7th I.S.L.E. Meeting: Further analysis on outcomes of WP4 Questionnaire

REPORT ON THE RESULTS OF
THE FURTHER ANALYSIS OF THE
OUTCOMES OF THE
WP 4 QUESTIONNAIRE
EXPLOITATION MEETING UK
23-27 APRIL 2012
“Professional Practice and Sustainable Development”- SURVEY

Country
Total records in
survey full responses
incomplete
responses no of survey's sent:
AUSTRIA 85 45 40 430+?
BELGIUM 0 0 0
BULGARIA 26 15 11 15 + ?
CYPRUS 10 5 5
CZECH REP. 0 0 0 10
DENMARK 0 0 0
ESTONIA 72 25 47 818
FINLAND 0 0 0 0
FRANCE 29 12 17
GERMANY 29 13 16
GREECE 18 10 8 18
HUNGARY 8 6 2 21+?
ICELAND 0 0 0 0
IRELAND 5 0 5 5
ITALY 33 22 11 100
LATVIA 0 0 0
LUXEMBOURG 26 14 12 127
MALTA 3 1 2 5
NETHERLANDS 364 150 214 6000
NORWAY 10 5 5 35 + university (4000)
POLAND 5 3 2 50
PORTUGAL 30 23 7 200
ROMANIA 32 22 10 300
SLOVAK REP. 9 5 4 9
SLOVENIA 22 9 13
SPAIN 45 28 17 726
SWEDEN 48 15 33
TURKEY 0 0 0 0
UK 30 16 14 379
TOTAL 939 444 495
Percentages (Total) 100% 0.47284345 0.52715655
Response

The quality of the data:
Although we have a good number of data they
are not representative

Aim Questionnaire:
1. to clarify the needs of the labour market in order to
adjust higher education
2. To investigate in which fields new jobs are expected be
created ( this in relation to the outcomes of the
Professionalization fair in Lisbon)
Additional aim:
3. Compare the needs of the labour market on
competences to what Universities offer ( WP4<->WP2)

Ad 1. Main questions to clarify the needs of the labour
market:
- What are the SD issues companies are working on now
- What are the SD issues they expect to work on in 5
years
- Which SD competences are important when recruiting:
+ General competences
+ Knowledge
+ Skills
- How much practical experience on SD does a student
need “Professional Practice and Sustainable Development”- SURVEY

Methodology: steps taken
•Make the data base suitable for further statistical analysis
•Do a multivariable analysis with the questions about the
SD issues and the competences related to the country, size
and the sector of activity of the companies/ organizations
•Do a single variable analysis for the different factors
•Make a regrouping of the competences so outcomes of
WP 4 and WP 2 can be compared

Outcomes:
Analysis of Variance (ANOVA): significant outcomes with
respect to single factors (SD issues, Competences,
Knowledge, Skills, Category of Company, Size of Company)
but no significant effects of interaction between factors.
For example: the score assigned to SD issues is not
significantly influenced by the category or the size of the
companies that replied to the questionnaire. The same with
respect to Competences, Knowledge and Skill.
For this reason single or principal effects are considered and
showed in the following slides.

Outcomes:
Single variable analysis:
•SD issues: Which are more/ less important
•Category of companies: deviation from the
mean
•Competences: Which are more/ less
important

Sustainable Development issues.
SD1 Energy efficiency
SD6 Renewable resources
SD5 Efficient use of natural resources
SD10 Waste reduction
SD11 Emission reduction
SD4 Reduced water consumption and water re-use
SD2 CO2 neutral operations
SD3 Sustainable procurement
SD15 Rethinking the business by using SD as a principle
SD16 SD as means to improve business opportunities
SD9 Prevention of damage to biodiversity
SD13 Corporate social responsibility
SD14 Sustainable Supply chain
SD12 Development of SD products and services for clients
SD8 Scarcity of raw materials
SD7 Organic farming

Outcomes

Results show that the most important SD issues for
companies now and in five years are :
•Energy efficiency
•Efficient use of natural resources
•Renewable resources
•Waste reduction
And the less important are:
•Organic farming
•Scarcity of raw materials

