1.
How to make ASB Fuglesangs Allé
a climate neutral campus?
A report within Social Marketing subject
Olga Safonova, MSc. in Marketing
Aarhus School of Business, University of Aarhus
December 2008

2. Table of contents
Introduction......................................................................................................................... 3
Current situation on campus............................................................................................... 4
Problem delimitation........................................................................................................... 5
Theoretical framework ........................................................................................................ 6
Change objectives ................................................................................................................ 6
Target group ........................................................................................................................ 6
BCOS model..........................................................................................................................7
Competition ......................................................................................................................... 8
Means of intervention.......................................................................................................... 9
Progress measurement ....................................................................................................... 11
Supplementary measures ................................................................................................... 11
Conclusion ..........................................................................................................................12
References...........................................................................................................................13
Bibliography........................................................................................................................14
Appendix 1. Interview with PhD. Researcher at MAPP Berit Kamp, conducted on 22nd
of October 2008..................................................................................................................15
Appendix 2. The questionnaire results ..............................................................................18
2

3. Introduction
The mission of Aarhus School of Business, Aarhus University is to contribute added
value to the society through its primary activities - research, education and dialogue on
the creation and development of companies and organisations1. No doubts, ASB has
made significant advances in many fields, providing business community with research
based knowledge and well educated graduates, equipping the students with the
knowledge that is relevant and required in the international labor market and fostering
further development opportunities for students, researchers and community as a whole.
ASB is EQUIS accredited2 which makes it one of the best business schools worldwide.
Currently ASB hosts more than 7000 students3, which makes it one of the Europe's
largest educational institutions.
Being such a large institution also makes ASB one of the entities, having significant
impact on the environment. This impact is produced both directly - through ASB's
everyday operation activities and indirectly - through the activities initiated by its
students and employees. Keeping in mind ASB's mission is to contribute added value to
the society, it would be quite logical to assume that ASB should strive to minimize its
environmental impact.
But does ASB really do that? Having carefully studied ASB's strategy for the next 4
years, its mission and vision I could not find any mentioning of ASB policy regarding
this matter. Being a student at ASB myself, I hardly notice any communications from
the administration to the students on this topic. Although there have been some
activities (for instance, launching educational programs such as BSc. program in
Business Administration and Sustainability4 , Erhvervsøkonomi og erhvervsjura med
fokus på miljø og bæredygtighed5 and Master i Energi og Miljø6;) and initiatives by
ASB employees (see for example transcript of the interview with PhD. Researcher
Berit Kamp, Appendix 1), there seem to be lack of attention to the question of the
environmental impact from the top administration.
3

4. At the same time, environmental issues are being constantly raised in the public agenda,
both worldwide and on the national level in Denmark. ASB itself is listed as
participating in Climate initiative by Aarhus University. A range of campaigns is
currently running in Denmark (for example, campaign "1 ton less"7 by the Danish
Ministry of Climate and Energy). Denmark is also going to host UN Climate change
conference in Copenhagen in 20098.
Current situation on campus
A group of 4 students (ThuyTien Luong, Ana Mocanu, Rotem Avni and myself) has
conducted a preliminary research, which outlined several factors that need to be
improved to move ASB towards greater sustainability. These factors were presented in
class on October 21st, 2008 and include the following aspects:
• Resources consumption (including energy, paper, and water);
• Recycling practices – garbage sorting, waste reduction;
• School procurement policies – agreements with service providers: catering,
cleaning, green plants service, building and construction, etc.;
• Encouraging students and staff to get more involved in the environmental issues.
Later on we have created and sent out a questionnaire to find out the students attitude
towards the topic and particular behaviors performed by students. The results of this
questionnaire (see Appendix 2) will be used as a starting point for my intervention.
These results have demonstrated that generally students at ASB have a positive attitude
towards making ASB a sustainable campus; however, sometimes they do not have an
opportunity to behave in a way, that would contribute into achieving this goal – for
instance, there is hardly any opportunity to separate the garbage for further recycling at
ASB. Also, some aspects can scarcely be controlled by the students. With respect to the
efficient energy consumption, these are not the behaviors of the students, but the
structural conditions on campus that would allow saving the energy and/or using it in an
efficient manner. Those structural conditions can be buildings insulation, overall
buildings design, the type of windows and doors, the heating equipment and its
4

