Sustainability in the University: Framework and Best Practices

Dr. Shadi Hijazi
19 - 9 - 19
SUSTAINABILITY IN THE UNIVERSITY
FRAMEWORK AND BEST PRACTICES

Greta Thunberg - Strike
August 2018
More than 1.4 million young people
around the world took part in school
strikes for climate action on Friday 15th
March 2019 in 2,233 cities and towns in
128 countries
- Fridays for the Future

3
PROFITABLE VS SUSTAINABLE
Trends in Google Books in English Language (1900-2008) (Source: Google Books Ngram Viewer)

4
SUSTAINABILITY FRAMEWORKS: UN
Transforming our World: The 2030 Agenda for Sustainable Development (UN:2015)
Goal 4.
Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all
4.7 By 2030, ensure that all learners acquire the
knowledge and skills needed to promote sustainable
development, including, among others, through
education for sustainable development and
sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence,
global citizenship and appreciation of cultural diversity
and of culture’s contribution to sustainable
development

5
Goal 8.
Promote sustained, inclusive and sustainable economic
growth, full and productive employment and decent work
for all
8.4 Improve progressively, through 2030, global
resource efficiency in consumption and production
and endeavour to decouple economic growth from
environmental degradation, in accordance with the
10-Year Framework of Programmes on Sustainable
Consumption and Production, with developed
countries taking the lead

6
Goal 17.
Strengthen the means of implementation and revitalize the
Global Partnership for Sustainable Development
17.6 Enhance North-South, South-South and
triangular regional and international cooperation on
and access to science, technology and innovation and
enhance knowledge sharing on mutually agreed terms,
including through improved coordination among
existing mechanisms, in particular at the United
Nations level, and through a global technology
facilitation mechanism

7
SUSTAINABILITY FRAMEWORKS: EU
Directive on disclosure of non-financial and diversity
information by certain large companies introduced
measures to strengthen the transparency and
accountability of approximately 6000 companies in the
EU. These so-called ‘public interest entities’ with more than
500 employees will be:
• Required to report on environmental, social and employee-
related, human rights, anti-corruption and bribery matters;
• Required to describe their business model, outcomes and risks
of the policies on the above topics, and the diversity policy
applied for management and supervisory bodies;
• Encouraged to rely on recognized frameworks such as GRI’s
Sustainability Reporting Guidelines, the United Nations Global
Compact (UNGC), the UN Guiding Principles on Business and
Human Rights, OECD Guidelines, International Organization for
Standardization (ISO) 26000 and the International Labour
Organization (ILO) Tripartite Declaration.

