Post on 28-Jan-2023
01/05/2013
1
Weetwood Hall, Leeds 30 April – 1 May 2013
Welcome to:
Green Academy 2 Change Programme
Residential
Fire procedure.
Cloakrooms.
Refreshments & Catering.
Work spaces.
Administration and staffing.
Wifi code.
Sharepoint site
Twitter #GreenAcademy.
Housekeeping
Higher Education Academy team
Simon Kemp, Academic Lead, Education for Sustainable
Development
Helen May, Academic Lead for Change and
Internationalisation
Jonathan Payens, Events Officer
Chris Vincent, Administrator (Leadership and Strategy)
3
Introductions
ESD Lead Supporters
Jane Davidson, Director of INSPIRE, University of Wales
Trinity Saint David
Victoria Hands, Director of Sustainability Hub, Kingston
University
Peter Rands, Director of Sustainability Development,
Canterbury Christ Church University
Carolyn Roberts, Director, Environmental Sustainability
KTN at Oxford University
Zoe Robinson, Director of Education for Sustainability, Keele
University
4
Introductions
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ESD Lead Supporters
Chris Shiel, Associate Professor, Bournemouth University
Sarah Speight, Chair of the Grand Challenge on Education
for Sustainable Development, University of Nottingham
Stephen Sterling, Professor of Sustainability Education at
Plymouth University
Daniella Tilbury, Director of Sustainability, University of
Gloucestershire
Chris Willmore, University Academic Director of
Undergraduate Studies, University of Bristol
5
Introductions
ESD Expert Contributors
Julia Kendal, University of Southamptom
Rebecca Nestor, Leadership Foundation
Iain Patton, Chief Executive, EAUC
Charlotte Taylor, NUS
Aisling Tierney, ESD Intern, University of Bristol
Hannah Tweddel, ESD Intern, University of Bristol
Martin Wiles, Head of Sustainability, University of Bristol
6
Introductions
Institution Supporter Room
Anglia Ruskin University Carolyn Roberts Syndicate 4
De Montfort University Victoria Hands Syndicate 5
Nottingham Trent University Zoe Robinson Syndicate 6
University College London Sarah Speight Syndicate 7
University College Plymouth St Mark and St John
Stephen Sterling Syndicate 8
University of Chichester Chris Shiel Beech Room
University of East Anglia Daniella Tilbury Maple Room
University of South Wales Chris Willmore Office Room
University of Kent Peter Rands Cedar Room
University of The Arts Simon Kemp Linden Room
7
Breakout room allocation
To shape and inform teams’ understanding and
vision of sustainability;
To enhance teams’ understanding of what is
involved in managing whole institutional change
for sustainability;
To further develop action plans that will
contribute to the embedding of sustainability in
the curriculum and across the institution;
To share expertise, resources and information
across institutions. 8
Objectives of the residential
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To identify approaches to engaging different
stakeholder groups across the institution in the
change process;
To embed evaluation into action plans so to
evidence that your team has had an impact;
To engage in peer review and learn from other
teams and the Green Academy programme team;
To identify relevant opportunities for future
networking so as to enhance your own learning
and further inform your team’s work.
9
Objectives (continued)
10.45 Sustainable Development in HEIs
11.30 Mapping our initiative
12.30 Lunch
13.30 Planning and evaluating your initiative
15.45 (optional) Addressing collaborative
challenges
17.00 Poster session and swap shop
18.00 Free association
19:00 Dinner
10
Day 1 Programme
Mutual respect, trust, support and encouragement
Remain open minded and non-judgemental.
Confidentiality
Work within ‘Chatham House Rule’.
Consent
Obtain permission prior to disclosure of
data, materials or other information.
‘Rules’ of engagement
Put up your poster (if you haven't already) and
nominate one team member to represent your
institution for the ‘Swap Shop’ session at 17.00 pm.
Identify your key challenges to progressing your
initiative by 15.00pm today.
Work towards a presentation of your action and
evaluation plans by 14.00pm tomorrow.
Be prepared to submit your evaluation plans by
change@heacademy.ac.uk.
Please remember to …
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Leading and implementing sustainability in a Higher
Education Institution – the start of developing your
action plan
An outline of models for ESD and sustainability in
general across HEIs.
A discussion of the advantages and disadvantages of
different approaches and determining the appropriate
focus for each individual programme team. 13
Sustainability in HEIs
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What is Sustainability?
42 15
What is Sustainability?
16
Sustainability: What’s in a word?
Sustainability? Sustainable Development?
Sustainability Education? Global Citizenship?
Global Perspectives?
Education for Sustainable Development?
Education for Sustainability?
•Q. What are your definitions?
•Q. Do we need a definition?
