CANTERBURY CHRIST CHURCH UNIVERSITY ANNUAL ......Canterbury Christ Church University Annual Sustainability Report: 2016-17 – V0.3 3 some increase in emissions in Canterbury due to

Canterbury Christ Church University Annual Sustainability Report: 2016-17 – V0.3 1

CANTERBURY CHRIST CHURCH UNIVERSITY

ANNUAL SUSTAINABILITY REPORT: 2016-17

EXECUTIVE SUMMARY

This report provides a summary of activities and initiatives undertaken by the University in relation to the

cross-cutting theme of sustainability. All activity operates within the context of the Framework for

Sustainability, approved by the SMT in September 2015, and is managed in line with the Sustainability

Policy Statement held therein. It should be acknowledged that this report encompasses the work of many

individuals, Departments, Schools and Faculties throughout the University.

Student and Staff Experience

The Student Green Office (SGO) continues to provide a range of opportunities for students and staff.

Academic partnership with the Media and Communications and Psychology Masters Programmes has

resulted in several student projects, which include a bottled water campaign and re-branding of the

University green hop ale; St Thomas Pale Ale. A Cooking Goes Green cookbook has been published by

the SGO Coordinator, which has been distributed to all student accommodation. Significantly, the SGO

now operates in partnership with the Students’ Union, as part of the NUS Green Impact Student’s

Union programme. The student Accommodation Life Assistants (SALAs) had a particularly successful

year with few employees working 10-hour weeks. For 2017-18 they will be wholly recruited and

managed by the Accommodation Office.

Activities to support and enhance staff and student wellbeing include a second set of Walk Ways

guided walks around the Canterbury campus, led by academic staff drawing on their research and

teaching experiences. The HROD staff development programme for Wellbeing continues to grow, with

active attendance, and the Wellbeing Fair has now transitioned into a week of events across the

campus network.

Edible Campus continued over the last year but with reduced levels of activity, as priority was given to

recertification of the University EMS to ISO14001:2015. Additionally, a reduction in the number of

available allotments limited the opportunity for student engagement in food growing. Unfortunately,

both bee colonies in Johnson Garden suffered from massive infestations of wax moth larvae, which

resulted in the bees leaving the hives. A more suitable location has been found and new colonies will

be established in spring 2018. Despite needing to replant all the hop bines due to the installation of the

Moore extension in 2016, an good hop harvest event was undertaken by 12 staff and sabbaticals from

the Students’ Union. St Thomas Pale Ale was launched at the Canterbury Food and Drink Festival in late

September and took home 3rd Place!

Education for Sustainable Futures

The work of the Futures Initiative continues to provide underpinning support to the delivery of the

University Learning and Teaching Strategy 2015-20. The introduction of the UK Engagement Survey

(UKES) for all non-final year students was particularly welcomed, as it provided significant coverage of a

variety of outcomes identified within the Graduate Attributes Statement. An additional question was


added that related specifically to Social Responsibility, and further analysis is being undertaken by the

Student Survey Unit.

Activity within the Faculties continues to gather pace. The Faculty of Health and Wellbeing provided a

case study that is to be included within the University Value For Money (VFM) report to HEFCE.

Articulated through use of the 6-Capitals model, it demonstrates wide ranging operational, curriculum

and strategic change arising from engagement with sustainability. Curriculum and induction level work

within the Faculty of Arts and Humanities is innovative and nationally recognised. Several years work

within the School of Language Studies and Applied Linguistics has resulted in significant personal

transformation resulting in curriculum being seen through a refreshed lens. Work in the Faculties of

Social and Applied Sciences (FSAS) and Education is less transparent. However, the Education Faculty

Scholarship day on 9th November will focus on the link between Education and Sustainability; and the

FSAS has re-established the Faculty Education for Sustainable Futures (ESF) committee.

Curriculum work with the Students’ Union has also moved forward significantly through the

development of an NUS Responsible Futures partnership, which will be overseen by the University ESF

Working Group.

The legacy of Whole Earth? is now driving forward integration of the UN Sustainable Development

Goals (SDGs), through a new initiative entitled Whole Kent? It aims to reflect the SDGs onto the work of

the University and its impact and influence within Kent. It will help to expose the reality of

sustainability within Kent, and over the next 3 years build a portfolio of activity and resource that can

be reflected back to the University and the wider community.

Research and Knowledge Exchange

During the last academic year the work to establish a Sustainability Research Network came to fruition,

and was launched at an event in February at which all research centre leads gave brief presentations on

their sustainability-orientated work. The Sustainability research web presence has been refreshed, and

now presents a vibrant picture of 11 research centres.

Research and Knowledge Exchange partnerships have been established with the Oaten Hill and South

Canterbury Association (OHSCA), in order to enhance community engagement and student research

opportunities; and with the Bay Trust in St Margaret’s at Cliffe. The latter provides opportunities to

study the impact of outdoor learning on children, the commissioning and prescribing outdoor living for

health, and the impact of design and architecture on wellbeing.

In addition to the Education Faculty Scholarship day, a 1-day international symposium: Sustainability

and Humanities: linking social values, theology and spirituality towards sustainability will be held on the

previous day, in collaboration with Manchester Metropolitan University and Hamburg University of

Applied Sciences.

Our Environment

The University’s Scope 1 & 2 carbon emissions continue to fall, albeit a little behind target. However,

our position within sector league tables is adversely affected by the fact that our emissions have only

fallen to 2005 levels, which is the sector baseline year. There continues to be a pipeline of energy

efficiency projects funded through Salix Finance and the Revolving Green Fund. However, significant

changes to the University estate in the coming years will have an impact that is largely unknown at

present. Whilst the closure of the Broadstairs campus is likely to have a positive impact, there will be


some increase in emissions in Canterbury due to the opening of Building 1. Overall expansion of the

estate within the former prison site will inevitable increase our emissions.

Performance within Scope 3 emissions is variable. An overall decrease in volumes of waste is positive,

and there is some small scale innovative work being undertaken within IT Services. Business mileage

claims have fallen dramatically in recent years, only to be replaced by increases in train and air travel.

However, it should be remembered that those related to procurement and staff/student commuting

considerably overshadow operational Scope 3 emissions.

The new Sustainable Travel Policy and Procedure is now in operation, and significant improvements to

public transport discounts, private Park & Ride, and Council Park and Ride facilities are in place. The

bicycle user group has been reinvigorated and is focusing on ensuring that there are secure cycle

storage facilities.

Significant quantities of disposable coffee cups, add to the waste profile and the amount of waste

contamination. The introduction of the disposable container levy in January 2017 has already been a

success, with a 34% reduction in the use of disposable coffee cups seen in the first 6 months. This not

only reduces waste but also reduces cost of procurement and disposal. For 2017-18 all 1st year students

have been provided with free reusable cups, in order to make further improvements.

Awards, Recognition & League tables

In Canterbury the NHR campus continues to play pivotal role in the on-going success in Canterbury In

Bloom, and a gold award was recently announced for the 3rd successive year. It was also the second

year that the NHR Campus had entered the Business Landscape category, which after receiving a silver

guilt award in 2016, managed a well deserved gold award in 2017.

In the first year of the new Green Impact Student’s Union partnership with the Student Green Office,

CCSU were crowned Green Impact Students’ Union of the year (non-commercial). A fabulous award

that lays down a gauntlet for continuous improvement!

Performance in the People & Planet University league remains creditable, with a 37th place.

Improvements in reporting, policy and publicity on our external website should help to improve this for

the 2017 results. However, it is important to recognise that our actual operational performance,

especially in carbon reductions will continue to inhibit significant improvement in league table position.

February 2017 saw the University transition to the new ISO14001:2015 standard with significant

commendation from the external auditor. However, internal auditing capacity has recently been

significantly reduced as a result of staff retirement, illness and resignation.

The annual Brite Green report draws carbon data from the Higher Education Statistics Agency Estates

Management Record. Unfortunately, this continues to shine a light on our poor carbon reduction

performance since 2005.

Sustainability Governance and Reporting

Work directed towards developing a GRI G4 report slowed during the past year due to resource

availability. However, a focus on developing an external stakeholder map aligned with work that the

department of Marketing and Communications have been planning, and with the development of the

new Research and Enterprise Strategy. An External Stakeholder Strategy Group has now been convened

that will include within its remit, the proposal of a statement of purpose for the University, drawn from

our mission and values statements that will inform a CSR policy and strategy.


The LiFE Index continues to provide the bedrock for a consistent approach to performance

improvement. A new framework has been added to assist with assessment of progress towards the

achievement of the University Procurement Strategy, which has sustainable procurement embedded

within it.

A review of the performance of the Carbon Management Plan (2010-16) was undertaken in July 2017.

This concluded that whilst some aspirational targets have been achieved, others are more challenging,

which is a reflection of the significant amount of change within the University that has had either direct

or indirect impact. Whilst this is unsurprising and common across the sector, with the benefit of

experience, policy, clarity over the Estate Master Plan, and an underpinning Low Carbon Vision, it is

now timely that the University reviews and restates its carbon reduction targets for 2020-2050, and

puts in place the data collection and carbon governance to ensure that it meets them.