5. regulation, the type of electrical equipment, lighting, etc.
There is a tremendous knowledge and expertise base on how universities and other
educational institutions worldwide cope with the challenge of minimizing their
environmental impact. However, if the changes are to be made and success is to be
achieved, the main aspect is an organization-wide commitment to the problem.
Problem delimitation
In my report I would concentrate primarily on upstream activities. Upstream
interventions are aimed at structural changes. Donovan and Henley (2003) define
upstream approach as an approach that “addresses the preventive measures that can be
put in place by agencies and organizations that will bring about desired individual
behavior, sometimes without the individual conscious volition”. Andreasen (2006)
argues that upstream approach is often more efficient than downstream. Thøgersen and
Ölander (1995) emphasize the importance of structural conditions as an ‘objective
preconditions for behavior’. However, in order to really bring the change about and to
reduce the environmental impact created by ASB, a holistic (i.e. both upstream and
downstream) approach is necessary. Therefore, in the last chapter of my report I will
mention some supplementary downstream measures that would be compatible with the
proposed intervention.
A note of caution has to be made regarding the results of the questionnaire: due to the
relatively small sample and time constrains, the generalizations of the results to the
whole population (i.e. all of the ASB students) can hardly be made. However, solely for
the purpose of this report, it is assumed that the majority of ASB students would express
similar attitudes, should they have a possibility to participate in the survey. Another
issue to be mentioned is that due to the nature of some questions, the answers can be
biased. Individuals tend to picture themselves as always complying with socially desired
behavior (Schwarz & Oyserman, 2001).
5

6. Theoretical framework
To initiate a positive change and to persuade people in charge (in our case, ASB top
management) to pay more attention to the subject of making ASB Fuglesangs Allé a
climate neutral campus, a targeted approach should be applied. Stages of Change model
(Prochaska et al., 2002; Andreasen 2006) will be used as a theoretical framework to
address the problem. The target audience for the present intervention will need to be
segmented into supporters, opponents and “undecideds” (Andreasen, 2006). After that,
BCOS (Benefits, Costs, Others and Self-assurance issues) model will be applied and
potential competition will be outlined.
Change objectives
The specific change objective is the degree of attention given to environmental and
climate issues by ASB administration. In other words, the aim is to move the issue up
the public, media and policy agendas (Andreasen, 2006) within the ASB. Survey has
revealed that students are willing to behave in an environmentally friendly manner, but
often do not have an opportunity to do so. The ASB management has a power and
authority necessary to facilitate this opportunity and to influence the situation on
campus. ASB administration's actions would be more efficient and effective.
Target group
The primary target group for this intervention is therefore ASB top management,
including Dean, Academic Council, Advisory Boards and ASB Management. The
secondary target groups are the students attending various educational programs, the
researchers, lecturers and other employees, working on campus.
The primary target group can be partially attributed to precontempators and partially to
contemplators. The lack of attention to the practical environmental issues on campus
can be explained by the presence of precontemplators in the decision-making
authorities. Other issues are considered by those precontemplators as more relevant, or
6

7. as having higher priority. At the same time, the launch of several educational programs
having a direct connection with the sustainability and environment, signals that there
are some persons in the top management who realize the importance of the problem and
promote it within the school’s policy.
Thus, the supporters of the problem might be the professors, who will have to educate
the students in the newly launched programs; the researchers, which have a professional
interest in the environmental issues; finally, some members of the advisory board might
have a personal preference toward the issues of the environment and climate impact.
The opponents are those individuals, who consider other topics to be more important
and therefore would be reluctant to put their attention to the problem of making ASB a
climate neutral campus. Also, when the budget has to be drawn up, the opponents might
want a bigger “piece of pie” to be devoted to their particular projects and initiatives. They
might therefore justify these projects as having a bigger importance and a higher priority
for ASB.
Besides, there might be “undecideds”, who neither for nor against the environmental
issues at ASB.
BCOS model
After the set of target candidates is identified, Andreasen (2006) recommends finding
possible points of influence. That can be done with help of BCOS model.
So now the challenge is to frame and present an issue in a way that the benefits of the
positive change will be higher than the costs; the target audience has also to be
persuaded that it is actually possible for them to make a change (self-assurance issues)
and that others involved in the change may facilitate it.
The benefits of making ASB Fuglesangs Allé a climate neutral campus, as they should
7

