The document discusses a conference on education for sustainable development in Africa held jointly by the University of Cape Coast and University of Ilorin. It provides an overview of the conference themes, participants, and published papers. The conference focused on issues related to sustainable development on the continent and explored how education can help address national problems and promote sustainable development through building capacities and new skills. It brought together researchers and policymakers from Ghana and Nigeria to discuss sustainability in education systems and exchange experiences between the two universities.

1. EDUCATION FOR SUSTAINABLE
DEVELOPMENT IN AFRICA
Refereed Papers from
The 3rd
University of Cape Coast and
University of Ilorin
Joint International Conference
Supervising Editor:
Prof. P. K. Buah-Bassuah

3. University of Cape Coast - University of Ilorin 2016 Conference iii
FOREWORD
The 3rd
Joint UCC-UNILORIN Conference, which was on the theme
“Education for Sustainable Development in Africa”, focused on sensitive
areas that brought to bear various developmental needs of the continent and
the subsequent implementation of solutions to issues raised at the plenary and
clinical sessions. In order to attend to the needs of Africa’s socio-economic
development, the forum enabled participants to explore various areas that
could solve our national problems and enhance sustainable development
Education seeks to supply the scientific and technological know-how
of mankind by building capacities and instilling in us new skills, without
losing sight of the positive and negative impact that can influence our
environment and mindset. The need to package education for people in all
sectors to be active and productive relies, most essentially, on continuous
education through electronic and distance learning to raise awareness in
environmental and health education and to place value on the knowledge
imparted or acquired. The conference brought together researchers, students,
lecturers, engineers, administrators, lawyers and policy makers to share their
experiences from the two educational systems in Nigeria and Ghana, and to
discuss the sustainability of our systems of education. The conference realised
the enormous benefits which included the link established and the continuous
collaboration among many faculties in the two universities.
We hope this friendly collaboration would be strengthened to foster
possible expansion of this exercise into other disciplines. This volume should
translate our thoughts into practice for the economic growth of our nations.
Vice Chancellor, Prof. D.D. Kuupole, University of Cape Coast.

4. iv University of Cape Coast - University of Ilorin 2016 Conference
PREFACE
This publication is the third in the series of joint international conferences
organized by University of Cape Coast (Ghana) and University of Ilorin
(Nigeria), which was organised in Cape Coast August 11-16, 2013 on the
theme “Education for Sustainable Development in Africa”.
The number of papers being published in this edition on the theme is
classified under the following sub-themes in the table below:
Section Sub-themes Number of Papers
1 Art and Law Education 2
2 Environmental and Health Education 6
3 Electronic Learning and Distance
Education
3
4 Science and Technology Education 10
5 Informal and Formal Education 6
Twenty-seven (27) papers presented at the conference were peer-reviewed and
accepted for publication. Out of this number, nine papers came from Ghanaian
participants and eighteen from Nigerian participants. The diversity of the
topics and the depth of the studies reported make these accepted papers ideal
for this publication.
The editors are indebted to Mr. Peter Osei-Wusu Adueming and Miss
Charlotte Kyeremah for putting together all the refereed and corrected papers
and coming out with the final manuscript. We also acknowledge our Nigerian
counterparts, most especially, Prof. J.O. Atteh and Prof Y. A. Quadri, for their
immense contribution in coming out with this edition.
Finally, we recognize the active role played by the two Vice Chancellors
(D. D. Kuupole of UCC and Prof. Is-Haq Olanrewaju Oloyede of Unilorin)
in helping to come out with the 3rd
edition.

5. University of Cape Coast - University of Ilorin 2016 Conference v
EDITORIAL TEAM
Supervising Editor: Prof. P. K. Buah-Bassuah
Editors:
1. Prof. J. B. A. Afful
2. Prof. J. K. Ogah
3. Prof. Dora Edu-Buandoh
4. Prof. S. B. Kendie
5. Dr. Baah Sefa Ntiri
© 2016 Registrar, University of Cape Coast, Ghana
Registrar University of Ilorin, Nigeria
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without the prior written permission of the publishers.
ISSN:
Published for the Registrar, University of Cape Coast, Ghana
and the Registrar, University of Ilorin, Nigeria
Published by:
The University Press
University of Cape Coast
Cape Coast, Ghana.
(+233-3321-30861)

