System of Environmental Sustainability - Term Paper Example

?Executive Summary Sustainability refers to the capa to endure and to maintain. In relation to the universities, it refers to the capa of theschool to the process of sustaining the university and reducing its impact on the environment Measures for environmental sustainability: Impact of the university Energy use Water use Land, water, air pollution Increased GHG emissions Solution Reduce waste by recycling and reusing Application of innovations for alternative energy sources Reducing use of water and electricity Introducing alternate car designs for use by the university students Promoting studies and research on environmental sustainability Improving environmental education of students Installation of rain catchments in order to allow storage and use of water for the university vegetation Ensuring environmental and corporate sustainability by filing annual reports. Edinburgh Napier University aspires to be ‘environmentally friendly’ and ‘sustainable’. Write a report for the Principal describing what would be entailed in achieving this objective including an appraisal of the costs and the benefits Definition of sustainability Sustainability generally refers to the capacity to endure, to maintain and endure. Within the context of UK higher education, sustainability includes various aspects, including research studies on sustainability, the process of sustaining the university, and universities of sustainability. In Britain, funding is tapped by authorizing research related to environmental studies and climate change. The opening and offering of master’s courses considering the environmental angle on specific disciplines on environmental economics as well as climate modelling also make up part of the general elements making up sustainability in UK universities. The process of sustaining the university includes the designation of energy-reduction leaders in the school. Their focus would be on decreasing the negative impact and environmental impact of school activities; a focus on reducing carbon and energy bills is also crucial to ensuring sustainability in universities. The role of the university in sustaining the local environment is also important, and this includes the emissions produced by students through their travel activities. For universities of sustainability, the highlight of the education in the universities focuses on teaching environmental responsibility to the students, on fixing the curriculum in order to guarantee that the courses being offered also include the instruction of new skills and information which can impact on climate change and environmental sustainability. Themes included in this university sustainability are important if the university discussions in consideration of sustainability are more than lip-service commitments. Trans-disciplinarity and fluidity of sustainability discussions are part of these themes. The importance of trans-disciplinarity is highlighted in relation to sustainability, with the assistance and coordinated activities of university resources and environmental agencies. System of environmental sustainability In order to achieve environmental sustainability in the Edinburgh Napier University, there is a need to implement important changes in the university courses and curricula. The Sustainability Tracking Assessment & Rating System, also known as STARS can be applied to the university in order to determine and measure its environmental sustainability (AASHE, 2013a). This is a transparent and self-reporting system designed for colleges and universities in order to evaluate sustainability performance. This system was established by the American- based, Association for the Advancement of Sustainability in Higher Education (AASHE) which is considered the international leader in the development of sustainability measures, promoting strong participation from various representatives in higher education. This system seeks to establish a standard in establishing sustainability in different elements of higher education. It also seeks to provide thoughtful time-based assessments within institutions applying set measures with the extensive support of the campus community (AASHE, 2013a). It also provides incentives to assist the improvement of the school’s sustainability. The system is also meant to support data-sharing on higher education sustainability. In general, the system seeks to ensure diverse campus sustainability. This framework is meant to assess universities and colleges, including community colleges as well as universities in their initial years of operation as well as those which have been in operation for a longer period of time (AASHE, 2013a). Long-term sustainability goals for high-achieving schools are covered by this framework, using entry points in recognizing institutions which are making initial strides towards sustainability. The following table is an example of the elements included in the framework for STARS in terms of environmental sustainability (AASHE, 2013b). Category 1: Education and research Credit Title Points allocated Student Sustainability Educators Program 5 Student Sustainability Outreach Campaign 5 Sustainability in New Student Orientation 2 Sustainability Materials and Publications 4 Category 2: Curriculum Credit Title Points Sustainability Course Identification 3 Sustainability-Focused Courses 10 Undergraduate Program in Sustainability 10 Sustainability Literacy Assessment 2 Category 3: Buildings Maintenance Credit Title Points Building Operations and Maintenance 7 Building Design and Construction 4 Indoor Air Quality 2 Greenhouse Gas Emissions Inventory 2 Greenhouse Gas Emissions Reduction 14 Category 4: Transportation Credit Title Points Campus Fleet 2 Student Commute Modal Split 4 Employee Commute Modal Split 2 Other parameters are included in the STARS and the university can be measured based on these parameters with scores credited in the