8
SUSTAINABILITY INDICES: ESG REPORTING IN BUSINESS AND INVESTMENT
Betty Moy Huber et al., “ESG Reports and Ratings: What They Are, Why They Matter” https://corpgov.law.harvard.edu/2017/07/27/esg-reports-and-ratings-what-they-are-why-they-matter/.
“Most international and domestic public (and many private) companies are being evaluated and rated on their environmental, social
and governance (ESG) performance by various third party providers of reports and ratings.
Institutional investors, asset managers, financial institutions and other stakeholders are increasingly relying on these reports and
ratings to assess and measure company ESG performance over time and as compared to peers.”
Bloomberg
ESG Data
Service
120 environmental,
social and governance
indicators
Including:
Carbon emissions,
climate change effect,
pollution, waste
disposal, renewable
energy, resource
depletion, supply
chain, political
contributions,
discrimination,
diversity, community
relations, human
rights, cumulative
voting, executive
compensation,
shareholders’ rights,
takeover defense,
staggered boards, and
independent directors.
Corporate
Knights
Global 100
14 key performance
indicators
Covering:
supplier performance
and resource,
employee and financial
management.
Companies are scored
only on relevant
performance indicators
for their specific
industry.
DowJones
Sustainability
Index (DJSI)
80-120 questions in a
questionnaire
economic,
environmental, and
social governance
topics such as:
Corporate governance,
risk and crisis
management, codes of
business conduct,
customer relationship
management, policy
influence, brand
management, tax
strategy, information
security &
cybersecurity, privacy
protection,
environmental
reporting,
environmental policy &
management systems,
and operational eco-
efficiency.
Institutional
Shareholder
Services (ISS)
ISS Quality Score
200 factors, divided
into four pillars: board
structure,
compensation/remune
ration, shareholder
rights, and audit & risk
oversight.
ISS-Ethix
controversial weapons
screening, ethical
screens, energy &
extractives screen,
global sanctions
screening, research on
companies’ adherence
to human rights, labor
standards,
environmental
protection and anti-
corruption.
MSCI ESG
Research
37 ESG key issues
Issues are divided into
three pillars
(environmental, social
and governance) and
ten themes: climate
change, natural
resources, pollution &
waste, environmental
opportunities, human
capital, product
liability, stakeholder
opposition, social
opportunities,
corporate governance,
and corporate
behavior.
RepRisk
28 ESG issues
The issues map onto
the Ten Principles of
the UN Global
Compact and are
divided into
environmental,
community relations,
employee relations,
and corporate
governance issues.
RepRisk screens
relevant data from
over 80,000 media and
stakeholder sources
every day, which is
then funneled to
ensure its relevance.
RepRisk also looks into
45 “Topic Tags”—
specific ESG hot topics.
Sustainalytics
Company ESG
Reports
70 indicators at least
in each industry.
ESG indicators are split
into three dimensions:
Preparedness
Disclosure
Performance
(Quantitative and
Qualitative)
Thomson
Reuters ESG
Research
Data
178 points
These points are
grouped into 10
categories: Resource
use, emissions,
innovation,
management,
shareholders, CSR
strategy, workforce,
human rights,
community, and
product responsibility.
Each category is
weighted. Categories
with multiple issues
will have a greater
weight than lighter
categories.
Also includes an
analysis of 23
“Controversy Topics”

9
SUSTAINABILITY FRAMEWORKS: AI AND MACHINE LEARNING?

10
WHAT IS A SUSTAINABLE UNIVERSITY?
‘‘… a higher educational institution, as a whole or as a part, that addresses,
involves and promotes, on a regional or a global level, the minimization of
negative environmental, economic, societal, and health effects generated
in the use of their resources in order to fulfill its functions of teaching,
research, outreach and partnership, and stewardship in ways to help
society make the transition to sustainable lifestyles’’.
Velazquez, Luis, Nora Munguia, Alberto Platt, and Jorge Taddei.
"Sustainable university: what can be the matter?."
Journal of Cleaner Production 14, no. 9-11 (2006): 810-819.

11
SUSTAINABILITY METRICS IN HIGHER EDUCATION: EXAMPLE

12
SUSTAINABILITY METRICS IN HIGHER EDUCATION: EXAMPLE
https://peopleandplanet.org154 universities across the UK.

13
GREEN METRICS IN HIGHER EDUCATION: EXAMPLE
greenmetric.ui.ac.id
GUIDELINES of UI GREENMETRIC

14
RISK: SUSTAINABILITY STRATEGY AND METRICS SUBSTITUTION
Kahneman, Daniel, and Shane Frederick. "Representativeness revisited: Attribute substitution in intuitive judgment."
Heuristics and biases: The psychology of intuitive judgment 49 (2002): 81.
Target attribute does not come to mind immediately, but the search for it activates the value of
other attributes that are conceptually and associatively related
[…]
Attribute substitution occurs when the target attribute is assessed by mapping the value of some
another attribute on the target scale.
This process will control judgment when three conditions are satisﬁed:
(1) the target attribute is relatively inaccessible
(2) a semantically and associatively related is highly accessible; and
(3) the substitution of the heuristic attribute in the judgment is not rejected
Sustainability
Metrics
Sustainability Strategy
Sustainability Metrics