6. 164 University of Cape Coast - University of Ilorin 2016 Conference
THE USE OF INFORMATION AND COMMUNICATION
TECHNOLOGY IN REDUCING CARBON FOOTPRINT IN
GHANAIAN UNIVERSITIES: VIEWS OF UNIVERSITY OF
CAPE COAST STUDENTS
1 Edumadze, J.K.E., 2 Edumadze, G. and 3 Assamah, G. 1Osei-Gyasi, A.
1
Computer Centre, UCC, Cape Coast, Ghana
2
Department of Management Studies,
UCC, Cape Coast, Ghana
3
ICT Centre, UCC, Cape Coast, Ghana 1
Contact: jedumadze@ucc.edu.gh
Abstract
Everything a person eats and buys has an impact on their carbon footprint
because of the energy and resources required to produce and transport it thus
contributing to climatic change. Reduction of carbon footprint is one means
of sustainable development and Information and Communication
Technology (ICT) is known to contribute positively in this direction. It has
been recognised that universities have a role to play in sustainable
development of societies. The main aim of the study was to investigate the
awareness of students of the University of Cape on how ICT could be used
to reduce carbon footprint of the university. The questionnaire was the main
instrument used to collect data from 427 Levels 100 to 600 students. The
study showed that most of the students are not aware of carbon footprint,
though they are of the view that ICT could be used to reduce the carbon
footprint of the university’s operations. It also showed that students are
concerned about protecting the environment and they would want the
University to establish environmental-friendly policies to help reduce its
carbon footprint and that of its stakeholders. They are of the view that ICT’s
capability of dematerialisation should be deployed to minimize the
university’s overdependence of paper and transportation for its activities
thereby reducing carbon footprint. It recommended that Sustainable Office
be established, annual environmental week awareness campaign be
organized, and the full potential of the fibre optics backbone to all buildings
on campus should be fully utilized.
Keywords: Awareness, carbon footprint, CO2e, ICT, sustainable
development.

7. University of Cape Coast - University of Ilorin 2016 Conference 165
Introduction
The activities of individuals and societies are responsible for the problems of
climate change as well as its solutions. Almost all the activities of
organizations involve the burning of fossil fuels producing carbon dioxide
(CO2) that ends up in the atmosphere. “Humans are responsible for emitting
nearly 6 billion metric tons of carbon dioxide each year” (Discovery
Communication, 2011). The carbon footprint is “a measure of the exclusive
total amount of carbon dioxide emissions that is directly and indirectly
caused by an activity or is accumulated over the life stages of a product”
(Wiedmann & Minx, 2008). It is the total amount of CO2 produced to
directly and indirectly support the activities of an individual or organization
in a given time frame (usually year). In some countries, there are growing
pressures on companies to reduce their carbon footprint by consumer and
regulatory agencies. The result is that companies are being mandated or
encouraged to reduce their carbon footprint. Some organizations have gone
further by setting their carbon footprint reduction targets.
Universities in USA on average produce between 200,000 to 500,000 metric
tons annually of CO2, which is up to 10 percent of all carbon dioxide
emission (CO2e) of the country and also greater than the combined emissions
of steel smelting and cement manufacture (Mathur, 2009). Again the UK
Schools Carbon Footprint Scoping Study (GAP, SEI and Ecologica, 2006
cited in Wiedmann & Minx, 2008) estimates that “all schools in the United
Kingdom had a carbon footprint of 9.2 million tonnes of carbon dioxide in
2001, equating to 1.3 percent of total UK emissions” (p.6). Thus, the
activities within each university contribute significantly to CO2e. Reducing
global warming and building a zero-carbon economy are the responsibility of
all but due to the unique role of universities in our societies, they are
encouraged to assume leadership in this direction (Page, 2009). This is
because it has been recognized that universities are the ideal place for
teaching, learning, practicing and researching in sustainable development of
Africa (UNU-ISP, 2011). Recognition of the role of Education for
Sustainable Development (ESD) was given prominence at the United
Nations Conference on Environment and Development in Rio de Janeiro in
1992, with the inclusion of Chapter 36 “Promoting Education, Public
Awareness and Training”, in Agenda 21(Thomas, 2004).
The University of Cape Coast (UCC) in Ghana, like any organization, is
culpable of emitting CO2 into the atmosphere, thereby having carbon
footprint. The contributing factors, among others, are the consumption of