It is 3 years since the 6 Capitals Model was introduced to the University to illustrate the value creation

through projects such as Beer, Bread & Honey. For the HEFCE Value for Money (VFM) report in 2017,

the model has been used to articulate three case studies, which add flavour to the report, and help to

illustrate the non-financial benefits of improvements and efficiencies projects. This work coincidently

aligns with a move by the British Universities Finance Directors Group (BUFDG), who are keen to

introduce Integrated Reporting into the sector.

Dr Peter Rands

Director of Sustainability Development

October 2017


Table of Contents

EXECUTIVE SUMMARY ....................................................................................................................................... 1

Student and Staff Experience ........................................................................................................................ 1

Education for Sustainable Futures................................................................................................................. 1

Research and Knowledge Exchange .............................................................................................................. 2

Our Environment ........................................................................................................................................... 2

Awards, Recognition & League tables ........................................................................................................... 3

Sustainability Governance and Reporting ..................................................................................................... 3

1. INTRODUCTION ......................................................................................................................................... 7

2. STUDENT AND STAFF EXPERIENCE ............................................................................................................ 7

Student Green Office ..................................................................................................................................... 7

Student accommodation life assistants ........................................................................................................ 9

Walk Ways ..................................................................................................................................................... 9

Health & Wellbeing ..................................................................................................................................... 10

The Staff Development Programme in support of Wellbeing ................................................................. 10

Wellbeing Fair & Wellbeing Week ........................................................................................................... 10

Occupational Health & Employee Counselling ........................................................................................ 10

Equality, Diversity & Inclusion ................................................................................................................. 11

Healthy Universities Network ...................................................................................................................... 11

Edible Campus ............................................................................................................................................. 12

Allotment Co-ordinators and Blackboard ................................................................................................ 12

Beekeepers Co-Operative ........................................................................................................................ 12

Hop garden and St Thomas Ale ............................................................................................................... 13

3. EDUCATION FOR SUSTAINABLE FUTURES ............................................................................................... 14

Sustainability and supporting Learning & Teaching .................................................................................... 14

Developing the transformative curriculum (DT) ..................................................................................... 14

People (P) ................................................................................................................................................ 15

Building spaces for learning communities to grow (BS) .......................................................................... 16

Developing a high quality student experience to support learning (D) .................................................. 16

UK Engagement Survey (UKES) .................................................................................................................... 16

Progress within Faculties ............................................................................................................................. 18

Faculty of Health and Wellbeing ............................................................................................................. 18

Faculty of Arts and Humanities ............................................................................................................... 20

Faculty of Education ................................................................................................................................ 21

Faculty of Social and Applied Sciences .................................................................................................... 22

Responsible Futures .................................................................................................................................... 22

From Whole Earth? to Whole Kent? ........................................................................................................... 22

4. RESEARCH AND KNOWLEDGE EXCHANGE ............................................................................................... 23

Sustainability Research Network ................................................................................................................. 23

Partnerships for research ............................................................................................................................ 24

Symposium: Sustainability and Humanities: linking social values, theology and spirituality towards

sustainability ................................................................................................................................................ 25

Faculty of Education Scholarship day .......................................................................................................... 26

5. OUR ENVIRONMENT ................................................................................................................................ 26

Scope 1 & 2 carbon emissions and the carbon management programme ................................................. 26


Energy from Natural Gas (Scope 1) ......................................................................................................... 27

Energy use from vehicle fuel (Scope 1) ................................................................................................... 28

Energy use from grid electricity (Scope 2) ............................................................................................... 28

Carbon reduction projects and capital investment programme (Scope 1 & 2) ...................................... 28

Scope 3 carbon emissions ........................................................................................................................... 29

Water consumption and treatment ........................................................................................................ 29

Waste disposal ......................................................................................................................................... 29

General waste performance .................................................................................................................... 29

Disposable containers levy ...................................................................................................................... 30

IT WEEE Waste......................................................................................................................................... 31

Business travel and the University Travel Plan........................................................................................ 31

Sustainable procurement ........................................................................................................................ 32

Sustainable IT............................................................................................................................................... 33

Fairphone 2 Trials .................................................................................................................................... 33

IT Box Bin ................................................................................................................................................. 33

Device Redeployment Programme .......................................................................................................... 33

Biodiversity .................................................................................................................................................. 34

Estate Master Plan ....................................................................................................................................... 34

6. AWARDS, RECOGNITION AND LEAGUE TABLES....................................................................................... 35

Green Gowns awards .................................................................................................................................. 35

South & South East in Bloom and Kent Wildlife .......................................................................................... 35

Green Impact Student Unions ..................................................................................................................... 35

People & Planet University League ............................................................................................................. 36

ISO14001:2015 transition ............................................................................................................................ 36

Brite Green report ....................................................................................................................................... 36

7. SUSTAINABILITY GOVERNANCE AND REPORTING ................................................................................... 37

Reporting and the Global Reporting Initiative: GRI G4 ............................................................................... 37

The LIFE index .............................................................................................................................................. 37

Business Planning and review of Sustainability Priorities ........................................................................... 38

Carbon Management Plan review ............................................................................................................... 38

HEFCE VFM Report and The Six Capitals Model .......................................................................................... 39

Sustainability Resources .............................................................................................................................. 40

8. CONCLUSION ........................................................................................................................................... 41

9. APPENDICES ............................................................................................................................................. 42

APPENDIX 1: The 4 thematic areas from the Framework for Sustainability ............................................... 42

APPENDIX 2: Breakdown of Carbon Emissions for 2015-2016 .................................................................... 50

APPENDIX 3: Sustainability Governance Structure 2017-18 ....................................................................... 51

APPENDIX 4: Sustainability Priorities for 2017-18 ....................................................................................... 52

APPENDIX 5: Carbon Management Plan (2010-16) progress assessment & update report ....................... 53

APPENDIX 7: The UK Healthy Universities Network: Briefing Paper ........................................................... 63


1. INTRODUCTION

This report reflects the 4 themes laid out within the Framework for Sustainability (2016-2020), which

supports the delivery of the University’s cross-cutting theme for sustainability. Each theme, outlining the

Policy statement, Aim, Objectives and Organisation target is included within Appendix 1, along with an

assessment of progress. These are:

Student and Staff experience

Education for Sustainable Futures

Research and Knowledge Exchange

Our Environment

There are also sections on work related to Awards and Recognition, and Governance. The main body of the

report provides a summarising narrative, which articulates a holistic and integrated approach.

2. STUDENT AND STAFF EXPERIENCE

In order to enhance the levels of awareness and engagement with sustainability, within the student and

staff communities, a multi-pronged approach has been adopted, which encompasses:

Providing student led activities through the Student Green Office (SGO),

direct interaction with 1st year students in their accommodation using students employed to act as

accommodation wardens,

providing activities and curriculum associated opportunities through the Edible Campus initiative,

and

Providing activities related to Wellbeing that complement those provided by HROD and the Sport

Centre. For example, ‘Walk Ways’; a set of ‘different’ walks around the NHR campus, developed by

academic staff.

Student Green Office

The SGO was set up to provide peer-to-peer engagement opportunities. Housed within the sustainability

office, it employs a small number of student interns to manage and promote activities, maintain strong

virtual communication channels, and provide a physical focal point for student volunteers. Whilst, the

students are recruited, supported and mentored by the sustainability team, they operate largely

independently.

Now moving into its fourth year of activity, the SGO is run with four student interns employed for a total of

16-20 hours per week between them; two Events Coordinators, a Communications officer and a Publicity

Officer. During the last year’s half a dozen volunteers have been active in supporting SGO events, which

have numbered three or four a month throughout the autumn and spring terms.

‘Tiny Yurt Concerts’ have continued, along with the promotion of Fairtrade, and making new inroads into

‘green’ cooking, international cuisine and exploring our heritage site. They’ve also collaborated on several

Edible Campus Events, and continue to maintain a presence at the Freshers Fair, Volunteering Fair,

Wellbeing Fair and all University Open Days and Applicant Days.

Significantly, during the last year they have been collaborating with the Students’ Union (SU) to support

their Green Impact programme, to work with the President for Student Activities and to sit on the SU’s

newly formed Sustainability Committee. This has resulted in a lot more cross-promotion of events and


initiatives and has laid the groundwork for more effective collaborations going forward. This collaborative

partnership will continue into the 2017-18 academic year, and the SU have offered to be more involved in

the forward planning for the SGO events, and vice versa, to streamline future collaborations and cross-

promotions.

During the summer term, the SGO worked with Wildwood to raise

awareness of endangered animals, encouraging students to explore

the Canterbury campus, and produced a digital recipe book

(COOKING GOES GREEN) ready for the new academic year. 500

copies of the recipe book have been printed so that one can be

provided in each of the student accommodation kitchens. Although

the 150 page book is available digitally, if the printed versions prove

popular, a further batch will be printed for sale.

As several of the SGO interns graduated or moved on to other roles

during the summer. The Communications role went out for

recruitment in April, and has been filled by a Journalism student, Ellie

Vasey; the remaining Event Co-Ordinator and Publicity roles will be

recruited during Freshers’ week.