manner demonstrated below. This rating is applicable for the duration of 12 months, after which new marking levels are indicated again for the university. Rating Minimum Score Required STARS Reporter No scores are made public STARS Bronze 25 STARS Silver 45 STARS Gold 65 STARS Platinum 85 Aside from the STARS system, environmental sustainability can also be measured in the university by measuring the energy consumption in the school. Analysis of the key environmental impacts of the university Large universities include workplaces for thousands of individuals; their environmental impact actually equals that of a mid-sized municipality. Alongside specialized activities, including research laboratories, medical centers, art classes, various environmental effects are expected. The university also has biological universities which are a cause for concern for the environment. There are art studios, boilers, and underground storage tanks which are areas of concern in relation to the environment. The university also uses significant amount of water and consumes thousands of kilowatts of electricity. Solid and liquid waste daily make up thousands of tons of wastes released by the university. Air pollution from the students’ use of their vehicles also represents a significant amount of greenhouse gases which damage the environment. The environmental impact of the university is therefore very much significant, in terms of air, land, and water pollution. In assessing the implications of these effects on sustainability, the implications relating to three different approaches – ideal, strong, and weak shall be applied. These elements were taken from Baker and colleagues (1997) who highlight the political and economic elements of sustainable development. There is no specific definition for sustainability. Some elements relate to the interactions between administration, civic engagement, ecology, and the manifestation of benefits and costs; others focus on one or only several elements. In order to be sustainable, campus community members require a net ecological footprint which is equal to or is less than the limits of the USA for each individual. Based on this guide, the university is at 3 acres made accessible for each person; with overall totals at about 9,000 acres. From a weak perspective on sustainability, the ecological footprint of the university is sustainable. However, it must be emphasized that this study has only evaluated a part of the university’s ecological footprint. It may be possible that in addition to elements like food, building materials, vehicles, laboratories, etc, the footprint of the university may be considered weak. In general, the primary conclusions relate to the ideal idealization of sustainability, since the number of natural resources is absorbed, and demands are exceeding supply. There is a net decrease in the amount of capital which can be applied to secure natural services in the future. This unsustainable element is part of the consumption gap seen across the globe. Based on a weak approach to sustainability, the university may be considered sustainable, and other elements relating to the environment may negate such determination. Improving sustainability/environmental performance of campus It is important to ensure processes which would promote the sustainability and environmental competence of the campus. The following recommendations are available in order to secure such goals. These suggestions relate to the ultimate goal of reducing the impact of the university on the environment through the reduction of wastes and improving the environmental contribution of the school to the community. Use of green materials, systems, and methods Reduce waste generation and pollution Improve comfort, health, and productivity of students Decrease the use of energy and water Decrease impact on local infrastructure Improve longevity and efficiency Energy dashboard measures for carbon dioxide emissions in the university. This would measure the consumption of the students of electricity, daily, weekly, or monthly. Improving soil health and decreasing water use in campus Studies on climate change introduced to the curricula. Fields which can specifically include the course are: environmental studies, geography, agriculture, and geosciences. This makes climate change and environmental studies part of the education curriculum Reduction of energy usage and GHG emissions by turning off electronic equipments and light bulbs when not in use. Development of facilities which can provide power for heating and cooling. This can include combustion turbines and steam generators. Retrofitting the school and applying more energy efficient bulbs and fixtures. These changes can save the university thousands of dollars each year and reduce costs of electricity. Developing the use of solar energy to provide a source of power for the university. Key benefits of the proposal to the university, the population, staff, and students With these changes implemented in the university, the school is bound to experience various benefits indicated below. As a result, the campus can be an environmentally friendly setting for the students and for the school staff. These benefits include: Reduced energy usage/improved conservation processes Reduced wastage of water. Reduced greenhouse gases emitted from the university Improved sense of responsibility for the environment on the part of the students, faculty, and university staff. Promoting the achievement of education towards sustainable development via teaching, research, and knowledge transfer. Relationships built in the university towards leadership and commitments in the utilization of sustainable approaches Guaranteeing that all students, staff, and visitors are aware of the environmental responsibility of the school Completion of an annual Social Responsibility Review, assessing progress and flaws Biodiversity achieved by improving biological and environmental