8. 166 University of Cape Coast - University of Ilorin 2016 Conference
tonnes of papers each year to support its research, teaching, learning, and
administration, consumption of fuel by vehicles plying between the two
campuses due to staff attending meetings, dispatching and following up of
letters or students attending lectures, laboratory, and library. This calls for
UCC to have a second look at how to use technology to cut both “avoidable
costs” and its carbon footprint. Local policies in reducing CO2e that can be
effective that is why Page (2009) said “in the confines of their walls, each
university should take the responsibility to adopt and adapt their own carbon
reduction methods that will eventually lead to a global carbon reduction
strategy” (p.10) and in order to do so, involvement of stakeholders in the
university community is very crucial. Students who are the focus of the
survey form the majority of the membership within this community and their
views on sustainability issues such as carbon footprint are important since
the future is theirs. Universities do not exist just to train the mind but also
behaviour and students are to be made to be responsible for the environment
and like the relay race the current generation is to pass on the baton of
environmental responsiveness to the future generation. That is why students
were the focus of the paper.
This paper sought the views of the students on the use information and
communication technology (ICT) in reducing its carbon footprint. This is
because, according to Speth (2008), “research in any area that is working to
reduce carbon dioxide is presently relevant, timely and urgently needed
because climate change is occurring at an accelerated rate due to the carbon
dioxide and greenhouse gas emissions associated with human activities”.
Specifically we focused on the following objectives:
a) To explore the awareness and attitudes of the students of UCC on
Carbon footprint
b) To investigate how they perceive that ICT can be used to reduce the
university’s carbon footprint
c) To solicit from them ways that ICT can be used to reduce the
university’s carbon footprint
“It is important to try to enact change through local actions, rather than
global symbolism” (Blum, 2008; cited in Watson, MacNeish, Demaine,
Nedic, & van Hemmen; 2011).
Effective technology that is energy-friendly is known as Green IT and can
play a major role in reducing CO2e into the environment. Universities are
well positioned to significantly reduce their carbon footprint by adopting
Green IT strategies (Mathur, 2009), which is capable of both transforming
lifestyles across campus and also contributing in the larger quest of shrinking

9. University of Cape Coast - University of Ilorin 2016 Conference 167
carbon footprints (Page, 2009). The ICT industries hold unique potential in
the drive towards sustainable growth (Terrence, 2010) as enablers of a low-
carbon economy. While the ICT sector accounts for only about 2 percent of
GHG emissions (to be increased to 4 percent by 2020), it has the ability to
significantly reduce the remaining 98 percent, by as much as 15 percent
(GeSI, 2008). With its efficient resource management across broad sectors of
the economy, the ICT sector can indirectly contribute to a low-carbon
economy (Alcatel Lucent, 2010). Thus, the contribution of ICT in reducing
carbon footprint is significant but most institutions (higher education
inclusive) do not consider this angle. On this issue, Page (2009) said
Despite the direct impact of IT on institutional carbon levels and the
potential for new technologies to reduce inefficiencies, campus IT is
not always brought to the meeting table. The Sustainability Tracking,
Assessment, and Ratings System (STARS) currently being piloted by
the Association for the Advancement of Sustainability in Higher
Education (AASHE) lacks any substantial IT component for
campuses to self-assess their progress toward campus sustainability
(Page, 2009, p.6).
Universities should employ ways of using ICT to reduce carbon footprint,
thereby contributing to sustainable development, which is defined by the
United Nations World Commission on Environment and Development, as
“meeting the needs of the present without compromising the ability of future
generations to meet their own needs”(UNGA, 1987).
Method and Data Source
The population of the study consists of all campus-based students of the
University of Cape Coast in 2013/2014 academic year. For a population of
between 15,000 and 20,000, the sample size should be between 375 and 377
(Krejcie & Morgan, 1970) and since the population of the campus-based
students was 17,034 in 2013/2014 academic year, the sample size should
have been within the range stated.

10. 168 University of Cape Coast - University of Ilorin 2016 Conference
But the sample of subjects for the study was set at 500, which was about 3
percent of the population. The study used simple descriptive (survey) design,
with questionnaire as the main instrument for data collection with both
closed and open-ended sections. The sample of 500 students was selected
through proportionate stratified random sampling technique and the
questionnaire was administered to them. In all, 427 out of the 500
questionnaires were completed giving 85.4% recover rate. For purposes of
analysis, descriptive statistics (frequencies, percentages, and means) was
used. Aside Tables 1 and 2, the background included gender, which was
made up of 293(68.6%) of males, 123(28.8%) of females with 11(2.6%) who
did not specify their gender.
Results and Discussion
Data collected from respondents are presented and discussed in this section.
Carbon footprint awareness and attitude
Knowledge is regarded to be crucially important for understanding the
propensity to engage in carbon-reducing behaviours, both at home and in the
University (O’Dwyer & Lyons, 2010). To this end, the respondents were
asked whether they were aware of the terms carbon footprint and carbon
reduction and also whether they know their personal carbon footprint? Their
responses are shown in Table 3.
Table 3: Have you heard of carbon footprint, carbon reduction and do you
know of your carbon footprint?