In addition, a number of work experience roles were created for this

Spring/Summer in conjunction with two modules; one from

Psychology and another from Media and Communications, working with Dr Ana Fernandez and Dr Joanne

Woodman respectively.

Students took their sustainability initiatives, developed through their studies,

and put them into action with funding and support from the sustainability office.

This resulted in a weekend-long geo-caching event run by a psychology student,

and two teams of Media and Communications students working over the

summer. One group working on rebranding and relaunching the CCCU green hop

ale (St Thomas Pale Ale) in collaboration with Canterbury Brewers; and one to

prepare a campaign for September 2017 to encourage much wider use of water

fountains and reusable water bottles across campus.

Our annual collaboration with Jane Lovell’s Events Management students to run

the Spring Festival, also continued successfully this year, with support and

promotion from the SGO. The SU Green Impact partnership is hoping to assist

with enlarging the event and publicising it more widely in future years.

Exit interviews have recently been introduced to give all student interns a

confidential opportunity to provide feedback. This helps to improve the

opportunities and support we provide, and gives us a clear indication of the

benefits they provide. Megan Cork, Events coordinator from 2015-17 provided

the following quote:

“This job just gives students so many opportunities. Very few jobs will give you the type of

experience this has. So many skills development opportunities, networking, meeting other staff, and

meeting external companies. We even won award at the SU student activities awards. It’s the best

thing I’ve done at university. Everyone is so supportive. Jess (first SGO Events Coordinator) has been


a great role model. Christ Church is great for giving students opportunities like this, and I definitely

got my new job as a result of all the experience I gained.”

Student accommodation life assistants

Four student interns were recruited on 10-hour-per-week contracts to act as Student Accommodation Life

Assistants (SALAs) (formerly accommodation wardens), who were managed by the Sustainability Office on

behalf of the University Accommodation Office. This programme has been running for six years, and is

reviewed annually.

The SALAs interact directly with 1st year students in all halls of residence in Canterbury, to provide advice

and guidance on energy use, waste and recycling management, and fault reporting, and are often the first

point of contact for welfare issues.

Paired working with less staff doing more hours than previous years, and liaising more closely with

accommodation and security staff at our sites, has improved these roles hugely. They’ve also benefitted

from our new partnership work with the Students’ Union; and anecdotal feedback from the students has

been very positive; making them feel cared for by the University, and that their problems are being dealt

with and their opinions heard.

For 2017-18 recruitment and management will be undertaken directly by the Accommodation Office. This

should be seen as a timely and hugely positive step, and one that gives credit to the hard work that Felicity

Brambling-Wells has put in over the past 6 years, to establish these roles and their importance in

supporting student sustainability and welfare.

Walk Ways

Building upon the success of last year’s pilot

‘Walk Ways’ project, the series of

interdisciplinary guided walks aims to

encourage staff, students and visitors to

engage with the CCCU Canterbury campus

environment in new ways. The project

comprises a series of six, site-specific guided

walks led by staff, drawing on their respective

research, creative and teaching practices.

Each walk provided participants with

interactive and immersive experiences: new

ways of seeing and moving that aimed to encourage greater awareness of their surroundings and a

stronger sense of place. Walks lasted no more than one hour and took place during the middle of the day to

encourage ‘lunch hour’ attendance.


The project gave

‘permission’ for staff

and students to leave

their desks in pursuit of

fresh air, exercise and a

communal activity to

‘recharge’, supporting

health and wellbeing.

The walks tied-in

directly with the

University’s ‘Move

More’ campaign as part

of the Walk on

Wednesday series.

Health & Wellbeing

The HROD service has been involved in a wide variety of activities, which contribute to the staff wellbeing

agenda, and are based on previous feedback and evaluations, appraisal returns, university wide initiatives,

and HROD knowledge of best practice.

The Staff Development Programme in support of Wellbeing

The Staff Development programme has a selection of offerings which are designed to support and

enhance staff wellbeing including events for; Fostering Personal Resilience, Mosaic (Maximising our

Skills & Increasing Confidence), Mindfulness and, lunch-time language courses. Over 100 colleagues

have attended these wellbeing related events and development opportunities in the last 12 months,

with feedback and evaluation offering extremely positive stated outcomes and impact. In collaboration

with the Sustainability Office, the main University all-staff orientation also now includes an afternoon

session focusing on wellbeing and sustainability including a ‘Move More’ taster session.

Wellbeing Fair & Wellbeing Week

As is now annual custom, a Wellbeing Fair was managed and hosted by Staff Development in January

2017, supported by a selection of wellbeing events which took this one-day event to a ‘wellbeing

week’. The programme included seminars such as ‘Finding your best self’ and ‘Making Friends with

your Mind’. From the Staff Development Programme, courses on Managing Mental Health,

Understanding your Emotional Intelligence and the Mindfulness programme were scheduled to

coincide with the wellbeing week. The Fair brings together all colleagues around the University who

contribute to wellbeing, including staff from Sports, Sustainability, Chaplaincy, Equality, Diversity &

Inclusion, Health, Safety & Insurance and many others. In addition, the Fair also invites a selection of

external contributors to the event including Health Checks, Massage, Alexander Technique,

Occupational Health and many others. An additional event for Medway based staff ran in May 2017 to

raise awareness of the wellbeing support available.

Occupational Health & Employee Counselling

A new external specialist Occupational Health service was launched by HROD in September 2016,

which provides support and guidance on adjustments to help staff stay in work and perform well, with


improved appointment times helping to get people back to work earlier. A partner Employee

Assistance Programme (delivered by CiC), including telephone advice and guidance. The easily

accessible service promotes early engagement and support, improving resilience, and helps to prevent

staff reaching crisis point; enabling them to remain in work while seeking and obtaining help.

Additionally, a wealth of information is available online via Well Online. September 2017 will see the

launch of the Big White Wall, a safe online community for all staff and students to talk anonymously

about issues that are affecting them.

Equality, Diversity & Inclusion

In collaboration with other colleagues and the Student’s Union, the ED&I team is engaged with the

‘Time to Change’ mental health campaign, committing our support to an end to mental health

discrimination. In collaboration with colleagues in Student Support, Health & Wellbeing and with

Mental Health First Aid England, a programme of development has begun enabling staff and managers

to be confident in their awareness, understanding and response to mental health concerns; the

programme will continue into 2017/18. The ED&I team is also offering new workshops in the 2017/18

Staff Development Programme aimed at making staff and managers more confident in talking about

disability, health conditions and mental health. These, as well as a range of other workshops exploring

EDI issues supports the University in promoting an inclusive workplace where barriers are actively

identified and removed.

Healthy Universities Network

The UK Healthy Universities Network was established in 2006, and supports its members to develop and

implement ‘whole university’ approaches to health, wellbeing and sustainability. The Network is a signatory

to the 2015 Okanagan International Charter for Health Promoting Universities and Colleges, and its vision is

to support the creation of organisational cultures, learning and research environments that enhance the

health, wellbeing and sustainability of their communities.

The Charter sets out the following vision and aspirations:

“Health Promoting Universities and Colleges transform the health and sustainability of our current

and future societies, strengthen communities and contribute to the wellbeing of people, places and

the planet…They infuse health into everyday operations, business practices and academic

mandates. By doing so, they enhance the success of our institutions; create campus cultures of

compassion, wellbeing, equity and social justice; improve the health of the people who live, learn,

work, play and love on our campuses; and strengthen the ecological, social and economic

sustainability of our communities and wider society.”

Several academic staff have been members of the network for some years. However, given the change in

university approach to health, wellbeing and sustainability over recent years, sustainability is no longer

seen as purely an environmental agenda. It supports the development of social, environmental and

financial health within and without the University. As such, the Healthy Universities approach, and the

Okanagan Charter serve to support the reframing of sustainability within a more accessible framework.

Going forward, the Director of Sustainability will be the lead contact for the network, which will provide

addition support to the development of a holistic, whole university approach. A Healthy Universities

briefing paper is included in Appendix 7.


Edible Campus

The Edible Campus programme seeks to achieve this goal by providing opportunities to grow food and

explore where food comes from. The logic of the programme is that, in providing such opportunities to

participants, their agency and participation in local food webs is increased. This, in turn supports food

security in the wider context, including that of the values, aims and objectives of the University Strategic

Framework and the Framework for Sustainability.

These opportunities fall into 4 categories:

Regular ‘Blitz’ events at project sites on campus, where participants can ‘have a go’ without having

to commit further. These events involve practical hands on activities that also serve to maintain

the various allotments, forest and hop gardens using volunteer labour,

Opportunities to work on one of 24 allotments of two sizes located across Canterbury campus sites,

Heritage seed Library Membership which involves Student and Staff Seed Guardianship of rare and

endangered varieties of vegetables and fruiting plants, and

The Beer, Bread and Honey programme: three projects aimed at engaging the University

community with its natural and cultural heritage. This uses food and the Bioversity narrative, with

beekeeping and Hop growing April to September and year round Bread oven activities.