quality of the campus Working with local authorities in charge of environmental sustainability, focusing on ways by which the community can be improved and how the university can further reduce its impact on the environment In relation to the Edinburgh Napier University, the school identified the possible areas where it has not complied with environmental sustainability requirements and based on such areas, has sought to meet and exceed the requirements set. In order to meet such requirements, the university has been able to secure a detailed action plan assessment at the end of May 2012, covering work relating to carbon management and carbon masters. Meetings with the university and students’ association have been set on a quarterly basis because of these requirements. An audit process has also been started covering various items including Carbon Management Plan and the Environmental Social Responsibility Survey for the Universities. The Edinburgh Napier Carbon Management Plan was also initiated in March of 2009. Based on this plan, the university sought to decrease carbon emissions by 25% based on 2006-2007 baselines with the end of 2013 being considered the national target. The university was also able to establish the Carbon Trust Standard in May 2010 and strong efforts were made in order to meet the requisite of this standard. This includes an ongoing assessment using the Carbon Management Plan in an effort to promote progressive carbon reduction. The Carbon trust Edinburgh Napier Carbon Management Awareness Campaign Plan will be carried out by the end of May 2012. It is a plan which would likely be integrated into the Carbon Management Plan. A monthly recording of staff and student campaigns have also been established. Management focus is also set to change as new opportunities emerge. In terms of biodiversity, the school’s objectives have been directed towards managing all university-owned and managed as well as leased land in environmentally sustainable ways. A one-year biodiversity survey was commissioned in August 2010 and completed by July of 2011. A Biodiversity Management Plan was made based on such survey and it was set to guarantee that biological quality is not decreased in the university with the protection of the species. External resources were used where possible with work integrated into the 2009-2014 Biodiversity Action for Edinburgh. The Plan for Craighouse and Craiglockhart was set to be integrated into the Easter Craiglockhart Hill Local Nature Reserve Plan for 2009 to 2014. Part of its biodiversity plans also includes a chemicals register for the university with a full evaluation carried out last 2012 with alternatives currently being evaluated to improve its sustainability. Based on its energy sustainability, the university’s objectives have been focused on decreasing its reliance on fossil fuels and decreasing its overall energy consumption. So far, it has been able to decrease its carbon emission by at least 25% based on its latest measures (July 2013). A 19% reduction in carbon emissions related to energy consumption and fuel for leased and owned vehicles were also decreased by at least 25%. As for its travel sustainability, the university has also set a goal to decrease its environmental impact due to travels. Notable milestones in relation to this goal involve fuel from vehicles being evaluated via the Carbon Trust Standard assessment process. Based on a full travel survey, a Travel Management Plan and integrated Travel Policy were also set by May 2012. Data was secured for staff members, students, as well as visitors on the university website. Video-conferencing facilities were also set in place with promotions secured when and where possible through all university policies. Based on the university’s waste management and sustainability, the university has set various objectives including plans to ensure and promote waste management practices which comply with relevant laws; reduce, reuse, and recycle waste; and ensure that hazardous wastes are eliminated based on legal requisites. Current updates on these objectives include the fact that recycling rates in January 2012 was set at 49% and the target to increase such rates was set at 70% by January 2013. New waste working procedures were in place by the end of 2013. These objectives have been established based on the work of a facilities manager who would be responsible for waste management in the university. The university also tied up its waste policies with the current environmental plans of the City of Edinburgh Council. In relation to recycling and reusing, these plans were set when necessary and where the need for extra collection facilities increases. References Association for the Advancement of Sustainability in Higher Education (2013a), Rating, Available online at: https://stars.aashe.org/pages/about/rating.html Retrieved on 18 July 2013. Association for the Advancement of Sustainability in Higher Education (2013b). Technical Manual, Available online at: http://www.aashe.org/files/documents/STARS/stars_1.2_technical_manual.pdf Retrieved on 18 July 2013. Baker, S., Kansis, M., Richardson, D. and Young, S. (Eds) (1997), The Politics of Sustainable Development, Routledge, London. Birnbaum, R. (1991). How Colleges Work: The Cybernetics of Academic Organization and Leadership, Jossey-Bass: New York. Espejo, R. (2003). The Viable System: A Briefing about Organizational Structure, Available online at: http://www.maine.gov/dhhs/btc/PDF/Viable_Sytem_Model.pdf Retrieved on 09 July 2013 Hoverstadt, P. (2008). The Fractal Organization: Creating Sustainable Organization with the Viable System Model, Wiley: Sussex. Jopling, J. (2012). A Complexity Approach to Sustainability – Theory and Application: Review. Energy Bulletin, Available Online at: http://www.energybulletin.net/stories/2012-08-07/complexity-approach-sustainability-%E2%80%93-theory-and-application-review Retrieved on 11 July 2013. Read More