic identity and industry (2021). For example, coastal universities discussed a focus on reducing biodiversity loss, and universities in post-industrial places discussed working with local industries that might be left behind in a transition to net zero (ICS and Civic University Network, 2022).

Shaping-Sustainable-Universities.pdf - page 18/27 - City Climate Strategy, finding a lack of…

City Climate Strategy, finding a lack of ownership of the commitments, which may compromise the delivery of the strategy over time. Although universities involvement in framing just transition is a cause for optimism, little evidence yet exists on its impact on fairness outcomes.

Shaping-Sustainable-Universities.pdf - page 19/27 - renewable energy projects. An example of…

renewable energy projects. An example of the projects we could see in the future include, the BEACON, a collaboration led by Aberystwyth University, working with Bangor and Swansea Universities and the University of South Wales to support Welsh businesses researching and developing biotechnologies, such as bio plastics and low carbon building materials (DESNZ and BEIS, 2021). An example of partnership work in action is the UKRI-pledged investment of �53m in six research hubs and centres (2023) that will lead innovation in the energy sector. Each hub is led by, or partners with, one or more universities who will produce and mobilise knowledge to develop sustainable energy systems alongside stakeholders from academia, industry, and the wider society. Although this and similar programmes are reasons for hope, the recent timing means there is little evidence of how effective they are in accelerating innovation to support the transition to net zero. Furthermore, there is little evidence of where the impact of these partnerships will be felt, and whether a dimension of the impact will play out at a local level.

Shaping-Sustainable-Universities.pdf - page 20/27 - SPOTLIGHT ON PURPOSE

SPOTLIGHT ON PURPOSE

Shaping-Sustainable-Universities.pdf - page 21/27 - CONCLUSION

CONCLUSION

Shaping-Sustainable-Universities.pdf - page 22/27 - BIBLIOGRAPHY

BIBLIOGRAPHY

Shaping-Sustainable-Universities.pdf - page 23/27 - Deivanayagam, T.A. and Osborne, R.E. (20…

Deivanayagam, T.A. and Osborne, R.E. (2023) `Breaking free from tunnel vision for climate change and health, PLOS Global Public Health, 3(3), p. e0001684. https://doi.org/10.1371/journal.pgph.0001684.

Shaping-Sustainable-Universities.pdf - page 24/27 - Howarth, C., Barry, J., Dyson, J., Fankh…

Howarth, C., Barry, J., Dyson, J., Fankhauser, S., Gouldson, A., Lock, K., Owen, A., and Robins, N. (2021). Trends in local climate action in the UK. Place Based Climate Action Network. Available at: https://pcancities.org.uk/trends-localclimate-action-uk

Shaping-Sustainable-Universities.pdf - page 25/27 - Ruane, J. (2023). Most UK universities h…

Ruane, J. (2023). Most UK universities have failed to meet their carbon reduction targets: Reducing ambition and embracing offsetting is not the solution. HEPI. Available at: https://www.hepi.ac.uk/2023/01/20/the-majority-of-uk-universitieshave-failed-their-carbon-reduction-targets-reducing-ambition-and-embracingoffsetting-is-not-the-solution/

Shaping-Sustainable-Universities.pdf - page 26/27 - UPP Foundation, and Civic University Com…

UPP Foundation, and Civic University Commission. (2019). Truly Civic: Strengthening the connection between universities and their places. Available at: https://upp-foundation.org/wp-content/uploads/2019/02/Civic-UniversityCommission-Final-Report.pdf

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