During 2015-16 engagement levels significantly exceeded those of the previous year and were detailed in

the previous annual report. In summary, engagement numbers rose from 148 in 2014-2015, to 1058 in

2015-2016. The findings of the Edible Campus Monitoring and Evaluation report were distilled into three

key aims for the 2016-2017 period:

To facilitate participant ownership over key project activities for the purpose of increasing

resilience to change and long term sustainability

To maintain engagement levels

To implement a consistent programme of monitoring and evaluation

Unfortunately, a period of staff illness has severely limited activity during the summer of 2017, which has

affected work with students, staff, bees, allotments and the bread oven.

Allotment Co-ordinators and Blackboard

A blackboard site with 53 student and staff users was created at the request of the allotment

association, in order to help staff avoid mixing work and social lives, by providing a portal for Edible

Campus that is independent of social media. It holds spaces for the embryonic Beekeepers Co-

operative, the Edible Campus allotment association, Heritage Seed Library - Seed Guardians, Campus

(food) Co-Op and links to social media.

Beekeepers Co-Operative

23 current Students and Staff have been registered as beekeepers, and beekeeping sessions generally

run from April to September with around 27 opportunities for students and staff to participate.

However, 2016 was a traumatic year for the bees in that a persistent infestation of wax moth larvae

caused both colonies to develop far behind what is considered a normal rate and eventually to

abandon their hives. Advice was sought from our partners at Wildwood trust, and a more suitable site

behind Erasmus will be established early in 2018.


Hop garden and St Thomas Ale

The hop harvest for 2016 increased from 20kg in 2015 to 23kg. However, the beer publicity has not

had the support in 2016 as it did in 2015, due to issues with student recruitment from the Media and

Communications programme from which work experience placements are drawn to promote and

market the beer. This situation

has been resolved by moving

the module into the second

term/semester, along with the

provision of a new brief.

Consequently, a group of five

students have worked on the

marketing of the beer during

the summer, with a new

campaign being delivered

during Freshers’ week.

With the arrival of the extension to the Moore Building and the removal of the chain-link tennis court

fencing, an alternative solution for hop training was kindly provided by a local commercial hop grower

(John Clynch). He advised, mindful of archaeological constraints on our site, that we should adopt the

wooden pole tripod training system that was used in Kent over a hundred years ago. John has donated

time to provide advice and a free supply of poles for the tripods. The hop garden thrived during the

summer with significant volunteer help from Philippa Mills (Education) and Maz Hamilton

(Sustainability).

On 5th September 12 staff and sabbatical officers (and one child) from the Students’ Union gathered to

harvest the hops, walk them through the streets of Canterbury and pitch them in to the Wort. Yields

were significantly down on previous years, probably due to the need to move the hops to

accommodate the Moore cabin extension during 2016. However, much to the excitement of the

brewer, some early hops were produced from the young heritage bines, Canterbury White Bine, Early

Prolific and Brambling Cross, planted in 2015. Procured from the National Hop collection in Wye, the

first two of these are not in production anywhere in the UK, which adds a uniqueness that can be

celebrated in years to come. St Thomas Pale Ale will be first available at the Canterbury Food and Drink

Festival (22-24 Sept), and our bottles will available in early October.


3. EDUCATION FOR SUSTAINABLE FUTURES

Sustainability and supporting Learning & Teaching

As a cross-cutting theme Sustainability supports a number of institutional initiatives aimed at optimising

student experience. CCPIP has identified five priority areas for improvement and the activities of the

sustainability department have particular connections with student recruitment and retention. There is

also strong alignment between the Framework for Sustainability (2015-2020) and the institution’s Learning

& Teaching Strategy (2015-2020), with its aim to support effective teaching practice and excellent student

experience. This is expressed in table 1 below.

Table 1: Comparing the aims of the Framework for Sustainability and the Learning & Teaching Strategy

Framework for Sustainability Learning & Teaching Strategy

To support curriculum innovation so that all students

have the opportunity to engage with sustainability

related issues relevant to their discipline and chosen

field of work (ESD)

Recognises that the CCCU learning community is

interconnected with local, national and international

workplaces and global challenges and aims to produce

graduates able and equipped to contribute to these

wider social purposes

To develop culture and practices based on our vision for

sustainability and university values (Staff & Student

Experience)

Aspires to provide an inclusive learning community

which recognises the diversity of our staff, students,

disciplines and campuses and aims to provide an

equitable learning experience across these differences

To encourage the development of sustainability

research through on-going interdisciplinary dialogue,

exploration and dissemination locally, nationally and

internationally. (Research & Knowledge Exchange)

Continues to enhance academic excellence in learning,

teaching and assessment as a partnership between staff

and students and recognises the scholarship of learning

and teaching as a core foundation for excellence

To develop campus environments that demonstrate

excellent sustainability practice, which are open,

accessible and inclusive, and provide explicit examples

of our distinctive education and research profile (Our

environment)

Provide flexible and responsive learning environments

to enable effective learning to take place in a wide

variety of physical and virtual spaces supported by up-

to-date learning technologies where appropriate

It is therefore appropriate to consider the activities of the Sustainability Team in relation to their

contribution to the institutional commitments to deliver the Learning and Teaching Strategy (2015-2020).

The following, is not an exhaustive list, but serves to provide a flavour of the teams input and impact.

Developing the transformative curriculum (DT)

DT 1 & 2: Development and operationalisation of the CCCU Graduate attributes statement

The sustainability team were involved in the development of the graduate attributes statement,

which has ensured inclusion of statements such as “ethically engaged with the world and its future”

and the awareness of issues relating to social justice, ethics and wellbeing and understanding of the

concept of environmental stewardship.


DT 3: Delivery of the transformative curriculum will be built through programme-based enhancement

and development to ensure the distinctiveness of disciplines is retained and initiatives are relevant,

innovative and effective

Example: ESD Curriculum review tool

The ESD curriculum review tool is used within schools and faculties to varying degrees, to support

engagement with academic programmes. A case study of the use of the tool by the Faculty of Health

and Wellbeing was presented at the MMU Symposium on implementing sustainability in the

curriculum of universities (7th March 2017).

People (P)

P2: New academic development activities will be based on the need to develop pedagogical expertise

in graduate employability, inclusion and ESD

Example: Future Leaders programme

As part of the second year of the Future Leaders programme, an additional opportunity to develop

and participate in a Sustainable Universities Summit with eight other Universities emerged during

the year. The focus for the event was ‘Staff and Students working as partners in the future

leadership of Sustainability Education. One the attendees, Hilary Welland, who is both a member of

staff and a student, commented after the event that:

“I attended the ‘The Sustainable University Summit 2016’ as a representative of Canterbury Christ

Church University. I had no particular expectations of the conference, viewing this simply as a

potentially interesting forum to meet with students and staff from other Universities….it was not until

a few weeks after the event, given time for subsequent reflection and embedding of new knowledge,

that the true worth of this time was realised. However, the seeds of thought had most definitely been

planted, growing organically over the next few weeks, the assimilation of some new knowledge,

together with future provocations arising from both my teaching and learning, making clear, although

unexpected connections.”

Hilary has drawn upon the learning in her own teaching and is bidding for Futures Initiative funding

to support the development of a SDG resource for use in Early Childhood settings.

P3: Programme validation will be supported by multi-disciplinary teams to ensure that learning

teaching and assessment excellence is assured

Example: INTEGRATE

The sustainability team maintains involvement in the INTEGRATE project; a multi-disciplinary

approach to supporting curriculum development and validation. The ESD resources site is now live,

and forms an integral part of the ‘Academic Support’ Blackboard.

P5: Student partners in learning will be offered academic development opportunities to equip them

to carry out their collaborative projects

Example: NUS Responsible Futures programme


The University has entered into a partnership with the Students’ Union to take forward the NUS

Responsible Futures Programme for the next three years, that will build on the work of the Futures

Initiative over the last 5 years, by bringing enhanced student engagement and participation.

P8: Seed funding will be provided through the Futures Initiative to support academic development in

ESD

The Futures Initiative (FI) remains the umbrella for a series of activities aimed at enhancing academic

engagement with sustainability, be it teaching, research or developing leadership capacity. Eleven FI

bids were funded during the last year, and nine have already been approved for 2017-18.

Building spaces for learning communities to grow (BS)

BS1: We will develop campus ‘hubs’ to bring together staff and students in a physical location to

encourage creative, intellectual and research exchange, celebrate achievements, enhance learning

both within and beyond the subject discipline and form potential collaborations for innovation and

enterprise

Example: Futures Forum

The Futures Forum now provides a space for the recently launched Sustainability Research Network

(SRN), which aims to support the identification and development of interdisciplinary research for

sustainability, along with building external profile.

Developing a high quality student experience to support learning (D)

D6: The rich-diversity of extra-curricular activities and opportunities will be enhanced and graduates

will be recognised through an extended HEAR

Example: Student Green Office

The Student Green Office (SGO) provides the coordination of a variety of activities, including Edible

Campus. Since September, the SGO and the Students’ Union are formally linked in a Green Impact

Partnership, which significantly enhances the reach and breadth of activities for students.

D8: We will extend opportunities for student partnerships and employment

Example: Curriculum linked work experience

Collaboration with the Public Relations & Media module within the Media and Communications

programme continues to develop curriculum linked sustainability literacy, through briefs provided

by the SGO.