15
OVERCOMING STRATEGY AND METRICS SUBSTITUTION
(1) Sustainability is relatively inaccessible
(2) Metrics are highly accessible
(3) Substituting with metrics is acceptable
(1) Sustainability is easily understood
Involvement (simple talking is not enough!)
(2) Metrics are understood as the mean to an Objective
Involvement (co-creating of the metrics system)

16
OVERCOMING METRICS SUBSTITUTION: SUSTAINABLE UNIVERSITY
External
Scanning of
Stakeholders
Requirements
Internal
Scanning of
Functional
Areas
Sustainability
Metrics
Cultural
Change
&
Common
Purpose and
Language
Resonates with
expectations and
daily processes
International,
Government,
Investors,
Strategy..

17
BACK TO BASICS: THE FRAMEWORK
RESEARCH
Research for advancing
solutions for sustainability
ADVANCEMENT
Basic and applied research
IMPACT
ENVIRONMENT
Minimizing operational impact
of the university’s operations
Campus, partnerships and local community
EDUCATION
Improve awareness and tools
available to student
AMBASSADORIAL
Courses and student engagement

18
ADVANCING SOLUTIONS FOR SUSTAINABILITY: RESEARCH GROUPS
Sustainability Research Institute
University of Leeds
- Research is organised across six
interdisciplinary research groups exploring a
wide range of issues including climate change,
energy, transport, water, resource use, land
use, conservation, cities and communities,
business and lifestyles.
- Participatory, action-oriented research that
brings together government, business, NGOs
and local communities to enhance the
relevance, quality and practical influence of
our research.
Sustainability
Institute
Economics
and Policy for
Sustainability
Environment
and
Development
Social and
Political
Dimensions of
Sustainability
Business and
Organisations
for
Sustainable
Societies
Energy and
Climate
Change
Mitigation
Climate
Change
Adaptation,
Vulnerability
and Services
https://environment.leeds.ac.uk/sustainability-research-institute

19
LIBRARY SUPPORT FOR SUSTAINABILITY RESEARCH
https://libguides.mit.edu/sustainablebusinesshttps://libguides.mit.edu/envi

20
CAMPUS AS A LAB FOR ENVIRONMENT RESEARCH
• Rigorous campus-based research with specific
characteristics (idea, place, diverse partnerships,
informal and formal learning, outcomes, feedback
loops).
• The database design includes several dozen data
points including project title, topic area,
start/end dates, team diversity, affiliation,
research problem/solution, latitude/longitude,
outcomes and sustainable development goal tags
(SDGs).
• Five general topical areas have been created and
include low carbon campus, resilient ecosystems,
materials lifecycles, healthy people and thriving
networks.
• Research that is either in a prototype stage, or that
does not yet meet the full criteria for Living Labs are
called Lablets.
• Myriad of meritorious activities that use the
campus as a test bed, but that are not considered
to be robust research. However, for the purposes
of this inventory, only living labs are included. http://livinglab.mit.edu/

21
RESEARCH: POSSIBLE INSTITUTION-WIDE METRICS
• Percentage of the institution's faculty and staff researchers that are engaged in sustainability research
• Percentage of research-producing departments that are engaged in sustainability research
• Percentage of faculties where students are formally motivated to conduct research in sustainability
• Percentage of faculties where Academics are formally motivated to conduct interdisciplinary research
in sustainability
• Percentage of faculties with research guides relevant to sustainability
…..