8. be communicated upstream, include several aspects. Firstly, a positioning of ASB as a
sustainable campus would enhance its image, both among current and potential
stakeholders. Secondly, the implementation of certain initiatives (for example, ensuring
proper buildings insulation) would allow ASB to save significant amount on operational
costs and thus increase its operational efficiency. Thirdly, ASB would be able to serve as
a concrete real-life example and a material for case-studies, which could then be used in
all the newly launched educational programs connected to the environment and
sustainability.
The costs of making ASB a climate neutral campus can include the development and
launch of initial policies and initiatives. Another aspect is setting up the budget and
planning of the campaigns. The lack of experience might also be perceived as a cost.
The next factor of BCOS model, others, can include allies who would be able to help
ASB to become more climate neutral campus. Those might be companies, who either try
to present themselves as socially responsible organizations, or whose business is, for
example, the development and selling of the efficient energy consumptions solutions.
The range of the companies is very wide – from building contractors and architects to
high-tech engineering companies. Other educational institutions, both in Denmark and
worldwide, can act as a facilitators, know-how providers or cooperation partners in
bringing about the positive change at ASB. Besides, the sustainability enthusiasts and
“green citizens” can have an impact as well – among those are some ASB students as well
as researchers with particular interest in and knowledge about environmental issues.
Finally, self-assurance issues of BCOS model might involve small initiatives within
ASB, as well as previous experience of bringing about the change on campus (not
necessarily in the field of environmental issues).
Competition
Every social marketing campaign or intervention faces a real competition. Such
competition may take the form of the organizations, entities or individuals, who is trying
8

9. to get their own behavior adopted. In other situations, it is just status quo that offers the
target audience some important benefits, which they do not want to give up (Andreasen,
2006).
In the case of making ASB Fuglesangs Allé a climate neutral campus, a competition is
generally those agents within ASB who pursue goals other than sustainable
development. The members of ASB management who sees the aggressive growth of
ASB as a preferable direction for the development, might be interested in spending the
budget on acquiring more buildings and getting more students enrolled, without
thinking of the environmental impact this might cause.
With respect to the resource usage, companies who make significant revenue on selling
those resources to ASB might be competitors as well. Such companies are interested in
getting campus consume more rather than less. Stationary and electronic equipment
companies can be listed as example.
Finally, individuals employed at ASB and students attending educational programs can
be resistant to change because they are perfectly fine with how the things work right
now. They might not want to invest their time into learning new habits or changing the
old habits. They also might resist to adopting the new routines – like, for instance,
sorting out the garbage and bringing the paper garbage to the specially designated sites;
lowering down the temperature at their offices to save the energy; reducing their
printouts or switching off the electrical devices when they are not in use.
Means of intervention
Below I would like to suggest initial step of an upstream intervention in order to get ASB
top management to pay more attention to environmental issues on campus. The idea is
to move the issue up the agenda within ASB. Andreasen (2006) pinpoints three agendas
in which social problems can be addressed. First, there is a public agenda. This agenda
reflects what is important in general public’s perception. In the case of making ASB
Fuglesangs Allé a climate neutral campus the students and the employees at ASB can be
9