UK Engagement Survey (UKES)

In 2017 non-final year undergraduates were asked in 2017 to participate in the UK Engagement Survey

(UKES), which is coordinated nationally by the Higher Education Academy (HEA). The UKES is an

engagement survey rather than a satisfaction survey. It focuses on i) the amount and quality of effort


students have invested in their studies and ii) the extent to which their institution and course have

supported them and encouraged them to engage with their learning.

Use of the survey methodology allowed for additional questions of a similar style to be added. This

provided a much-needed opportunity to enhance our understanding of students’ engagement with the

University Graduate Attributes Statement, and themes articulated in the Learning & Teaching Strategy.

Many of these are also outlined within the QAA ESD Guidance; which was adopted in principle at the time

of the initiation of the current Strategic framework. Initial review of the standard UKES questions revealed

only a small set of very specific questions needed to be added. Consequently, questions on Social

Responsibility were added, as follows:

Table 2. Q18 – Social Responsibility

During the autumn, further analysis will be undertaken to gauge the extent to which students are engaging

with attributes that map directly across to the GA Statement; such as, ‘critical thinking’, ‘reflecting and

connecting’, and ‘skills development’, in addition to ‘social responsibility’. This promises to provide a much

needed triangulation for our approach. However, the results from the 2017 survey that most relate to the

sustainability cross-cutting theme, are very promising. The following summary statements are taken from

the Executive Summary of the “UK Engagement Survey 2017 – Overview”, produced by the Student Survey

Unit in September 2017, along with the results table for “Social Responsibility”: Table 3, below.

Students at CCCU are more likely than the sector average to report that they are engaged in

‘Critical Thinking’, ‘Reflecting and Connecting’ and ‘Interacting with Staff’. They are slightly less

likely to report that they are working closely with other students.

Many students also highlighted that they feel their course and experience at university has

contributed to their skills, knowledge and development in a wide range of generic skill areas, and

particularly in social and creative skill areas. The majority of CCCU students also report that their

course or their experience at university has helped them to consider how their learning related to

social, ethical and environmental issues both locally and globally.


Table 3. First year results for Q18 – Social Responsibility

Notes: No figures for change available. CCCU did not use these questions in 2016. No sector figures are available as these are CCCU

only questions

Progress within Faculties

During the last academic year, progress at a Faculty level has been significant. Both Arts & Humanities and

Health & Wellbeing, have adopted a LiFE Index approach to assess the maturity of their ESF provision, and

to provide a framework for developing an annual action plan. Additionally, both Faculties have used the

curriculum review tool to guide and facilitate discussion, and to understand where sustainability already

exists in the curriculum. However, it is important to note that both Faculties have also driven sustainability

from the executive level, which has contributed significantly to their advanced progress. It is hoped that

Education and Applied Social Sciences might follow a similar approach, which would lead to a more

equitable understanding of progress across the University.

Faculty of Health and Wellbeing

Sustainability within the Faculty changed from the point, in 2015-16, when the Dean was asked to

chair the ESF Working Group. Within a few months, a Faculty Sustainability Committee was

established to drive forward the agenda. The impact of this has been so widespread that a case study

has been included in the 2016-17 HEFCE VFM report, which is included below. It should also be noted

that the 6-Capitals Model has been adopted to illustrate the breadth of value creation. Further

explanation of the model is provided in section 7.

UKES 2017 2017

Number of respondents N=3055

Confidence Interval '+-1.20

Social Responsibility 59

40. Consider how your learning relates to global issues 58

41. Consider how your learning relates to local issues 60

42. Explore issues relating to social justice 51

43. Explore ethical issues 66

44. Explore issues relating to individual and community wellbeing 65

45. Explore environmental issues 43

46. Consider how you might bring about positive change 68


Capital value invested & generated

CAPITALS How has the project demonstrated delivery of the following types of capital?

Financial £1.4m investment in Hepworth Refurbishment

5.75% reduction in office costs

8.5% reduction in travel costs

Reduction in costs for pseudo-clinical waste disposal

Manufactured Hepworth Building refurbished in order to provide ‘fit for purpose’ relocation

accommodation for the Faculty

Increase of 30 available desk spaces at Medway campus

Intellectual Move to 50% virtual support for students on placement

Changes to process for disposing with pseudo-clinical waste

Reduction in travel and increased use of hot desks & video conferencing for

meetings

Review of local office and communication practices

Review of pre-registration professional programmes resulting in move to single

intake for a number of programmes

Case Study | Faculty of Health & Wellbeing Sustainability Initiatives

During 2016-17, both the external and the internal environment drove a focus on human, social, economic

and environmental sustainability within the Faculty of Health and Wellbeing. The Faculty Sustainability

Group (FSG) developed local initiatives, under the leadership of the Dean.

The FSG members worked together to develop ‘sustainability’ consciousness within individuals, teams and

processes. Examples of successes include:

Development of resources to support ‘health sustainability’ within curriculum delivery

Mapping academic outcomes to ‘Graduate Outcomes for Sustainability’ embedded in 7 new

programmes to challenge established cultural practices.

The Faculty leadership group were challenged to review local practices in relation to reducing CO2 emissions

and travel costs. This resulted in:

A review of, and reduction in, car parking permits

Promoting work from a single campus per day

Greater use of Skype and hot-desks

A re-evaluation of student support, substituting interim visits with video/teleconference support

A wholesale review of the pre-registration professional programmes portfolio resulting in single

site intakes for a number of programmes, reducing resource costs and the travel burden over the

next 2½ years.

Concurrent, the University Estate Review supported the relocation of Faculty staff into an alternative

location by repurposing of an established building. This process had environment sustainability at its core,

being completed at a moderate cost by retaining the majority of the infrastructure.


Human 8-point increase in satisfaction across the Faculty in relation to feeling the

‘University is committed to supporting wellbeing at work’, thus enhancing personal

commitment to the Faculty and the University.

Reduction in potential for stress resulting from over use of email

Social 18% increase in satisfaction of staff with their ‘personal work environment’ for

Faculty Office staff who had previously expressed concern regarding feelings of

isolation.

Greater sense of identity and community spirit for Faculty staff, with more

‘creative corridor collisions of minds’.

Natural Reduction in CO2 emissions through reduced travel

Reduction in paper use through transition to paperless operation

Reduction in vacant desk space through increased use of hot desks

At a more detailed level, an example from the School of Nursing demonstrates the extent to which

sustainability is being driven through the curriculum and operation:

A small working group set up to deliver the sustainability agenda as laid out in the business plan,

which requires sustainability to be embedded into the nursing curriculum. Staff development took

place in September, and Prof Janet Richardson (University of Plymouth) will be delivering training

and demonstrating how to use the NurSus toolkit they have developed.

An introduction to sustainability/climate change will be provided to first year nursing students

during their induction week.

A staff survey will be carried out to evaluate their perceptions about sustainability and compare the

results with that of the previous year.

Paperless meetings are a matter of course, and skype is commonly used for virtual attendance in

order to reduced transport costs, time and CO2 emissions.

St Paul’s skills lab reuse or recycle learning materials; and have instigated a method of double bin

bags (white plastic bag over a yellow bag) to reduce the costs associated with disposing of unused

pseudo-clinical waste.

Nursing student sustainability champions lead energy-saving talks, raising sustainability awareness

on campus and in a local community.

Faculty of Arts and Humanities

Since January 2016, the Faculty extended the role of the Faculty Director of Learning and Teaching

(FDL&T) to coordinate a cross-Faculty response to the University Framework for Sustainability.

Accordingly, a set of events were devised to build awareness, audit curriculum and provide

development activities. This provided an understanding of which programmes were already working

within the Framework and where action needed to be taken via programme review and planning.

During 2016-17 some excellent progress in evolving a response to sustainability has been made.

Curriculum review and development activities have resulted in diverse and creative responses, which

have been both discipline and subject specific. Particular themes have emerged across the Faculty,

which are briefly outlined below:

Sustainability intersects with other University strategy, and connected to improving recruitment,

retention and attrition, as well as the sustainably of programmes to maintain viability and thrive.


The use of student engagement to enhance the curriculum is healthy and innovative with strong

links to themes of sustainability. For example, the School of Language Studies and Applied

Linguistics appointed a member of staff to develop a “Partners in Learning” project to strengthen

the student experience of community between international and home students called the “Roots

Project”. This is student led project has initiated crossover activity in student engagement events

run through the Sustainability office for students on campus.

The identification of High Impact Pedagogic (HEA) approaches to increase student resilience as a

learner and for the purposes of employability.

The need to strengthen Induction activity to promote student wellbeing, which resulted in the

piloting of the cross Faculty E&D focussed induction ‘Culturosity’. This is now a nationally

recognised “Students as Partners in Learning” activity (HEFCE recently published this activity in

Evidence of Sector Leading and Innovative Practice in Advancing Equality and Diversity), which is

moving into its third year of delivery.

The need for improved signage to students in marketing material and other programme resources,

that highlight where sustainability is a feature of the curriculum or provides enhancements to it.

Recognition that the profile of sustainability has been raised via members of staff in Music and

Performing Arts and in the School of Humanities; both achieving Faculty Innovation Awards, and by

being included in leadership of learning and teaching case studies for Senior Fellow applications.