11. University of Cape Coast - University of Ilorin 2016 Conference 169
Source: Field data, 2013.
Table 3 shows that more of the respondents 248(58.1%) and 231(54.1%)
respectively are not aware of both carbon footprint and reduction. Watson, et
al. (2011) hypothesized that few students, staff and faculty would be aware
of what a carbon footprint is as well as the impact that they themselves have
on the carbon footprint of the university (p.6). Again, Page (2009) said
“many university students, staff, and faculty often see carbon emissions, in
particular, as something beyond their control, making them feel immune to
responsibility and resistant to changes that do not offer a clear and tangible
benefit to their daily lives “ (p.9). Finally, the table shows that majority of
the respondents i.e. 401(93.9%) do not know the amount of the carbon
footprint they contribute into the environment. Of those who are aware of
carbon footprint only 26 percent could list and/or explain key concepts
associated with the term such as CO2e, greenhouse gases, global warming,
burning of fossil fuels, atmospheric pollution, etc. This is in agreement with
the assertion of Bruinders et al. (2009: page?) who said “majority of students
59.4 percent were aware of carbon footprint however only 24.9 percent
could actually explain what it meant”. In like manner, of those that are aware
of carbon reduction, only 33 percent could list and/or explain key concepts
associated with the term such as energy efficiency, recycling of waste,
walking, eco-friendly, etc.
Comparing one’s performance to benchmark enables individuals to place
their own activities into a broader context, thereby knowing how they are
faring. Thus, respondents were asked to express their reaction if they become
aware that their personal carbon footprint is above the average in the
university. Table 4 shows the reactions of respondents. It is comforting to
know that 19(4.4%) are of the view that their CO2e is not above average.
Majority of the respondents 337(78.9%) had positive attitude towards their
personal CO2e thus they selected “finding ways to reduced it” or “would be
concerned”. Only 33(7.7%) of the respondent shown negative attitude of
“doing nothing” if their carbon footprint is above the average.
Carbon footprint Carbon reduction Personal carbon footprint
Responses Frequencies % Frequencies % Frequency %
Yes 179 41.9 196 45.9 26 6.1
No 248 58.1 231 54.1 401 93.9
Total 427 100 427 100 427 100

12. 170 University of Cape Coast - University of Ilorin 2016 Conference
Table 4: Your reaction if you realize that your carbon footprint is above
average
Source: Field data, 2013.
Ideally for the world to make any meaning headway in carbon reduction,
individuals should become aware of their CO2e and constantly monitor their
actions that lead to CO2e. Awareness would encourage behavioural changes
leading to individuals to reduce their carbon footprint (Watson, et al., 2011).
This is what is depicted in Table 5. It is heart refreshing that majority of the
respondents-329 (77%) agreeing to the statement “Knowing your personal
carbon footprint and constant monitoring is essential”. However 16(3.7%)
disagree with 82(19.3%) having no opinion to the said statement.
Table 5: Knowing your personal carbon footprint and constant monitoring is
essential
Source: Field data, 2013.
Carbon Footprint Issues at UCC
Organizations that are serious in their carbon footprint reductions have
policies to direct their operations. Tables 6 and 7 aim at looking at the views
of respondents as to the existence of such policy at UCC and what should be
done in that regard. As can be seen from Table 6, majority of the respondents
– 261 (61.1%) – are of the view that the university does not have a carbon
footprint policy. Unfortunately, there is no such policy and carbon footprint
Responses Frequency %
I would be shocked 38 8.9
I would find ways to reduce it 191 44.7
I would do nothing 33 7.7
I would be concerned 146 34.2
Mine is not above the average 19 4.4
Total 427 100.0
Responses Frequencies %
Agree 329 77.0
No opinion 82 19.2
Disagree 16 3.7
Total 427 100.0