10. referred to as a public. Such delimitation is made since this particular topic may not be
of interest to the more general public, say the entire population of Denmark. On the
other hand, the students and employees at ASB are present on campus on day-to-day
basis and therefore the topic might be relevant for them.
Second, a media agenda plays an important role in getting the attention to the issues of
sustainability. For ASB Fuglesangs Allé, media players operating within ASB will have to
be part of the intervention. Those media players are basically all online and offline
publications, created at ASB and for ASB: Commerciel and Focus magazines issued by
Studenterlauget, blogs at ASB, ASBYou social network, etc.
Finally, the policy agenda can be affected by different “political” organizations at ASB.
Those are Studenterlauget, the union of international students at ASB called ASBIS, the
student unions for different educational programs, for instance MarS for Marketing
students, Communis for Corporate Communication students, FIBU for Finance and
International Business students, etc.
The idea is to get in contact with all the agents that have a possibility to act on a media or
a policy agenda. By highlighting the issue in the “local” ASB media and bringing it up in
on the policy agenda, it would then be possible to attract the attention of the top
management to the problem of making ASB a climate neutral campus. As for the public
agenda, a very wide range of activities has to be done to bring the issue to the general
public attention. In our case, the initial step will be creating a group on the popular
social media application Facebook. Why Facebook is chosen for this step? It is
extremely popular service among students in general, and ASB students are not
exclusion. Almost every student at ASB has a profile on Facebook and uses it on a daily
basis. Facebook became a means of communication among students, a means of
expressing the attitudes and simply a life-streaming tool where people keep their
network of friends updated on what is happening to them. Moreover, some features of
Facebook allow easily creating and disseminating the message among its users. It thus
can be used to reach the students who care about the environmental issues. It can
provide a way for people to act collectively to address social problems, a key component
10

11. of sustainability, and also engage in environmental activism.
Progress measurement
The process of moving the issue up the public, media and policy agendas can not happen
overnight, because this process involves many different elements and the interactions
between those elements are complex. Nevertheless, the progress can and should be
measured. The measures need to include the following:
- controlling if the policy regarding environmental issues had been formulated and
disseminated by ASB top management;
- monitoring the media issued at ASB to get the track of the topic highlighted;
- conducting yet another research (questionnaire) aimed to measure the
opportunities to perform the environmentally friendly behavior (for example,
recycling) as perceived by the students;
- measuring students and employees awareness of the ASB environmental policy.
In order to sustain intervention goals in the longer run, a working group dealing
exclusively with this issue has to be created. This working group should design and
develop concrete recommendations on how to reduce the impact of ASB on the
environment. Cooperation with the public institutions involved in the environmental
issues on a higher level has to be established – for example, the Ministry of Climate and
Energy or the Ministry of Science, Technology and Innovation. Partnering with the
schools and Universities which are already pursuing climate neutrality can also be
reinforcing for the goal of making ASB a sustainable, environmentally friendly campus.
Supplementary measures
In order for the intervention to have an effect, a supplementary measures need to be
implemented. These measures are downstream approach campaigns, teaching the
students and employees concrete behaviors, for example where and how to recycle or
how to use fewer resources. In case of paper usage a solution can be teaching people to
print less out and do more on a computer. The library or lecturers at ASB may
contribute, for instance, by conducting seminars introducing best practices of note
11

12. taking on a computer.
Campaigns on reducing CO2 emissions by following simple steps of turning down the
heat in the offices or switching off the equipment consuming electricity, when the
equipment is not in use, can also be introduced. The important issue in such type of
campaigns is to demonstrate people how much they can actually reduce the CO2
emissions by their own actions. The real numbers, showing the impact, the detailed
feedback and vivid visualization are powerful tools in persuasion (Thøgersen & Grønhøj,
2008).
Conclusion
The present report has outlined the initial steps that need to be taken in order to make
ASB Fuglesangs Allé a climate neutral campus. The upstream approach was chosen for
the intervention, since it is more efficient and effective. Stages of Change theory was
used to identify the target group and BCOS model was applied to define points of
influence within this target group. After that, possible competition was described. The
process of moving the issue of environmental impact up the public, media and policy
agendas was suggested as a necessary tool to initiate the positive change at ASB
Fuglesangs Allé. Finally, means of progress measurement and supplementary measures
were suggested for the present intervention.
I would like again to emphasize, that the steps described in the present report are
needed to initiate the process of change at ASB. In order to get the real results, a long-
term commitment to the issue is necessary. A holistic approach to this problem has to be
adopted. Significant amount of time and efforts has to be put into planning and
designing the interventions (both upstream and downstream).
12