Undertaking a Life Index Assessment that has helped to shape a strategic response to sustainability,

which is now actively embedded within the Faculty agenda.

At a more detailed level, progress within the School of Language Studies and Applied Linguistics over

the last 2 years, provides a useful case study. Antonia Linehan, who led the Roots project, also has

responsibility for coordinating a school response to sustainability. She describes the process and

progress:

“Initially, this revolved around the use of the curriculum review tool, which unfortunately drew some

negative reaction as it was seen as yet another university ‘tick-boxing’ exercise. The tool was

quickly side lined as staff got in to more detailed discussions on a response to sustainability, as they

perceived it. Responses were passionate and at times irritable, and addressed difficult questions,

but momentum gathered. Ultimately, it became clear that much of the existing curriculum was

already infused with aspects of sustainability. Further exploration of this resulted in staff building

new connections between what they taught, the principles of sustainability and the strategic intent

and values of the University. During 2017, staff were asked to reflect on how their modules linked to

the core themes of sustainability, and the results were surprising. There is a sense that staff have a

refreshed view of their curricula, seeing it with a new sense of purpose. People reported a renewed

sense of personal value, which has resulted in material being taught with a slightly different hue.”

This transformation goes to the very heart and core principle of the Futures Initiative, which is to

develop staff to see their existing curricula through a different lens, and only changing where change

enhances association to particular thematic areas.

Faculty of Education

As is described in section 4 below, the Faculty of Education will be dedicating a faculty scholarship day,

in November, to exploring the relationship between sustainability and education. It is hoped that this

will result in a more collective and collaborative response to a theme that is already well embedded in

some areas of the Faculty.


Faculty of Social and Applied Sciences

Whilst Schools in this faculty might be seen as more readily associated with common views of

sustainability, the development of a coordinated response has been hindered by the departure of the

Faculty Director of Learning & Teaching in December 2016. The post has been filled and the faculty

ESF Working Group will resume its work during 2017-18.

Responsible Futures

2016-17 has seen a step change in the engagement of the Students’ Union with sustainability. Driven

initially by the NUS Green Impact process, which established a partnership with the Student Green Office,

the Union has embedded sustainability into their Strategic Plan (2016), and incorporated it into the role

descriptions of the Presidents for Student Activities and Education & Wellbeing. The University has also

entered into a partnership with the Students’ Union to take forward the NUS Responsible Futures

Programme, that will build on the work of the Futures Initiative over the last 5 years, by bringing enhanced

student engagement and participation. Responsible Futures is a whole-institution approach to embedding

social responsibility and sustainability across the formal and informal curriculum in both HE and FE. It is a

supported change programme and accreditation mark that works to put sustainability at the heart of

education.

Accreditation is achieved through a student led 2-day audit. Focal points for coming year are expected to

link with current strategic issues related to use of extra-curricular weeks for broader student development

and the student retention strategy.

From Whole Earth? to Whole Kent?

During 2015-2016, the University hosted an exhibition called “Whole Earth? Aligning human systems and

natural systems” at its three campuses. Subsequent evaluation found that the exhibition had served as an

effective catalyst and provocation that galvanised staff and students in unexpected ways, and created a

groundswell of interest in sustainability. Students commented that the images represented issues that

they encountered in their everyday lives in Kent such as poverty, pollution and environmental degradation.

In order to build on this momentum and respond to feedback, that identified a need for local

interpretation, a new initiative, Whole Kent? will engage staff, students and the wider Kent community

with sustainability issues and raise questions of global relevance at a local level. Rather than starting with

a single provocation in the form of an exhibition and responding to this, Whole Kent? will operate in

reverse with outputs emerging over the three-year scope of the project.

As a large organisation with strong links to the public and private sector, the University already generates

significant positive impacts on the fabric of society locally and more widely. Whole Kent? is one way of

developing this potential. It will also provide a focus for a wide range of university activities relating to

sustainability and demonstrate how the University is responding the United Nations Sustainability

Development Goals (SDGs).

The aims of Whole Kent? are to:

provide opportunities for critical engagement with the UN SDGs and for discussion about their

relevance locally

enhance knowledge and understanding about the particular sustainability issues and questions

facing Kent

raise the profile of sustainability issues amongst staff and students


develop individual, group and community responses to sustainability challenges

enhance the distinctive nature of the University in line with its mission statement and current

strategic aims

Whole Kent? will develop over the next

three years, will be coordinated through

the Responsible Futures project group and

will fall under auspices of the ESF Working

group. Project funding will be provided

through the Futures Initiative, and it is

hoped that it will further enhance the

status of sustainability within the

University, enhance staff capacity and bring

reputational advantage.

4. RESEARCH AND KNOWLEDGE EXCHANGE

Sustainability is a relatively young discipline with limited experience or acceptance within the wider

academic community. Within the UK, a small number of universities are regarded as taking the lead on

ESD/ESF, and Christ Church is included in this group. Sharing our work remains very important to ensure

that we are contributing to and progressing in parallel with the best thought leaders within the sector.

Sustainability Research Network

A Sustainability Research network (SRN) was established during academic year 2016-17, and steering group

convened that is chaired by one of the co-chairs of the University's Professoriate, Prof Peter Vujakovic. The

role of the SRN is to improve the external presentation of sustainability research and facilitate

interdisciplinary networking across the institution and externally. It currently involves eleven research

centres/groups from across all four faculties. A new web page has been designed (Fig 1), but is an interim

position, awaiting the outcome of a wider consultation on the Research and Enterprise Strategy at a

university level. A successful SRN launch event was held in February 2017 at which leads from key research

groups gave a short talk on their sustainability-orientated work. It was agreed that the theme of

'community engagement' was important across the research groups and would form the basis for a SRN

workshop in early 2017-18. Another SRN facilitated event took place in June 2017, a two-day cross-faculty,

interdisciplinary symposium on 'Sense of Place' (organised by the Geography Research Group (GRG)), with

key external organisations represented, including the North Downs AONB and Royal Geographical Society.


Fig. 1: The SRN Webpage identifying 11 unique sustainability related Research Groups & Centres

Partnerships for research

A partnership with the Oaten Hill and South Canterbury Association (OHSCA) has been actively developed

during the past year, and fostered through the SRN. A steering group, overseen by the chair of the SRN, has

been established and a Memorandum of Understanding is in the process of being negotiated. The main aim

of the partnership is to set up a lecture series that focuses on sustainability issues concerning the local

population, as well as students and staff at CCCU (e.g. environmental issues, health and wellbeing, local

economy). It is envisaged the partnership will also provide opportunities for student and staff engagement

with the local community, and generate research projects of benefit to both communities. A successful

pilot lecture (supported by the SRN and the Sustainability Office) on air quality in Canterbury was held in

May 2017.


Additionally, a partnership with the Bay Trust is

under development, through the leadership of

Carrie Jackson, Director of the England Centre for

Practice Development. Based at Pines Calyx (St

Margaret’s at Cliffe) and Rippledown (Ringwould)

they offer unique outdoor learning environments,

carbon free buildings (Pines Calyx), and extensive

grounds developed on permaculture principles. Its

work is focused on preserving and enhancing the

local environment, as well as providing a wide range

of opportunities for people of different backgrounds

to learn about sustainable living.

With a focus on student learning and research, the Ecology Research Group has already established a

relationship, which will see students attending for field study in the autumn, along with specific research

objectives. Further opportunities are being considered, for which the key priorities for initial collaborative

projects are:

Impact of outdoor learning on children, families and teachers (primary and secondary), linking in

children as co-creators of appropriate research methods (Research Centre for Children, Families

and Communities, Early Years Education, and SPEAR)

Commissioning and prescribing outdoor living for health, through GPs as alternative to medication

in the big 5 (mental health, diabetes, obesity, dementia, heart failure/COPD) (England Centre for

Practice Development)

Impact of design and architecture on wellbeing, with potential applicability to the former Prison

development and Nursery facilities. (CCCU Sustainability and the Carbon Free Group)

Development of a repository to capture research and innovation in the field, including gap analysis

of existing methodologies and methods

During 2017-18 a Memorandum of Understanding will be agreed, bids for external funding will be

considered, and key win-win opportunities will be prioritised.

Symposium: Sustainability and Humanities: linking social values, theology and spirituality

towards sustainability

On 8th November 2017, the University will host an international symposium, in collaboration with

Manchester Metropolitan University and the Hamburg University of Applied Sciences, which will explore

the links between sustainability and the humanities. “The debate on the contribution of the humanities to a

better understanding of sustainable development is not as intensive as it should be; and there is a paucity of

events that have specifically focused on this aspect. As a result, interesting opportunities are being missed,

and a more holistic discussion on the intellectual and moral aspects of sustainable development are not fully

taking place.”

The Symposium will focus on the means to ensure the humanities are part of the overall debate on

sustainable development in both teaching and research programmes, and will contribute to the further

development of this central topic. The peer-reviewed book will be published, including all accepted papers,

which will form part of the award-winning “World Sustainability Series”, published by Springer, one of the

world´s top five scientific publishers.


Faculty of Education Scholarship day

The Faculty of Education Eco-pedagogy theme group are leading the next Faculty scholarship day on

Thursday 9th November, which will focus on the relationship between education and sustainability. The

day has been planned to engage staff and students with the fundamental questions that engagement with

(un)sustainability compels us to address:

What is the purpose of education?