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“Development which meets the needs of the present
without compromising the ability of future generations
to meet their own needs”
Brundtland Commission, 1987
‘Our Common Future’
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What is sustainable development?
18
Sustainable Development
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Sustainable Development
• Lack of a universally agreed definition
“ESD allows every human being to acquire the
knowledge, skills, attitudes and values necessary to
shape a sustainable future” (UNESCO)
• UNESCO areas of emphasis:
1. Improving access and retention in quality basic education
2. Reorienting existing educational programmes to address
sustainability
3. Increasing public understanding and awareness of sustainability
4. Providing training
Education for Sustainable Development
20
01/05/2013
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UNESCO themes:
• Biodiversity
• Climate Change
Education
• Cultural Diversity
• Indigenous Knowledge
• Disaster Risk
Reduction
• Poverty Reduction
• Gender Equality
• Health Promotion
• Sustainable Lifestyles
• Peace & Human
Security
• Water
• Sustainable
Urbanisation 21
Education for Sustainable Development
https://t.co/redirect?url=http%3A%2F%2Ft.co%2FZLE7Eh88di
&sig=65bd85dfed936bff33002f70558c99bd695bc2f5&uid=395
53695&iid=59be689d-e606-4a2a-bd2a-
321129ee3199&nid=4+252&t=1
Education for Sustainable Development
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E
R
O
C
Curriculum Operations
Research Experience
(Kemp & Kendal, 2013)
The ‘C’ model at Plymouth University
Connection
Communication
Collaboration
Coherence
Consistency
Congruence
Process Foci Outcome
Sterling, 2013
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25
What do students understand
“sustainable development” to mean?
26
HEI approaches to sustainability
•Through ESD or as part of wider institutional
change?
•A uniform approach?
•No two HEIs are the same
•Approach adopted is contextualised by the
institution
(Shiel, 2011)
27
‘A University that improves the
present whilst enhancing the ability of
future generations to responsibly meet
their own needs’
What is a ‘Sustainable University’?
Kemp, 2013
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29
Developing your HEI approach to
sustainability
• Write down the top 3 priorities for your HEI
1. How does ‘ESD’ fit into those priorities?
2. How does ‘Institution-wide Sustainability’ fit into
those priorities?
3. What are your greatest challenges in reaching your
vision?
• Use these priorities and challenges in your team sessions
throughout Green Academy – although they will remain fluid
Mapping our initiative
Facilitator: Helen May
To help your team identify and express creatively
your view of the initiative during planning process.
To reflect on your initiative – its history, progress
and future direction.
To surface different understandings or perspectives
about the initiative within the team.
To develop a common understanding as to what
your initiative is seeking to achieve.
To help overview your initiative to others.
To have fun.
Objectives of this session Background to Rich Pictures
Rich pictures were originally developed as part of Soft
Systems Methodology for gathering information about a
complex situation and identifying multiple viewpoints.
The methodology was developed in 1960-70s by Peter
Checkland and his students at Lancaster University.
Rich pictures were proposed at the beginning of the
process and seen as an iterative process of understanding
and refining that understanding.
Originally constructed by interviewing people.
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From the start up meeting….
Selling your initiative to others
On one of the shapes, in teams please write one or two
compelling sentences that represent your initiative to one of the
following target audiences:
Students
Academic staff
Senior managers
Consider
What makes an effective ‘strapline’?
What makes an effective ‘strapline’ for that particular audience?
Starting point
Current position (with ‘strapline’)
Future
34
Task: to create a rich picture as a
representation of your initiative
Journey mapping picture
35
Rich Picture
Informative
Insightful
Funny
Happy
Sad
Political
Scary
Challenges and
uncertainties
Connections
Graphics
Pictures
Symbols
Doodles
Draws on
your
‘strapline’
36
School of Coaching Communication Map
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Green Academy Evaluation Framework
Force field analysis
Stakeholder engagement
plan
Phases, stages, schedules
Roles and responsibilities
Managing risks
Session overview: tools for change Green Academy Evaluation Framework
Outputs
Outcomes
Impacts Needs
Aims
Objectives
EFFECTS GOALS
Inputs
&
Processes
Are you
clear
what you
are trying
to
achieve
and what
your
priorities
are?
Are you distinguishing between your inputs and outputs?
How will
you know
that you
have
achieved
your
outcomes
and made
an
impact?
Are your
outcomes
clear and
related to
your
aims?
Focuses on identifying driving and restraining forces
Helps visualise and identify the changes you wish to plan
to take forward.
Force field analysis
Diagram from JISC inforNet: www.jiscinfonet.ac.uk/tools/force-field-analysis 44
Stakeholder engagement plan
Team member who will lead this engagement work
Tactics for getting them involved (identify at least 3 ways)
Challenges or barriers to participation
Benefits to them and/or involvement in the process
Importance to the process of them being involved
Key groups to engage in the process of change
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Schedule to determine the main phases of your initiative
Encourages you to build in a time scale and identify
milestones.
