This document summarizes a presentation about sustainability labelling of courses and programs at the University of Gothenburg. It describes the university's environmental management system and efforts to promote sustainable development. Courses are labelled as either sustainability-focused or sustainability-related based on criteria related to sustainability concepts. In 2014, 2% of courses and 3% of programs received sustainability labels. By 2015, those numbers increased to 6% and 9%, respectively. The labelling system aims to integrate sustainability into education and make the university a role model for sustainable development through the education of future decision-makers.

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Sustainability Labelling of courses and
programs - experiences from University of
Gothenburg
Eddi Omrcen Ullika Lundgren
Sustainability Officer Sustainability Controller
www.gu.se/miljo
Structure of presentation:
•About the university and the EMS
•Sustainable students
•Framework and history
•Criterias and Labelling
•Results
•Reflection and conclusion
Structure of presentation:
•About the university and the EMS
•Sustainable students
•Framework and history
•Criterias and Labelling
•Results
•Reflection and conclusion

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8 faculties – 38 departments
• The Sahlgrenska Academy – pharmacy, medicine,
odontology and health care sciences
• The Faculty of Science
• The Faculty of Arts
• The Faculty of Fine, Applied and Performing Arts
• The Faculty of Social Sciences
• School of Business, Economics and Law
• The Faculty of Education
• The IT Faculty
• 37 000 students, 25 000 full-time students
• 243 educational programmes
• 2 504 courses
• 6 000 employees
• 383 000 square meters building area
• 600 million Euro total income/revenue
• 37 000 students, 25 000 full-time students
• 243 educational programmes
• 2 504 courses
• 6 000 employees
• 383 000 square meters building area
• 600 million Euro total income/revenue
Gothenburg
University of Gothenburg

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Environmental Management System (EMS)
ISO 14001 and EMAS are international
standards for systematic and efficient
environmental work in an organization
PURPOSE:
•A tool for systematic work
•Guarantee continuous improvements
•Reduce environmental impact
•Better resource management
•Fulfillment of the law
Certification process:
•Pilot units certified in 2004
•Whole university in 2006
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Compare with
Research method
or PBL!
Objectives and Improvements for the area Research
Objectives and Improvements for the area Education
Objectives and Improvements for the area Outreach
Objectives and Improvements for the area Operations:
- Impact on the climate:
(Travel and Transport + Energy use)
- Consumption of resources:
(Purchasing and Procurement + Waste Management)
- Use of Chemical Products
- Risk management
- Competence development/Staff Training
- Student cooperation

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AREA EDUCATION
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The University Board of Education …
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Students committed to sustainability!
Sahlgrenska Academy Students for
Sustainability (SASS) and Handels
Students for Sustainability (HaSS)
actively promotes engagement in and
dispersion of knowledge about sustainable
development. SASS also promotes ‘meat-
free Onedays’ at the University’s cafés
and restaurants
The student initiative Fossil Free
University of Gothenburg argue that
certain investments support fossil energy
production that is immoral and financially
short termed, and campaigns for
divestment.
Representatives from Fossil free University of
Gothenburg handing over the signatories for the
campaign to Pam Fredman, Vice-Chancellor.
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What is an ”sustainable aware student” worth
compared with an ”sustainable unaware
student”?

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Change in the Higher Education Act
http://www.sweden.gov.se/sb/d/7868/a/21540
§ 5a was changed from 1 february 2006:
In their activities, higher education institutions shall promote sustainable
development that ensures present and future generations a healthy and good
environment, economic and social welfare and justice.
An authority shall, within the framework of its general mandate, have an environmental
management system that integrates environmental considerations into the Agency's
activities and in a systematic way take into account the activity of direct and indirect
environmental impacts.
Regulation (2009:907) on environmental management
in government departments
http://www.notisum.se/rnp/sls/lag/20090907.htm (in Swedish)
Valid from 2010-01-01
The Swedish university context

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History
2006
Evaluation of all courses based on the course descriptions in the course catalogue,
made by a small group of staff
Two levels: mainly or partly
2006/07
An ecolabel position was introduced into the university database of courses and
programmes (GUBAS)
When reporting a course a question about eco-labelling, on the two levels, had to be
answered
The definition of sustainable development as expressed in the Swedish Higher
Education Act
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2011 Sustainability labelling of courses and programmes.
2013 New criteria was requested
2014 Decision on new criteria

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The purpose of the revision of the criteria in 2013-2014
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What is new in the sustainability labelling?
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Courses that are sustainability-focused where at least one of the learning
outcomes clearly shows that the course content meets one of the current
sustainability criteria. The content with a focus on sustainability must also,
in accordance with the criteria, constitute the course's main focus.
Sustainability related
Courses that are sustainability-related where at least one of the learning
outcomes clearly shows that the course content meets one of the current
sustainability criteria.
Sustainability focused
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http://medarbetarportalen.gu.se/miljohandbok/Instruktioner+f%C3%B6r+medarbetare/hallbarhetsmarkning/?languageId=100001

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Criteria
1. Sustainability as a concept:
The history in a global context of the concept of sustainability and sustainable development
and the current study field related to global challenges.
2. Analysis from a globalization perspective
How products, services, or activities in their own lives or in the future professional
profession affects the natural environment, social conditions and the economy in a
global perspective today and in the future.
3. Natural limits
Demographic trends and lifestyle in relation to the exploitation of natural resources, or the
finite capacity of natural ecosystems to provide for human needs.
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4. Maintaining ecosystems
Conservation of natural resources and practices to protect and maintain the
integrity of viable ecosystems in the face of rising human demands.
5. Human rights and social equity
Distribution, discrimination, health and poverty issues and the mutual
interactions between social inequality, poor health, the natural environment and
people's opportunities for good living conditions.
6. Values, culture and ethics
How norms, culture, religion, ethics and social conditions may shape human
behaviour toward the natural world.
7. Consumer and customer power
How demands for environmental consideration and social responsibility from
private and public clients and consumers affects individuals, policies and
corporate strategies and business opportunities.
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8. Governance and management
How regulations, policies, economic policy instruments and voluntary
agreements, and leadership shape human behaviour and nations’ and
companies’ actions toward the natural world and social issues.
9. Planning and Design
How community planning and product and service design can influence human
well-being and human impacts on the natural environment.
10. Actors' work and responsibility
Various global and local actors' efforts and monitoring of environmental
performance and social and economic responsibility.
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Results for year 2014 and 2015
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Content of sustainability in courses
Sustainability focused Sustainability related
2014
2015
(8%= 200 out of 2504)
2%
2%
4%
6 %
Content of sustainability in programmes
Sustainability focused Sustainability related
2014
2015
(13%= 32 out of 243)
3 %
4 %
8 %
9 %

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The labelling of programs and
courses is visible
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Sustainability
analysis
Sustainability
analysis
Learning
outcom
es
Learning
outcom
es
IntroductionWhere , when in education?What content ?
IntroductionWhere , when in education?What content ?
Learning activities
Learning activities
ResourcesResources
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TOOLBOX FOR INTEGRATION
OF SUSTAINABILITY
TOOLBOX FOR INTEGRATION
OF SUSTAINABILITY

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Reflections and conclusions
Universities should be role models for sustainability!
Universities have greater impact on society than any
other actor through education of next generation of
decisionmakers and citizens.
Cooperation is crucial; interdependence between
faculties within the university.
Combination of top-down and bottom-up approaches.
Communication and learning processes.
Environmental management system is a driving force
for strategic actions through its systematic approach.
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Thank you for
your attention!