13. References
1. ASB Mission statement, retrieved 16th of December, 2008
from http://asb.dk/article.aspx?pid=4533,.
2. The European Quality Improvement System, retrieved 16th of December, 2008
from http://www.efmd.org/index.php/component/efmd/?cmsid=040929rpku
3. Facts about ASB, retrieved 16th of December, 2008
from http://asb.dk/article.aspx?pid=4523
4. The description of BSc in Business Administration and Sustainability educational
program, retrieved 16th of December, 2008 from
http://www.asb.dk/article.aspx?pid=17795
5. The description of educational program ’Erhvervsøkonomi og erhvervsjura med
fokus på miljø og bæredygtighed’ , retrieved 16th of December, 2008 from
http://asb.dk/article.aspx?pid=18120
6. The description of educational program ‘Master i Miljø- og Energiret’, retrieved
16th of December 2008 from http://www.asb.dk/article.aspx?pid=3095
7. A campaign by the Danish Ministry of the Climate and Energy on reducing CO2
emission, retrieved 16th of December 2008 from http://www.1tonmindre.dk/
8. United Nations Climate Change Conference, Copenhagen 2009, retrieved 16th of
December 2008 from http://www.cop15.dk
13

14. Bibliography
Books:
Andreasen, A. (2006). Social marketing in the 21st century: Sage.
Donovan, R. J., & Henley, N. (2003). Social marketing: Principles and practice.
Melbourne: IP Communications.
Articles:
Thørgersen, J., Ölander, F. (1995). Understanding of consumer behaviour as a
prerequisite for environmental protection. Journal of Consumer Policy, 18, 345-385.
Schwarz, N. & Oyserman, D. (2001). Asking questions about behaviour: Cognition,
communication, and questionnaire construction. American Journal of Evaluation, 22,
127-160.
Prochaska, J. O., Redding, C. A., & Evers, K. E. (2002). The transtheoretical model and
stages of change. In K. Glanz, B. K. Rimer, & F. M. Lewis (Eds.), Health behavior and
health education: Theory, research, and practice (3rd Ed., pp. 99-120). San Francisco:
Jossey-Bass.
Sutton, S. (2005), "Stage theories of health behaviour," in Predicting health behaviour,
2nd ed., Mark Conner and Paul Norman, Eds. Maidenhead, UK: Open University Press.
Thøgersen, J., Grønhøj, A. (2008). Providing feedback as a means to empower
householders to save electricity: A social cognitive approach. Conference paper. 29th
International Congress of Psychology, Berlin Germany.
14

15. Appendix 1
Interview with PhD. Researcher at MAPP
Berit Kamp, conducted on 22nd of October 2008
1. Is there any way of measuring the school print-outs/ink?
Measuring the school print-outs by the amount of paper loaded in the printers is
difficult since as soon as the paper for each printer is finished the IT department just
fill it up without controlling the number of papers. It is possible to do it, but still,
nobody did it so far. Another way of measuring the print-outs is by following up with
the students printing accounts. Nobody is doing it either and it only concerns the
consumption of paper among the students. The ink consumption measurement was
never considered.
2. Did the school do anything in order to reduce the no of printings?
So far the school doesn’t do any thing in order to reduce the number of printings. It
is only a matter of individual initiative, which is generally inconsistent in time. New
politics and rules should be considered in this respect.
3. Are there any future projects focused on reducing print-outs/saving
ink?
There are no specific future projects focused on reducing print -outs or saving ink;
only thoughts.
4. What are the methods used in saving energy/heating consumption in
school at present? Are there any new ideas in the pipe for the future?
In present, the methods used in order to save energy are the sensors located in each
class, which turn off the lights automatically when there is no movement detected
for a while in the class rooms. The lights turn on automatic when some one enters
the class. ASB collaborates with some energy saving consultant. The analysis
15