Requires you to review and re-plan
Phases, stages, schedules
Responsibility assignment matrix
Define activities
Assign to team
Agree communication
approach.
Helps to agree ‘operating
procedures’ when working as a team.
Roles and responsibilities
R Responsible
C Consulted
I Informed
Encourages you to rate and prioritise risks
Two key dimensions
Risk impact/probability chart.
Risk management
high probability, low impact
high probability,
high impact
low probability, low impact
low probability,
high impact
JISC inforNet http://www.jiscinfonet.ac.uk/
Mind tools http://www.mindtools.com/index.html
Project smart http://www.projectsmart.co.uk/
Follow up: resources
01/05/2013
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• Promoting Leadership
• Engaging university communities
• Sustainability pedagogies
• Bringing about holistic institutional change
• Addressing operational challenges
• Engaging students
• Qualitative success measures
• ESD and the employability agenda
49
Optional Roundtables: Addressing
collaborative challenges
Institution Supporter Room
Anglia Ruskin University Carolyn Roberts Syndicate 4
De Montfort University Victoria Hands Syndicate 5
Nottingham Trent University Zoe Robinson Syndicate 6
University College London Sarah Speight Syndicate 7
University College Plymouth St Mark and St John
Stephen Sterling Syndicate 8
University of Chichester Chris Shiel Beech Room
University of East Anglia Daniella Tilbury Maple Room
University of South Wales Chris Willmore Office Room
University of Kent Peter Rands Cedar Room
University of The Arts Simon Kemp Linden Room
50
Now go to your room!
Swap Shop: sharing expertise,
resources and information.
51
Leave up posters until tomorrow.
Use of Sharepoint networking facility
Clear tables – you will be seated in a different place
tomorrow.
Please hand in your team room keys – you will be given a
different one tomorrow morning. You can store
belongings in the room but you will not have access to
them.
Dinner at 7 pm Woodlands Suite with quiz.
Checkout of your rooms by 10am tomorrow morning.
End of Day Reminders
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Weetwood Hall, Leeds 1 May 2013
Welcome to:
Green Academy Change Programme
Residential – Day 2
Fire procedure.
Cloakrooms.
Refreshments and catering.
Work spaces.
Administration and staffing.
Wifi code.
Twitter #GreenAcademy.
Sign up for a taxi on the list if you require one.
Housekeeping
8.45 Welcome and overview of the day
9.00 Green Academy inputs: mapping ESD and
student leadership
10.00 Team planning
11.00 (Optional) Collaboration for action
12.00 Lunch
13.00 Finalising your initiatives
14.00 Community responses to your initiatives
15.30 Next steps 55
Programme Day 2
Mapping ESD
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• Purpose?
• A marketing and recruitment exercise?
• A driver for meaningful change?
• The approach must be appropriate for your institution
Mapping ESD across the curriculum
58
Mapping ESD across the curriculum
Forum for the Future, 2011
• Southampton mapping of the whole curriculum showed the
following inclusion of ESD based on the Forum for the
Future Five Capitals Model:
UG: 85% coverage, including 5 of the 8 faculties reaching
100%
PG: 76% coverage, including 3 of the 8 faculties reaching
100%
59
01/05/2013
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•Being Human: Critical thinking in the Digital Humanities
•Building Human Body
•Business Skills for Employability
•Design Skills for Presentations and Maps
•Education for Health and Wellbeing
•Ethics in a Complex World
• Global Challenges
•Global Health
•Intercultural Communication in a Global World
62
•Living and Working on the Web
•Living with Environmental Change
•Online Social Networks
•Pathological Mechanisms of Disease
•Piracy, Security and Maritime Space
•Sustainability in the Local and Global Environment
•The Human Brain and Society
• The Management of Risk and Uncertainty
•Understanding Modern China
•Work and Employment in Theory and Practice
63 64
Applied Ethics
Archaeological Thought
A Search for Life in the Cosmos
Behavioural Neuroscience
Chemistry for Biological Scientists
Cosmology, Ritual and Belief
Crime, Youth and Society
Criminal Justice Studies
Development Psychology
Education and Society
Ethics
Existentialism
Faith and Reason
Gender and Society
Human Origins
Introduction to 20th C Music
Introduction to Ancient Philosophy
Introduction to Chemistry
Introduction to Criminology
Introduction to Energy in the
Environment
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65
Introduction to Philosophy of Science
Introduction to Political Philosophy
Introduction to Social and Cultural
Anthropology
Introduction to Teaching and Teachers
Knowledge and Mind
Perception
Psychology of Wellbeing
Puzzles about Art and Literature
Secondary Education: Systems and
Structures
The Living Earth
Theory and Practice of American
Democracy
The Rise of Modern Philosophy: Mind
and World
Violence and Sex in Law, Literature and
culture
• Applying ‘Sustainability Capitals’ (covering all of economic,
social and environmental):
UG: 33% coverage, with 2 of the 8 faculties on 0%
PG: 19% coverage, with 5 of the 8 faculties on 0%
66
67
• Mapping is a tool not a goal Why are you doing it?