13. University of Cape Coast - University of Ilorin 2016 Conference 171
was not even mentioned in the most recent strategic plan i.e. the 2012-2017
edition. Some nations and organizations including universities do have
carbon footprint policy to guide their operations and some have set targets
for their CO2 reductions (Watson, et al., 2011). For example, as a way of
confronting global warming, the United Kingdom has planned to cut its
CO2e by some 80 per cent by 2050 (Anderson, et al., 2009) and such
commitment requires carbon reductions to be made by all industries (Stern,
2006; cited in Osmani & O'Reilly, 2009)).
Again, majority of the respondents – 32 (54.3%) – were of the view that the
university should come out with carbon-reduction strategy, as shown in
Table 7. This was consistent with what the respondents (IT leaders) to a CIO
Magazine survey about green IT where more than 54% of them said their
organizations had stated environmental sustainability goals (Varon, 2008).
Again, 90(21.1%) of the respondents are of the view that the university
should set CO2e target, which is becoming the norm these days (Stern, 2006;
cited in Osmani & O'Reilly, 2009).
When asked in which areas the university could reduce its CO2e, respondents
suggested the following:
a) Using efficient electricity management -335 (78.5%)
b) Encouraging walking/biking instead of using vehicles on campus-251
(58.8%)
c) Using the shuttle buses instead of using private vehicles on campus-
195 (45.7%)
d) Introducing other renewable energy supplies-90 (21.1%)
e) Using technology in minimizing paper circulation-18 (4.2%)
These suggestions are is in line with the top three categories contributing to
CO2e in most campuses, which are goods and services (printing paper, toilet

14. 172 University of Cape Coast - University of Ilorin 2016 Conference
paper, paper towels), transportation (shuttles, staff and student commuting
official vehicles) and electricity (Letete, Mungwe, Guma, & Marquard,
2012, p. 12). Ake, Justiniano, Morrill and Woods (2011) also said the major
contributors are consumption of goods (which includes food and drink,
clothes and personal effects, and recreation and leisure), transportation and
household energy. From the 5 items listed by the respondents, items a) and
d) belong to energy category with items b) and c) belonging to the
transportation category whereas item e) is located in consumption of goods
group. Majority of the respondents – 335 (78.5%) – are of the view that
efficient management of electricity could lead to CO2e reduction, which is
followed by the minimization of on-campus transportation through walking
– 251 (58.8%) or using public vehicles instead of private ones – 195
(45.7%). Finally, only few of the respondents 18(4.2%) think that using
technology in place of paper circulation can lead to the reduction of CO2e.
ICT and the Reduction of Carbon Footprint at UCC
ICT is both seen as culprits in the rise of carbon emissions and praised for its
capability to provide relief for the world’s climate woes (Anderson,
Backhouse, Curtis, Redding, & Wallom, 2009). Advances in campus
networks and emerging Web 2.0 tools for collaboration and dissemination of
information coupled with web-conferencing services, could provide
alternatives to campus travel thereby reducing CO2e from university’s
transport sector. On most campuses, ICT is not considered when the
reduction of CO2e is being discussed because most policy makers are
oblivious of its contribution to the subject.
It is refreshing to notice from Table 8 that 237 (55.5%) of respondents
agreed that the ICT sector has the potential to be a driver of sustainable
growth. Efficient ICT tools and applications contribute to sustainable growth

15. University of Cape Coast - University of Ilorin 2016 Conference 173
development. “ICT can assist in reshaping the demand side of our energy-
dependent society, reducing energy consumption, and subsequently CO2
emissions, in areas such as electricity distribution, buildings and
construction, transport and logistics among others” (CORDIS, 2012,p. 74).
Likewise, Ware, Rueda-Sabater, Varela, Garrity, and Lighton (2010) said
that “ICT offerings are more and more able to address environmental
sustainability concerns in ways that can also be aligned with social and
economic goals. This win-win approach is the focus of efforts in many cities
across the world” (p. 36).
Respondents were of the view that indeed ICT could be used in reducing the
carbon footprint of the university. This is shown in Table 9, where
251(58.8%) agreed to the statement that ICT could be used in reducing
carbon footprint of UCC, which is in line with Page’s (2009) assertion that
“there has also been a greater awareness of technology’s role in global
carbon emissions” (p.6).
Table 10: Respondents’ Views.
Suggested areas to minimize the use of paper in UCC
Source: Field data, 2013.
Legend:
Q5a-All objective questions should be computer-based instead of the
current paper-based one.
Q5b- Pasting the paper notices and advertise on campus should stop
and UCC websites used instead
Q5c- Pasting the paper notices and advertise on campus should stop
and UCC emails used instead
Q5d- Video conferencing facilities installed in all conference room
for meetings
Responses
Q5a Q5b Q5c Q5d
Freq % Freq % Freq % Freq %
No response 22 5.1 18 4.2 22 5.2 21 4.9
Agree 229 53.6 234 54.8 242 56.7 267 62.5
No opinion 87 20.4 140 32.8 37 8.7 52 12.2
Disagree 89 20.8 35 8.2 126 29.5 87 20.4
Total 427 100 427 100 427 100 427 100