16. handled so far proved that there are little amounts to be saved with the energy in the
future; there is little to be done. But still they are first trying to get features
(numbers) in order to have something consistent to rely on.
In terms of saving the heating consumption, there were few tentative that failed in
the past, so that this issue stopped being of concern in any way for a while now. At
present it is more up to people and their initiative (teachers, PhD students, etc who
have their own office) to turn off the heating when leaving the room, or to keep it a
bit down when working there. There are some plans for the future. They are willing
to start by mapping the heating consumption (numbers) in the buildings belonging
the Aarhus University and ASB. They consider trying to reduce the overall
temperature in the offices and classes by 2 – 3 degrees. There is also a plan to close
the heating at night in the areas which are not populated so much.
5. Are there any plans regarding the garbage shorting for recycling in
classes, cafeteria, and library? (glass, paper, plastic, batteries, metal,
etc.)
So far there are no plans regarding the garbage shorting. In the past the school tried
to sort the garbage in the offices at the Statistics & Marketing department, but it was
a failure since the company that pick up the garbage throw it all in the same track.
The plan for the future is to work on an agreement with both cleaning assistants and
people in charge with picking up the garbage, in order to make the initiative of
sorting the garbage have sense and not being an action in vane.
6. Are the catering and cleaning services outsourced?
The cleaning services in ASB are outsourced; the cleaning company is called ESS.
There is only some of the food served in the cafeterias which is outsourced. The rest
is cooked indoor.
7. Is ASB considering serving any organic food in the near future?
There are no future plans in terms of serving organic food in school.
8. Are the chemicals used in ASB for cleaning environmentally friendly?
16

17. Most of the chemicals used in ASB have Eco-label. Still the strident color of the
chemicals raises some suspicions concerning their real ecological character.
9. Is there any plan to have more plants in the school? Who is in charge
for this? Is it an outsourced service?
The services concerning watering the plants in the school are outsourced by BC
Plantemiljø A/S. The plants might have also been bought from the same company, if
not still belong to the company, it is not for sure. Though, they might be bought by
ASB from them.
10. Is there any plan ahead to heave more students involved in “green
environmental” activities?
There are no plans ahead in order to have more students involved in the “Green
Environment” activities. It is as well a matter of initiative among them. There seem
to be some groups of voluntary students at Aarhus University concerned with the
“Green Environment”. But there is nothing systematic or consistent in general.
11. Is there any cooperation with the school’s management regarding
these projects?
The management of each department of the school is more or less concerned about
these aspects. There were no organized/centralized initiatives at these levels.
12. What departments are involved in making ASB a climate neutral
campus?
Little known about it since there is nothing organized in this direction but it is more
up to individuals to act in a direction.
17

18. Appendix 2
The questionnaire results
I print out the slides because it is easy to write notes on the slides during the lectures.
Absolutely disagree 1 (1)
6%
2 (1)
6%
3 (0)
0%
4 (0)
0%
5 (1)
6%
6 (0)
0%
7 (1)
6%
8 (3)
19%
9 (2)
12%
Absolutely agree 10 (7)
44%
Total of votes : 16
I generally print more than one page per sheet.
Absolutely disagree 1 (0)
0%
2 (0)
0%
18

19. 3 (0)
0%
4 (0)
0%
5 (1)
6%
6 (0)
0%
7 (1)
6%
8 (0)
0%
9 (1)
6%
Absolutely agree 10 (13)
81%
Total of votes : 16
I print out all the slides/ hand outs for my lectures.
Absolutely disagree 1 (1)
6%
2 (1)
6%
3 (0)
0%
4 (0)
0%
5 (3)
19%
6 (2)
12%
7 (2)
12%
19

20. 8 (3)
19%
9 (0)
0%
Absolutely agree 10 (4)
25%
Total of votes : 16
I try to reduce my print-outs, because I care about the environment.
Absolutely disagree 1 (2)
12%
2 (0)
0%
3 (5)
31%
4 (0)
0%
5 (2)
12%
6 (1)
6%
7 (2)
12%
8 (0)
0%
9 (1)
6%
Absolutely agree 10 (3)
19%
Total of votes : 16
I try to reduce my print-outs, because I do not like having too much paper at my place.
20