Importance of SD issues
now and in 5 years/
categories of companies/
organizations

• Only for the categories Nature and Social the SD issues
will be of high importance now and in the future
• For Administration and Education they will become more
important in the future .
• For the other categories it will stay more or less the same
in the future as it is now
Conclusions

Mean score = 4,03
General competences

Competences decription
C4 Future orientation
C7 Action and practical skills
C2 Emotional intelligence and communication
C1 Social responsibility
C6 Personal involvement
C3 System orientation
C5 Global awareness

Conclusion
Most important general skills
•Future orientation
•Action and practical skills
•Emotional intelligence and communication
Least important general skills:
•Personal involvement
•System orientation
•Global awareness
Of which the last is considered significantly less
important.

Q 20.1
KNOWLEDGE
Mean score
= 3,46

K1
Triple P bottom line/ Brundtland report
/Basic knowledge of SD
K10 Gross national product (GNP)
K11 Environmental justice
K12 Ecological economics
K13 Ecosystems
K14 Globalization
K15 Human rights
K16 Natural resources and biodiversity
K17 Supply chains
K18 Value chains
K19 Social responsibility
K2 Niche markets
K20 Social Justice
K21 Eco system services
K22 Efficiency
K23 Externalities
K3 Basic principles of natural systems
K4 Business models
K5 Carbon footprint
K6 Economics
K7 Ecological Integrity
K8 Environment
K9 Environmental Management systems

Conclusion:
Most important Knowledge:
•Triple P bottom line/ Brundtland report /Basic
knowledge of SD
•Gross national product (GNP)
•Environmental justice
•Ecological economics
•Ecosystems
Least important Knowledge:
• Ecological Integrity
• Environment
• Environmental Management systems

Q 20.2
Skills
Mean score =
3,47

Skill decription
S15 Efficiency
S19 Leadership skills
S18 Sustainability planning
S14 Effective communication
S2 Analysis of environmental problems
S6 System’s thinking
S17 Influencing the organization
S10 Designing sustainable systems
S11 Life cycle analysis
S16 Indicators and indexes
S12 Ecological footprint
S8 Full cost accounting
S7 Business case
S4 Socially responsible investing (STI)
S13 Economic restructuring
S1 Pollution prevention programme likes P2
S5 Pollution trading
S9 The 4 P’s (Product, Price, Place and Promotion) of marketing
S3 Cap and trade

Conclusions
• Economic restructuring
• Pollution prevention
programme likes P2
• Pollution trading
• The 4 P’s (Product,
Price, Place and Promotion)
of marketing
• Cap and trade

14. How much practical experience on SD do you think
a student should have during his studies?

16. Do you expect to create new jobs in your company/ organization related to SD?
Ad 2. New jobs

New Jobs

New jobs: conclusions
• The majority of the companies don’t expect that new jobs will be developed.
This is also the reaction we had on the Professionalization fair in Lisbon.
• However for the jobs they expect to create we can see a development that SD-
jobs on managerial level will decrease and will increase in the executive
departments.

Ad 3. Compare the needs of the labour market on
competences to what Universities offer ( WP4<-
>WP2)
• Regrouping of competences WP and WP 2 in order
to match offer and demand
• NB general competences remained the same

Knowledge
regrouped

Knowledge regrouped
K 2 ECOLOGY
K 3 HOW TO ANALYSE ENVIRONMENTALIMPACTS
K 4 HOW TO REDUCE ENVIRONMENTAL IMPACTS
K 6 VALUE OF NATURE
K 1 GENERAL SD KNOWLEDGE
K 7 SOCIAL ASPECTS OF SD
K 5 ECONOMICS

Skills regrouped

Skills
regrouped
S 1 ANALYSING ENVIRONMENTAL IMPACTS
S 7 LEADERSHIP AND TEAMWORK
S 6 IMPLEMENTING SUSTAINABILITY
S 4 ECONOMIC OPTIMIZATION
S 5 COMMUNICATING
S 2 REDUCING ENVIRONMENTAL IMPACTS
S 3 POLLUTION TRADING

KNOWLEDGE AND SKILLS by COUNTRIES

Conclusions
• Companies in countries in the red rectangle on the right top
corner consider Knowledge and skills on SD more important
than the average
• Companies in the red rectangle in the left hand corner below
consider Knowledge and skills on SD less important than the
average
Our database doesn’t contain the data to explain these
difference so more research or a dialogue with the
companies in your own country may shed more light on this.

