3. Structure
• A re-envisioning: What do we mean by
Sustainability/Green economy?
• What skills are needed?
• What is Higher Education doing?
• What can we do . . .
4.
5. The Green Economy (1)
http://www.sd-commission.org.uk/pages/the_principles.html
6. The Green Economy (2)
Developing the leadership skills we need to
transition to sustainable economy is both
urgent and critical to the future economic
success – as well as our social and
environmental well-being:
3 challenges:. . . .
– Envisioning how a sustainable economy
might look
– Connecting with the commercial benefits of
sustainability
– Grounding solutions in day to day reality
(BITC 2010)
8. The Green Economy (4)
“The transition to a green economy
requires a workforce with the right
skills. This includes not only skills in
the low carbon and environmental
goods and services sector, but also
those needed to help all businesses
use natural resources efficiently and
sustainably and to be resilient to
climate change.”
http://www.businesslink.gov.uk/ 2011
9. A prophetic imagination?
• How do we live differently?
• How do we build things
differently?
• How do we work differently?
• How do we change?
10. Where is HE at?
De Montfort University (DMU)
• Based in Leicester with city centre
campus
• Approximately 20,000 students
and 3000 staff
• Includes Institute of Energy &
Sustainable Development
• Sustainable Development Task
Force chaired by Pro VC
11. Our commitment to sustainability
We will make a significant contribution to global efforts to achieve
environmental sustainability.
12. Policy context
• HEFCE Sustainable Development in Higher Education (2005)
• Climate Change Act 2008
• Carbon reduction targets enshrined in law
• a legally binding target of at least an 80% cut in greenhouse gas emissions
by 2050
• reduction in emissions of at least 34% by 2020. Both targets are against a
1990 baseline
• HEFCE update Strategic Statement on SD in HE 2009
• BIS Carbon Reduction Delivery Plan 2010
• Carbon reduction target and strategy for higher education in England
2010
• reduction scope 1 and 2 emissions of 34 per cent by 2020 and
• 80 per cent by 2050 against a 1990 baseline
15. Learning, Teaching and Assessment Strategy 2012-
2015
Embedding education for sustainable development in the curriculum.
De Montfort University aims to develop staff and students to become responsible
‘global’ citizens in the face of the environmental challenges ahead of them. We also
acknowledge the importance of developing and/or embedding an awareness of
environmental sustainability in the curriculum in order to encourage respect for
the future, energy awareness and environmental good practice. We recognise
that this will be achieved in a variety of ways and at a range of different levels of
engagement from bespoke programmes of study to specific modules, or by
reference to sustainability issues in the existing curriculum and its associated
resources.
16. BSc Energy & Sustainability
Management
• Innovative design encompassing core modules from
Business & Law alongside newly commissioned ones
from the Institute of Energy & Sustainable
Development including:
– Sustainable development
– Energy and the built environment
– Near zero emissions technology
– Energy economics
– Placement and dissertation opportunities
• Validated 2012 for a Sept 2013 intake
17. Developing core graduate skills
• Practical and tangible solutions to climate change and
sustainability alongside critical thinking
• Leadership and change management skills
• Encompasses a range of disciplines and blur the boundaries
between physical and social sciences, e.g. energy analysis
techniques, carbon footprinting, strategy development and
environmental psychology
18. To discuss & imagine!
How do we do this?
• What skills do we think are needed?
• What are people already doing?
• What are the opportunities for where we are
to offer these skills? Do we already?
(opportunity to share knowledge), e.g new
programmes/modules – inter-faculty & cross
faculty?
• Partnership opportunities?
Introduce myselfDull title – I hope this session will be interactive, and envisioning for you all . . .
Sense of destination, and a sense of purpose . . . Both in terms of students – progressing to HE to study for a degree,And of Society’s need to become more sustainable
This is we start then. Not just talking about the environment.
Leadership skills necessary,But nb 3 challenges?
Further evidence of the employment opportunities available . . .
So we’re taking about jobs – employment –being mindful of resource use, living within limits, engineering, leadership, artists, poets,
This is where I think the challenge to curriculum comes in.And a challenge to us – are passionate about what we’re doing, and why we’re doing it? We’ll come back to these questions.TO the HE sector . . .
I’m going to reflect on DMU, as a case study:A little about DMU – growing and strong ‘research led’ university which is unusual for a post-92 University (ex-Poly for the parents)With this degree in particular – based in the IESD, all the teaching is research informed.Strong commitment to sustainability, we practice what we preach and perform well in the people and planet green league.
DMU committed to sustainability:Est. of IESD: buildings, energy, behaviour change etc etcInvolvement in strategic partnershipSustainability StrategyCarbon Management Plan inc. scope 3 emissions.Strategic Plan.
BIS Carbon Reduction Delivery Plan 2010 – 43% reduction in scope 1 and 2 sources by 2020 based on a 2005 baselineCarbon reduction target and strategy for HE 2010 – HEFCE, UUK and Guild HE