16. 174 University of Cape Coast - University of Ilorin 2016 Conference
Table 10 shows the respondents’ views on areas that paper circulation and
transportation can be minimized, using the existing ICT infrastructure at the
university. The respondents were of the view that quizzes that are usually in
multiple-choice format should be conducted, using the existing Moodle
Learning Management Systems (LMS), which is evident in the column
entitled Q5a, where 229(53.6%) of the respondents agreed to the statement.
Furthermore, respondents were of the view that technology such as email
and website should be used in place of paper notices to communicate within
the university community. These are depicted in columns 5b and 5c where
234(54.8%) and 242(56.7%) of the respondents respectively agreed on the
issue. With regard to universities minimizing both travelling within and
without for meetings by using video conferencing technology such as Skype
and Google Hangout, etc. respondents – 267(62.5%) – agreed.
Conclusion and Recommendation
This paper sought to determine whether or not students of the University of
Cape Coast were aware of carbon footprint and to find out ways they thought
technology could be used to reduce the university’s carbon footprint. From
the discussion so far the following conclusions are made.
Most students have little or no knowledge of carbon neither footprint nor
carbon reduction likewise their own carbon footprint. Nevertheless, they
want to live a sustainable lifestyle and reduce their CO2e for a better
tomorrow and also want same for the university. The university should
embark on awareness campaign in this regard, which aims at the behavioural
change of its stakeholders so as to impact positively on the environment such
as how they use energy, what they consume etc. Thus, we advocate the
establishment of environmental awareness week in the university and during
such period sustainability campaigns should be organized. This should be
extended to the “Hall Weeks” and “Programme Week”. During such week, a
day should be dedicated to environmental and sustainability issues where
students could be educated on either sustainability in general or on areas
within their chosen professions. Members of the university community
should be encouraged to know their carbon footprint and websites that
enable people to estimate/calculate their carbon footprint. The university
should also organize occasional lectures on environmental issues and
incorporate environmental issues in each course of study. Finally, it is high
time that ecological literacy (also referred to as eco-literacy) course was
introduced in the university so that sustainability issues that lead to the
“well-being of the earth” are brought to the attention of students. These

17. University of Cape Coast - University of Ilorin 2016 Conference 175
values and behaviour learnt at the university have a long-lasting impact on
graduates throughout their lives.
Students are aware of the absence of carbon footprint policy. It is high time
such a policy was formulated and circulated among the stakeholders within
the university community. To start with, a sustainability office should be
established with qualified Sustainability Officers who will help in
monitoring environmental and sustainability issues as well as policy
formulation. Such policy should include, among others, the university’s
plans in reducing greenhouse gas emissions, carbon footprint, water
footprint, and environmental footprint. Finally, such a document should
include the average CO2e of the various categories of stakeholders and the
university as an entity and annual percentage reduction target for the
university.
Most students are aware of the potential of ICT to reduce the university’s
carbon footprint as well as its capability of being a driver for its sustainable
growth. In this regard, the existing ICT infrastructure in the university
should be fully utilized. The university should use technology such as video
conferencing via Skype to conduct staff interviewing instead of asking the
interviewees to travel to campus for the said purpose. The same technology
and email should be used for daily transactions as a means of minimizing the
sometimes needless shuttle between the south and north campuses of the
university. Again, students are of the view that ICT could be used to
drastically reduce paper circulation and use. Staff and students should be
encouraged to share information, using ICT platforms that exist in the
university so that paper circulation is reduced to the barest minimum. The
resulting effect is cost saving due to the reduced quantity of purchased
papers, tonner/cartridges as well as reduced energy consumption from
minimal use of printing/photocopying. In situations where printing is
necessary, energy-saving techniques should be encouraged such as double-
sided printing of all documents from ordinary correspondences to
thesis/dissertation.
ICT permeates every aspect of life in the Information Age and organizations
such as UCC have built and are still investing in its infrastructure. The
university should fully utilize the potential of green ICT in reducing CO2e
by aligning its operations with technology. Finally, an investigation of the
carbon footprint of the university should be conducted.

18. 176 University of Cape Coast - University of Ilorin 2016 Conference
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