01/05/2013

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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)

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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

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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

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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

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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

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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.

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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

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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?

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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?

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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

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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?

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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)

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‘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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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

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Task: to create a rich picture as a

representation of your initiative

Journey mapping picture

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Rich Picture

Informative

Insightful

Funny

Happy

Sad

Political

Scary

Challenges and

uncertainties

Connections

Graphics

Pictures

Symbols

Doodles

Draws on

your

‘strapline’

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School of Coaching Communication Map

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37 38

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Planning and Evaluation Tools

Templates

Tricks

Tools

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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

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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

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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

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Now go to your room!

Swap Shop: sharing expertise,

resources and information.

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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

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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%

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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

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•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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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%

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• 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?

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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

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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

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Bristol

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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

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• 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

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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

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Presenting your plans

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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

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Next Steps

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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?

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Next Steps