21. Absolutely disagree 1 (1)
6%
2 (2)
12%
3 (3)
19%
4 (1)
6%
5 (0)
0%
6 (2)
12%
7 (1)
6%
8 (0)
0%
9 (1)
6%
Absolutely agree 10 (5)
31%
Total of votes : 16
I try to reduce my print-outs, because it is expensive.
Absolutely disagree 1 (1)
6%
2 (0)
0%
3 (0)
0%
4 (0)
0%
5 (0)
0%
21

22. 6 (1)
6%
7 (3)
19%
8 (1)
6%
9 (2)
12%
Absolutely agree 10 (8)
50%
Total of votes : 16
I am willing to separate the paper and food waste when I am at ASB.
Absolutely disagree 1 (0)
0%
2 (1)
6%
3 (0)
0%
4 (0)
0%
5 (0)
0%
6 (1)
6%
7 (1)
6%
8 (2)
12%
9 (3)
19%
Absolutely agree 10 (8)
50%
Total of votes : 16
22

23. ASB has a clear policy about recycling.
Absolutely disagree 1 (7)
44%
2 (2)
12%
3 (1)
6%
4 (0)
0%
5 (6)
38%
6 (0)
0%
7 (0)
0%
8 (0)
0%
9 (0)
0%
Absolutely agree 10 (0)
0%
Total of votes : 16
There are no opportunities to separate the garbage at ASB.
Absolutely disagree 1 (1)
6%
2 (0)
0%
3 (2)
12%
4 (1)
23

24. 6%
5 (5)
31%
6 (0)
0%
7 (0)
0%
8 (1)
6%
9 (2)
12%
Absolutely agree 10 (4)
25%
Total of votes : 16
I usually separate the paper garbage when I am at ASB
Absolutely disagree 1 (6)
38%
2 (1)
6%
3 (1)
6%
4 (2)
12%
5 (2)
12%
6 (1)
6%
7 (0)
0%
8 (1)
6%
9 (1)
24

25. 6%
Absolutely agree 10 (1)
6%
Total of votes : 16
There are trash bins meant especially for paper at suitable locations at ASB (library,
computer rooms).
Absolutely disagree 1 (4)
25%
2 (1)
6%
3 (0)
0%
4 (1)
6%
5 (4)
25%
6 (0)
0%
7 (1)
6%
8 (1)
6%
9 (2)
12%
Absolutely agree 10 (2)
12%
Total of votes : 16
I always print out the compulsory reading materials (articles).
25

26. Absolutely disagree 1 (1)
6%
2 (0)
0%
3 (1)
6%
4 (1)
6%
5 (1)
6%
6 (2)
12%
7 (0)
0%
8 (3)
19%
9 (4)
25%
Absolutely agree 10 (3)
19%
Total of votes : 16
I am comfortable with taking the notes on my computer rather than on paper/print-
outs.
Absolutely disagree 1 (3)
19%
2 (2)
12%
3 (5)
31%
4 (1)
6%
5 (2)
26

27. 12%
6 (0)
0%
7 (0)
0%
8 (1)
6%
9 (1)
6%
Absolutely agree 10 (1)
6%
Total of votes : 16
There are a lot of green plants at ASB.
Absolutely disagree 1 (0)
0%
2 (3)
19%
3 (2)
12%
4 (4)
25%
5 (3)
19%
6 (3)
19%
7 (0)
0%
8 (1)
6%
9 (0)
0%
Absolutely agree 10 (0)
27

28. 0%
Total of votes : 16
I can buy healthy food at ASB.
Absolutely disagree 1 (1)
6%
2 (3)
19%
3 (1)
6%
4 (1)
6%
5 (7)
44%
6 (1)
6%
7 (2)
12%
8 (0)
0%
9 (0)
0%
Absolutely agree 10 (0)
0%
Total of votes : 16
Generally students at ASB care about the environment.
Absolutely disagree 1 (0)
0%
2 (1)
6%
3 (2)
28