What pedagogical principles best support this purpose?

What is our role?

Contributions will reflect the importance of these questions from the early years through to higher

education and will explore the role of formal mainstream contexts as well the informal and alternative. The

day will draw in colleagues from across the university along with external partner organisations.

Professor Ingrid Pramling Samuelsson; Professor and coordinator for early childhood education at the

Department of Education, Göteborg University, Sweden, will give the keynote. There will be a panel

discussion including head teachers from schools ‘doing it differently’ within the mainstream. Principles for

sustainability in Higher Education will be explored by Dr Paul Warwick (Centre for Sustainable Futures,

Plymouth University), and the CCCU SRN will be introduced by Prof Peter Vujakovic. The afternoon will

showcase RKE activity focusing on sustainability, which is open to submissions from staff and students.

5. OUR ENVIRONMENT

This section provides a commentary on our environmental impacts, categorised through the carbon scopes:

Scope 1: Directly burned fossil fuels; gas, petrol and diesel.

Scope 2: Electricity; derived from a variety of renewable and non-renewable sources

Scope 3: Emissions from indirect sources: Waste, Procurement, Travel and Water

Additionally, a narrative on progress towards managing the future impacts of the Estate Master Plan in

Canterbury is provided.

Scope 1 & 2 carbon emissions and the carbon management programme

The University has continued to work to reduce its impact from gas and electricity use in buildings during

2016-17. The following section summarises the actions taken and those planned for 2017-18, relating the

equivalent Scope 1 & 2 CO2e emissions to each physical impact.

In 2016-17 Scope 1&2 emissions to air, as a consequence of gas and electricity use, amounted to 6605

tonnes CO2e. This represents a reduction from the previous year of 7026 and significantly lower than the

7,319 tonnes recorded in 2014-15.

In practice savings in emissions from electricity use, of 119.47 tonnes due to carbon reduction projects, was

offset by 61 tonnes associated with the continued use of the former HM Prison site, plus the occupation

and use of Petros Court that contributed 329 tonnes. The purchase of Meadow Road and its use will

continue to contribute but may be offset by the release of 1-10 Stour Promenade.


Fig 2. Gas and Electricity – Scope 1 & 2 emissions in tonnes CO2e (DEFRA 2009-16 carbon emission factors)

Although currently not in educational use, as the freeholder for the former Prison the University is obliged

to report its emissions, which are associated with the regime of heating in the listed buildings only, in order

to help preserve the fabric ahead of any redevelopment. However, the energy use associated with the

prison has fallen due to greater experience associated with ownership of this unique building contributing

397,407 kWh in gas consumption.

Whilst the Carbon Management Plan 2010-16 is yet to be replaced, it contains targets for 2020, which

continue to be relevant. At year end the overall reduction in carbon emissions, from the 2009/10 baseline is

24%, which is lower than the 2017 trajectory of the strategic plan target to 28%. There have been positive

downward moves from the carbon savings projects, and from continued estate rationalisation. However,

there continue to be upward pressures from operational needs, such as extended opening hours, property

acquisition (HMP) and corresponding building use (Petros Court). The new buildings constructed as part of

the Estate Master Plan (Building 1 in 2018) will result in increased emissions, but will be balanced by the

release of the Broadstairs campus.

The overall impact of IT changes since 2009 have been subjected to a SusteIT1 analysis, using the

methodology developed by HEEPI2. This concluded that, whilst the provision of end user technology has

increased by more than 20% from 2009 to 2015, increases in the efficiencies of new and replacement

equipment has resulted in a reduction in absolute energy use of 3%.

Energy from Natural Gas (Scope 1)

Total gas consumption reduced from 12,255,238 kWh in 2015-16 to 9,817,919 kWh during 2016-17.

Of the 2016-17 figure, 1,217,886 kWh was associated with Petros Court, which accounted for 12% of

total consumption. Whilst this might seem high for a recently built accommodation, there are two

Micro Combined Heat and Power units, which provide on site electricity generation, resulting in higher

gas usage. The former HMP, even though empty, represented 4% (397,407 kWh) of total consumption,

as heating, although optimised in 2015-16.

1 Sustainable IT in Tertiary education 2 JISC funded Higher Education Environmental Performance Improvement Initiative

5,000

5,500

6,000

6,500

7,000

7,500

8,000

8,500

9,000

25% reduction line

35% reduction line

Actual performance

Performance Excluding Prison + Petros


The 2016-17 figure is closer to a more “typical” year in terms of heating demand, and the weather

sensitivity that the University experiences, of circa +/-15% from average, is unlikely to be overcome

until major building fabric improvements are realised through the Master Plan. There were similar

numbers of heating Degree days during both years with 2016/17 having 1766 and 2015/16 with 1739.

However, November, December and January in 2016/17 were considerably colder than the previous

year whereas there were considerably more heating days during February March and April of 2015/16.

Energy use from vehicle fuel (Scope 1)

During 2016-17 use of fuel in fleet vehicles amounted to 15,300 litres, which generated 40 tonnes

CO2e. This is an increase from 2014, when data was last provided, of 16 tonnes.

Energy use from grid electricity (Scope 2)

The consumption of electricity during 2016-17 increased by 68,474 kWh to 11,647,100 kWh from

2015-16 (11,578,626 kWh). However, some 56,283 kWh was attributable to the former HM Prison, and

Petros Court contributed a further 326,981 kWh to the totals. This was offset by 265,400 kWh of

savings on the remaining estate attributable to carbon reduction projects. However, when comparing

the cooling degree days of both years, there were nearly twice as many Cooling Degree Days in

2016/17 (376) as there were in 2015/16 (210). This would have contributed significantly, as a result of

the increased cooling load in buildings such as Augustine House.

Over the past three years the University has made a conscious choice to purchase Electricity on

renewable tariffs. This is ahead of the Electricity market reform and means that the electricity

generated is all from renewable sources, including a mix of nuclear, solar, wind and hydro-power.

However, although this electricity enters the grid “green” the electricity consumed is deemed as

“brown” and under carbon accounting rules the University is required to quote emissions using the

grid average figure which includes fossil fuel derived generation. The only way to reduce this is by

greater on site generation which is planned as part of the Estate Master Plan.

The University entered into a fixed term / fixed rate contact with SSE during March 2015, using a

‘Green Tariff’ on our Non-Half Hourly metered sites, which provides approximately 15% of the

University’s electricity. The rest of the estate’s electricity is provided by EDF, through Half Hourly

meters also on a green Tariff but is now termed ‘Blue for Business’, which is due for renewal in 2017.

The recent government’s decision to apply the “Climate Change Levy” to these green tariffs means

that the decision to stay on a ‘green tariff’ will require an economic, environmental and reputational

benefit review at retender stage.

The University has aligned all the utility contracts for renewal in October 2017 and will procure energy

using a Flexible Rate contract rather than a fixed term-fixed rate product.

Carbon reduction projects and capital investment programme (Scope 1 & 2)

The University continues to seek external funding for energy efficiency projects. The Government’s

Salix Fund provides an interest free loan for sub-5-year payback projects and HEFCE’s Revolving Green

Fund provides sub-8-year payback loans. Bids for Salix funds during 2016-17 have been successful.

A £171,000 Salix SEELS loan was received, which was split between the Canterbury and Medway

campuses. This provided LED lighting upgrades on the North Holmes Campus in the Staff Common

Room, Augustine Hall, the Sports Centre Main Hall, Meadow Road and in Medway, at Rowan Williams

Court. Internal and external lighting at St Pauls House also underwent LED upgrade.


The new external LED fittings on the North Holmes lampposts in the car park where Building 1 is being

erected, have been removed and carefully stored, and will be used to upgrade lampposts elsewhere

on the estate. The new external lights at St Gregory’s and St Martin’s Priory car park lighting continue

to provide savings. There have been no reported complaints from light pollution from any of the local

residents at these locations.

The solar panels installed during August 2012 on Erasmus, Rochester House and Old Sessions House

continue to generate small amounts renewable electricity to these buildings. The University also

benefits from the Governments Feed in Tariff scheme, and continues to receive an annual payment

guaranteed for 25 years. Additionally, Lanfranc continues to contribute, as part of the Renewable Heat

Incentive, by providing localised solar thermal hot water to the student accommodation.

During 2017-18, forthcoming Salix bids include LED lighting upgrades in Powell TV studio, Hepworth,

Invicta, Somerville and Pin Hill student accommodation. Sub-metering projects at Augustine House

and across the North Holmes Road Campus will be completed during 2017-18. Energy efficiency

projects will include BMS Optimisation, the installation of new motors, variable speed drives

throughout the Estate and Monitoring and Targeting software.

Scope 3 carbon emissions

Water consumption and treatment

Water consumption slightly increased compared to the previous year with the acquisition and use of

Petros Court. A water consumption analysis across the major consumers of water, has been undertaken

during the year and the results have enabled the university to identify leaks in the system. As a result,

leaks identified at St Georges have been quick to locate and fix.