Showcasing? Understanding? Celebrating? prioritising?
• What are you trying to do? Developing reflective practitioners or consistent snapshot?
Understanding what students will or can encounter?
Link between formal and informal curriculum?
• Located in institutional and ESD values/ discourses Choice of language - from engineering to classics
Institutional drivers: Ethics, CSR, sustainable development……
Which national articulation of audit?
68
ESD Mapping
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• Self assessment ESD Mapping Tool – layers of challenge
• Shedding external light ESD Baseline Review
Engagement Case Studies
• Individual action Staff skills audit
Student skills / awareness audit
• Embedding mapping / audit: Quality Assurance - Annual Programme Review Reports & QA visits
New Programme or Unit Approval processes
Mapping ESD using KIS data collection
69
Choice of routes
Department ESD-related Units
(ESD Baseline
Review)
ESD-related Units
(Humanities
Review)
Classics 12% 54%
English 23% 70%
History 59% 86%
History of Art 44% 81%
Religion &
Theology
46% 69%
Average 36.8% 72%
Faculty % ESD
of all
Units
%Students
experiencing
ESD
% ESD of
Core
Units
%Students on
Core Units
with ESD
% ESD
of Open
Units
%Students
on Open
Units with
ESD
Arts 35% 35% 35% 28% 40% 7%
Engineering 17% 9% 16% 8% 10% 1%
Medical & Veterinary Sciences 13% 15% 13% 15% 0% 0%
Medicine & Dentistry 56% 52% 56% 52% 0% 0%
Science 19% 17% 20% 12% 39% 5%
Social Sciences & Law 39% 37% 37% 32% 26% 5%
Average for all Faculties 30% 28% 30% 25% 19% 3%
Student Leadership
School engagement
One-to-one engagement
Network creation
Student voice
Staff support and encouragement
71
Bristol
72
Student Partnerships
A legacy of successful student engagement:
• Green Academy Task Group & Behaviour Change Group
• Flagship events:
• 7 years of Waste Wars
• 2nd Annual Blackout on 26th April (#sotonblackout)
• Swap Shop 2013
01/05/2013
19
• Collaboration is key
• Organising events with, not for,
students
• Value of student representation & ideas
• Empowering students to influence staff
behaviour & the wider university
community
• Creating a culture of personal
responsibility
• Make it fun
• Get the right incentives
• Make it the norm
73
Key lessons learnt
74
Student leadership in Green Academy
at the University of Worcester
75
Students at the centre of Green
Academy at the University of
Worcester
76
Results
•Increased student
participation through the SU
and student societies
•Embedded with university
policy makers/committees
•Increase student participation
in sustainability initiatives
•Embedded in university’s
strategic plan
•Sustainability elective open to
all undergraduate students
01/05/2013
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10:00 & 14:00
Refining & finalising your team initiatives
11:00 – 12:00 Collaboration for action (optional)
12:00 – 13:00 Lunch and action pledges
77
Presenting your plans
78
1 2 3 4
Anglia
Ruskin
St. Mark &
St. John
Kent
De Montfort
Chichester
University of
the Arts
Nottingham
Trent
East Anglia
UCL
Uni of South
Wales
Presentation x
ESD in the
curriculum x
Student
engagement x
Evaluation x
Team Presentations: Round 1
Presentation ESD in the
curriculum
Student
engagement Evaluation
14.00 Group 1 2 3 4
14.25 Group 2 3 4 1
14.50 Group 3 4 1 2
15.10 Group 4 1 2 3
80
Feedback groupings
• Write your responses on post it notes.
• Please use the following colours to help us sort
them. Write the institution at the top.
Yellow – ESD in the curriculum
Green – Student engagement
Pink – Evaluation
01/05/2013
21
Next Steps
81
Engage with social networking facilities
Submit your impact evaluation plans by 31st May.
Let us have your reflections on the residential and
ideas for final meeting, through the feedback survey
which will remain open until 17 May 2013.
Ensure the dates are in your diary for the final
meeting on 21 January 2014.
Contact your supporter with any specific queries.
Raise a purchase order and/or pay any outstanding
invoices.
Next Steps: Things we need from
you
82
Things you need from us:
Supporter contact details
Address any admin/technical queries to:
change@heacademy.ac.uk.
Any questions?
83
Next Steps