29. 12%
4 (4)
25%
5 (9)
56%
6 (0)
0%
7 (0)
0%
8 (0)
0%
9 (0)
0%
Absolutely agree 10 (0)
0%
Total of votes : 16
I would like ASB to be more environmentally friendly
Absolutely disagree 1 (0)
0%
2 (0)
0%
3 (0)
0%
4 (0)
0%
5 (4)
25%
6 (1)
6%
7 (3)
19%
8 (3)
19%
9 (1)
29

30. 6%
Absolutely agree 10 (4)
25%
Total of votes : 16
I would like to be able to buy organic food at ASB.
Absolutely disagree 1 (1)
6%
2 (1)
6%
3 (3)
19%
4 (0)
0%
5 (4)
25%
6 (1)
6%
7 (1)
6%
8 (2)
12%
9 (0)
0%
Absolutely agree 10 (3)
19%
Total of votes : 16
I, personally, can influence the situation at ASB with regards to environmental impact.
Absolutely disagree 1 (0)
0%
2 (0)
0%
30

31. 3 (1)
6%
4 (2)
12%
5 (3)
19%
6 (3)
19%
7 (1)
6%
8 (1)
6%
9 (2)
12%
Absolutely agree 10 (3)
19%
Total of votes : 16
Generally students at ASB try to reduce their impact on the environment.
Absolutely disagree 1 (0)
0%
2 (3)
19%
3 (3)
19%
4 (1)
6%
5 (5)
31%
6 (1)
6%
7 (2)
12%
8 (1)
31

32. 6%
9 (0)
0%
Absolutely agree 10 (0)
0%
Total of votes : 16
I am interested in making ASB more sustainable campus.
Absolutely disagree 1 (0)
0%
2 (1)
6%
3 (0)
0%
4 (0)
0%
5 (2)
12%
6 (2)
12%
7 (3)
19%
8 (4)
25%
9 (2)
12%
Absolutely agree 10 (2)
12%
Total of votes : 16
ASB is an environmentally friendly institution.
Absolutely disagree 1 (1)
32

33. 6%
2 (0)
0%
3 (1)
6%
4 (6)
38%
5 (4)
25%
6 (1)
6%
7 (2)
12%
8 (0)
0%
9 (1)
6%
Absolutely agree 10 (0)
0%
Total of votes : 16
I would like to contribute into making ASB more environmentally friendly.
Absolutely disagree 1 (1)
6%
2 (1)
6%
3 (0)
0%
4 (0)
0%
5 (4)
25%
6 (1)
33

34. 6%
7 (3)
19%
8 (3)
19%
9 (1)
6%
Absolutely agree 10 (2)
12%
Total of votes : 16
ASB administration makes an effort to be a sustainable campus.
Absolutely disagree 1 (1)
6%
2 (2)
12%
3 (3)
19%
4 (1)
6%
5 (5)
31%
6 (0)
0%
7 (2)
12%
8 (0)
0%
9 (1)
6%
Absolutely agree 10 (1)
6%
Total of votes : 16
34

35. ASB issues too many printing materials (magazines, brochures on study programs,
etc.)
Absolutely disagree 1 (1)
6%
2 (0)
0%
3 (1)
6%
4 (2)
12%
5 (2)
12%
6 (0)
0%
7 (2)
12%
8 (3)
19%
9 (1)
6%
Absolutely agree 10 (4)
25%
Total of votes : 16
I prefer to get information from ASB via online channels rather than on paper.
Absolutely disagree 1 (0)
0%
2 (0)
0%
3 (0)
35

36. 0%
4 (0)
0%
5 (1)
6%
6 (1)
6%
7 (1)
6%
8 (6)
38%
9 (3)
19%
Absolutely agree 10 (4)
25%
Total of votes : 16
I generally print all the slides/ hand outs in school.
Absolutely disagree 1 (2)
12%
2 (1)
6%
3 (2)
12%
4 (0)
0%
5 (0)
0%
6 (1)
6%
7 (4)
25%
8 (2)
36

37. 12%
9 (0)
0%
Absolutely agree 10 (4)
25%
37