22
MINIMIZING OPERATIONAL IMPACT OF CAMPUS
Carbon and Energy
Water Consumption
Waste and Recycling
Construction and
Refurbishments for
Efficiency
Sustainable
Procurement
Transportation
Policy
Landscape and
Resources

23
MINIMIZING OPERATIONAL IMPACT OF CAMPUS: CARBON AND ENERGY
https://www.monash.edu/net-zero-initiative

27
MINIMIZING OPERATIONAL IMPACT OF CAMPUS: WATER
https://sustainablecampus.unimelb.edu.au/a-z/w/water
The University is a significant consumer of water in
Melbourne, using more than 400 megalitres of mains
water per year.
The Water Management Plans cover
water conservation, distribution, harvesting, measure
ment, and quality. An important first step will be to
implement an appropriate metering and monitoring
system to enable data capture and inform decision-
making.
PRIORITY ACTIONS
•Complete annual report and review of Water Management Plans for each
campus
•Commission the existing Parkville purple pipe network to facilitate use of
harvested water
•Implement infrastructure to monitor all harvested water usage

24
MINIMIZING OPERATIONAL IMPACT OF CAMPUS: WASTE AND RECYCLING
http://greencampus.ucc.ie/recycling-waste-management/

25
MINIMIZING OPERATIONAL IMPACT OF CAMPUS: TRANSPORTATION
https://cufo.columbia.edu/news/columbia-university-electric-shuttle-buses-hit-road
• Columbia’s campus shuttle network
operates between campus locations in
Manhattan, New Jersey, and Rockland
County.
•The shuttles make over 1,400 rider trips
daily and travel nearly 180,000 miles per
year.
•Transitioning to electric buses is expected
to reduce University shuttle GHG emissions
by over 270 metric tons – a 70 percent
reduction from the diesel-powered shuttle
buses.
•In August 2018, Columbia University
converted its entire intercampus campus
shuttle network fleet to new battery-electric
buses. Among the first electric buses to be
introduced in New York City, the vehicles
offer both environmental and health
benefits, including reduced emissions and
noise pollution, and improved air quality.
Columbia also added a number of electric
vehicle charging stations on campus.

26
MINIMIZING OPERATIONAL IMPACT OF CAMPUS: TRANSPORTATION
https://sustainability.uq.edu.au/campus-sustainability/transport
•Cycling@UQ
•Bike Boxes
•Cyclist bicycle repair stations
•Electric vehicle charging stations

28
MINIMIZING OPERATIONAL IMPACT OF CAMPUS: PROCUREMENT
https://www.ed.ac.uk/sustainability/what-we-do/supply-chains/initiatives/fairness-trade-sustainable-procurement
- University of Edinburgh used the Scottish Government Sustainable
Procurement Prioritisation Tool and Sustainability Test Tool. The outcomes of
these assessments feed into category action plans. Five overarching categories
have been selected as priorities for assessment.
- Electronics, including science electronics
- Laboratory equipment
- Food
- Travel
- Estates
- The university asks suppliers to adopt the APUC Code of Conduct, and use the
APUC Sustain tool to monitor key suppliers’ progress, and directly engages
with suppliers through one to one dialogue and through supplier events .
- The university is committed to raising awareness of human rights and
environmental issues linked to supply chains among students, staff and the
general public.
apuc-scot.ac.uk/#!/Suscode

29
POSSIBLE METRICS: LANDSCAPE, HERITAGE AND NATURAL RESOURCES
• Proportion and amount of open spaces on campus
(% and m per staff/ student FTE);
• Proportion of campus covered in vegetation;
• Proportion of ‘wild’ and/or semi natural areas on campus;
• Proportion of non-retentive surfaces;
• Proportion of campus mapped for biodiversity, with
numbers of key habitats and species;
• Number and effectiveness of natural resource awareness
campaigns and initiatives;
• Number of projects/partnerships with local authorities
and community groups;
• Detail other opportunities/awards for achievement/
leadership/ engagement in relation to sustainability and
natural resources management.