KNOWLEDGE AND SKILLS by
CATEGORIES OF COMPANIES

KNOWLEDGE AND SKILLS BY SIZE
OF THE COMPANIES

COMPETENCES WP 4<->
WP 2
COMPARED

19 GENERAL COMPETENCES
G1. SOCIAL RESPONSIBILITY
G2. SYSTEM ORIENTATION
G3. FUTURE ORIENTATION
20.1. Knowledge
K 1 GENERAL SD KNOWLEDGE
K 2 ECOLOGY (not present)
K 3 HOW TO ANALYSE ENVIRONMENTAL IMPACTS
K 4 HOW TO REDUCE ENVIRONMENTAL IMPACTS
K 5 ECONOMICS
K 6 VALUE OF NATURE
K 7 SOCIAL ASPECTS OF SD
20.2. Skills
S 1 ANALYSING ENVIRONMENTAL IMPACTS
S 2 REDUCING ENVIRONMENTAL IMPACTS
S 3 POLLUTION TRADING
S 4 ECONOMIC OPTIMIZATION
S 5 COMMUNICATING
S 6 IMPLEMENTING SUSTAINABILITY
S 7 LEADERSHIP AND TEAMWORK
ALL COMPETENCES

Final Conclusions 1
General competences:
The general competences with * were part of the questionnaire of WP2
the other competences were not considered in WP 2:
•Future orientation*, Social responsibility*, System orientation*
•Action and practical skills
•Emotional intelligence and communication
•Personal involvement
•Global awareness
Skills:
•Ecology was not considered in the WP 2 competences
Knowledge:
All knowledge competences were considered .

Final Conclusions 2
1. Companies adhere more importance to all SD competences than Universities
2. G3 Future Orientation and G1 Social responsibility are considered the most
important general competences both by Universities and Companies. For
Companies these are much more important than for universities.
3. Companies further consider: G2 System orientation very important and S1
Analysing environmental impacts. The most important Knowledge
competence is: K4: how to reduce environmental impact closely followed by
K3: Analysing environmental impact. Also S7 Leadership skills is scored more
than average.
4. Universities consider K3; Analysing environmental impact the most important
competence together with K7: social aspects of SD as a close second.

Recommendations
WP 4 workgroup
• Our data give an indication of what professional practice in Europe
considers to be important SD issues and competences.
• We suggest that a further dialogue between universities and
professional practice is started on the subjects covered in our
questionnaire, to shed light on e.g. the differences between countries
and between categories.
• We would like to suggest to WP 2 to make a self use on line shortened
version of the WP 2 questionnaire for staff. Preferably while using the
regrouped SD-competences and on the categories of professional
practice we developed.
• Make a similar shortened version of WP 4 on line questionnaire. So
universities can monitor their own progress and that of professional
practice.
• > 50 % of the respondents prefer that students to have between 3 and
12 months of practical experience on SD. We recommend that ISLE
partners offer each others students possibilities to get this experience.

Finally
• We have worked very well as a team: everybody contributed from their own
field of expertise.
• We had a core team that worked very hard and motivated during the whole
project period and others that joined us for a little while where their work
and our work ran parallel and others that helped to share the work and their
knowledge and expertise
• We have worked as a multidisciplinary team and have developed our own
knowledge and skills not only in the field of sustainable development but
also in the field of statistics, intercultural collaboration etc.
• We feel that having operationalized our own aims and having organized our
own work processes within the task set by the framework of the project
have enhanced our pleasure and expertise by working on project
aims/deliverables. We would like to recommend this methodology for future
use both in the project and the association: set concrete aims and go for it!!
• We are not ready yet. You can expect a report/ scientific article on the
conclusions and the process of our workpackage.

Thank you for your attention

7th I.S.L.E. Meeting: Further analysis on outcomes of WP4 Questionnaire

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