30
EDUCATION: ACADEMIC PROGRAMS
Master of Science
MS students gain a common foundation in ecological science, environmental governance, and integrated
assessment via three core courses before specializing in one or more of the following fields of study:
Behavior, Education, and Communication, Conservation Ecology, Environmental Informatics, Environmental
Justice, Environmental Policy and Planning, Sustainable Systems.
Master of Landscape Architecture
Landscape architecture students synthesize information about ecological processes, human behavior,
institutions, and urban patterns to create landscapes that work aesthetically, ecologically, socially, and
economically. The three-year accredited program is for those new to landscape architecture, and the two-
year accredited program is for those who already have an accredited undergraduate degree in landscape
architecture or a closely related field.
PhD
SEAS offers a PhD in Natural Resources and Environment. This research-based curriculum supports the
pursuit of either a highly focused course of study or one that broadly addresses complex, interdisciplinary
issues. The program has two primary tracks: Resource Ecology Management (with an ecology and science
focus) and Resource Policy and Behavior (with a social science focus).
Graduate Certificate Programs
Graduate certificate programs allow students to integrate multiple fields of interest and hone a specialized
skill set to complement their master's degree. SEAS offers four graduate certificates: Environmental Justice,
Industrial Ecology, Spatial Analysis, and Sustainability.
Dual-Degree Programs
The SEAS interdisciplinary focus can be extended even further through the pursuit of a dual-degree. Each
natural resources and environment field of study provides an excellent foundation for earning a dual-degree.
The school offers formal dual-degree programs with Engineering, Business, Urban Planning, and Law, as well
as a multitude of possible self-initiated dual-degrees.
https://seas.umich.edu/careers/career_paths

31
EDUCATION: ACADEMIC PROGRAMS
- University-wide module on sustainability, through
partnership and collaboration across all sectors of
campus and beyond.
- Participants from all schools of UCC, encompassing
about 15 different disciplines, as well as numerous
members of the Green Forum and the Green Campus
committee, and key operations staff from Buildings and
Estates.
- It is also provided freely to all participants enrolling. The
module is open to students and staff of the university as
well as the general public.
- The module is available for additional credit, Continuing
Professional Development, or a UCC Green Campus
Digital Badge.
https://www.ucc.ie/admin/registrar/calendar/language/lan006.html

32
EDUCATION: BEYOND ACADEMIC COURSES
https://ecohusky.uconn.edu

33
PUTTING IT ALL TOGETHER
Establishing the sustainability mandate: University-wide
Internal and External Scanning of relevant Goals and Metrics
Identifying Key Actors and Overall Responsibility
Setting goals and roadmaps
Monitor progress, keep progressing and innovating...

34
ABOUT THE PRESENTER
Shadi is a senior consultant in QSIU, the Intelligence Unit in
Quacquarelli Symonds (QS). He has been leading and contributing
to consulting engagements in universities around the world,
particularly focused on performance improvement in strategy,
internationalisation, research and marketing and branding.
His work in QS included projects with universities in the Middle
East, Russia, Malaysia, the Philippines, Korea and Mexico.
He also wrote analytical reports for benchmarking the university’s
performance and conducted quality assurance audits (QS Stars).
Prior to joining QS, his consulting assignments with SMEs and
entrepreneurs in Japan and Syria focused on enhancing the overall
strategy and business vision, improving feasibility studies, and
formulating media and digital strategies to leverage the
interactions with the customers. He also trained professionals in
Management, Marketing, Strategy and Entrepreneurship in
various contexts.
He holds a PhD and a Master Degree in Business Administration
from Kobe University in Japan. His study there addressed the
interaction between business performance and knowledge
management tools. He investigated the quality of information
systems from the point of view of the user in sales departments,
and his PhD dissertation focused on the training methods used by
Japanese companies to create a "Knowledgeable Sales Force".
He also got a Post Graduate Diploma in Marketing and Bachelor
of Economics and Business Administration from Damascus
University.
He taught and developed course materials for various courses in
London School of Marketing between 2010 and 2016, particularly
in diplomas from CIM, CAM Foundation, and the Digital Marketing
Institute (DMI). He became a Certified Digital Marketing Trainer
from DMI in 2013.
Dr. Shadi Hijazi shadi@qs.com

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Sustainability in the University: Framework and Best Practices

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