Automated water Meter Readers (AMRs) monitor water consumption at 21 New Dover Road, Medway

Rowan Williams Court and Broadstairs Allen & Carey, continue to provide greater insight into water

consumption and the potential for reduction at each location. Upgrades to water meters have been

undertaken by South East Water and Southern Water throughout 2016-17, such as at HMP. The existing

combined high and low flow water meter was replaced with a single supply meter capable of accepting

an AMR. Other meters are due to be replaced such as at the Sports Centre, which will also allow AMR

installation to follow. Energy Metering Technology Ltd have been commissioned to pilot proposals for

portable AMR devices, which could be used across the whole estate. Phase 1, at Augustine House is

complete, and Phase 2 at North Holmes Road campus will follow during 2017-18.

A pilot trial of a new toilet system, a waterless urinal, is due to take place in Augustine House during

2016-17. This system will reduce the amount of water used on site and improve maintenance on the

existing system. If successful, these waterless urinals will be installed throughout Augustine House.

Waste disposal

The tender process for the new waste contractor concluded in June 2016 with the appointment of

Countrystyle Recycling, who are a local company based wholly in Kent. The new contract came into

operation on July 1st 2016, and as such have now been operating for a full academic year.

General waste performance

Following the awarding of the waste contract to Countrystyle in August of 2016, it has begun to show

even greater advances than were seen in the previous contract with SITA. Costs have reduced due to


robust monitoring and measurement of waste, with total waste at 793.75 tonnes and an overall

recycling rate of 47% across the university. This shows a 13% reduction of 121 tonnes in total waste

production. Although the recycling figures are down a little on previous years, it should still be noted

that the Countrystyle contract is very robust. There appears to have been a significant reduction in the

use of glass receptacles, but the reduction in food waste recycling appears to have resulted in increased

amounts of contaminated recycling that has to be transferred into the general waste stream,

predominantly from student accommodation. It is hoped that the new Accommodation champions will

be able to assist in addressing this issue. Tonnage for each waste stream is detailed in table 4.

Tonnage

Waste stream 13/14 14/15 15/16 16/17

General non-hazardous waste & skips 525.6 464.70 430.73 523.33

Dry Mixed Recycling 291.9 145.70 209.45 189.95

Glass 167.1 185.71 172.86 19.15

Food waste 26.5 49.29 69.68 24.11

Confidential waste paper 6.2 9.37 7.66 13.92

General WEEE 28.91 20.37 7.25 4.87

IT Recycling (Since March 2016) 4.32 17.02

Personal items – British Heart Foundation 3.30 2.11 4.66 1.4

Other misc. items 4.6 11.17 8.39 0

Total 1054.11 888.42 915 793.75

Table 4. Tonnage for all major waste streams

The ‘zero waste to landfill’ commitment remains in place as all waste not recyclable used for EfW

(energy from waste) and there was additional collections of 1.6 tonnes of Feminine hygiene and waste

and 1700 litres of cooking oil was collected to be re-used and or used for the creation of bio-fuel.

Disposable containers levy

In January 2017 a 10p levy for takeaway coffee cups and food containers was introduced, in order to

reduce waste and help to support a change in mind set towards disposable items. A one-off supply of

reusable cups was purchased for all staff in order to soften the implementation, which has been very

well received, and within a short period of time there was an 80% reduction in the use of disposable

cups in the SCR on the NHR site. Table 5. Provides an analysis from the campus network of the

reduction in the use of disposable cups during 2016-17.

Post Levy 01/02/17 – 31/07/17

Pre Levy 01/08/16 31/01/17

Saving total units Saving percent

Medway 11,400 19,800 8,400 58%

Broadstairs 2,400 6,600 4,200 36%

Runcie 600 2,400 1,800 25%

Canterbury 35,400 117,600 82,200 30%

Total 49,800 146,400 96,600 34% Table 5. Analysis of savings in use of disposables during 2016-17

In order to ensure a similar impact through the student population, it was agreed that for subsequent

1st year intake students would be provided with a reusable cup during the registration and induction

process. 6000 branded cups were purchased which could be exchanged for a voucher provided in their

welcome bags, with 4000 being distributed by the end of September 2017. On-going analysis will

provide an illustration of the impact of providing reusable cups to students.


IT WEEE Waste

The IT Department now have an ideally situated 15ft ply

lined and bunded container to store IT waste. The

container has 9ft double doors for easy access, an area

for safely storing large hardware, a cage for small WEEE

items (e.g. mice, keyboards and phones) and a wheelie

bin for cable. All IT waste, with the exception of cable, is

collected by Stone Group, who offer a rebate for

equipment with any monetary value. (For the calendar

year 2016, this amounted to £609). Stone Group

recycle or reuse ALL equipment returned, resulting in

zero-waste to landfill.

All waste power cables, separated from general IT

WEEE, waste generate additional revenue. Cables and

plugs are separated and then taken to a local scrap

dealer in exchange for a rebate; the last of which

earned the University £205 for 169kg of waste cable.

The cable is stockpiled until there is enough for a full

vanload, limiting the number of trips made.

Business travel and the University Travel Plan

In 2015 a new travel plan was commissioned as part of the Estate Master Plan, which enabled a

thorough review of the sustainable travel plan. During 2016-17 a revised Sustainable Travel policy and

procedure was agreed for implementation for the new academic year. The travel plan has 4 clear

objectives to:

Maintain accessibility and business operation of University campuses,

Encourage active and sustainable travel,

Reduce the use of the private car,

Monitor and understand travel behaviours;

along with a series of targets to:

Increase the number of staff who choose to walk to work from 14% to 17%,

Increase the number of students who choose to cycle to the University from 1% to 6%,

Decrease the use of private cars to travel to work (excluding Park and Ride) for staff from 54%

to 44% and for students from 16% to 9%,

Increase the use of the Park and Ride facilities by 23% for staff and 33% for students.

In order to support the achievement of these targets, a series of discounts and opportunities have been

put in place:

Great bus price reductions of up 50% on usual prices in Canterbury and Medway (£7.95 a week

Canterbury local, £13.95 Stagecoach South East). We may be able to increase these discounts in

future years if more people use the buses.

Discounts on park and ride Canterbury - £60 worth of credit for just £38 = £1.90 a day.

Season loans for train users.


Bike to work scheme - saving up to 25% on the cost of a new bike & equipment.

Complimentary Park and Ride shuttle bus from Polo Farm.

A bicycle user group has also been set up and is gathering momentum with more numbers than in

previous years. This group has now been included as a sub group of the Travel and Sustainable

Business Working Group, and provision of more secure cycle storage remains a priority.

The Pool car service operated in partnership with Enterprise is performing well, and continues to be

well used. However , on-going promotion of the service is required to ensure that it remains the most

financially sustainable solution.

POD Point electric vehicle charging

points are being installed at

Medway, Salomons Centre

(Tunbridge Wells), Hall Place, and

Old Sessions House on NHR. A

further charging point will be

provided in Canterbury instead of

installing at the Broadstairs Campus.

This will be a chargeable service,

which will be operational during the

coming year.

Sustainable procurement

During this year the Procurement Team have continued to work with Estates & Facilities to improve

procurement practice. This has led to the creation of a contracts database of key suppliers, which holds

information about suppliers, goods and services being purchased and some ancillary data about the

companies the University works with. As part of process of populating the database, the teams engaged

in this activity have attempted to classify the sustainable impact of the contract using a tool developed

by the NHS. This allows staff to quickly assess the environmental impact of a contract and highlights the

risks around working in some markets (for example, risks around use of hazardous substances or the

reputational risk of not using sustainable sources of supply). In the future, contracts with a high

sustainability impact will have a more detailed assessment of their positive and negative impacts, and

how these can be managed.

The Procurement Team have also begun the process of monitoring the supply chain to ensure

compliance with modern slavery legislation. A questionnaire has been developed, which has been sent

to suppliers with whom the University has a high spend, as well as smaller suppliers that are working in

high-risk industries, such as construction or agriculture. The results of the survey will be reviewed by

the Procurement Team to determine if follow up action or a more detailed analysis is required.

The Procurement Team is also responsible for the production of the University’s annual Value for

Money report. Traditionally this has been very focussed on financial savings and efficiencies, with no

consideration given to ‘softer’ benefits. This year, the team have begun to use the Six Capitals model as

a way of capturing ‘value creation’ activity and non-financial benefits from projects undertaken across

the University. This helps articulate, for example, community benefits (social capital) or environmental

benefits (natural capital). The Value for Money report will be submitted to SMT and the Audit

Committee with the recommendation that the Capitals Model is adopted more widely across the

University.


Sustainable IT

During the last year, the Sustainable IT working group has been making significant and innovative progress

towards reducing the environmental impact of our IT Service, as well as improving the social impact

through the supply-chain and financial impact through waste equipment recycling, redeployment.

Fairphone 2 Trials

Throughout July and August 2017 the IT Department have been trialling the Fairphone 2 as a potential

alternative to existing Android smartphones. The Fairphone 2 is a smartphone dedicated to creating

positive social change, with a focus on sourcing conflict-free minerals, Fairtrade materials and

improving working conditions in the supply chain. The modular design and spare parts extend the life

expectancy of the Fairphone beyond that of a standard android smartphone and make in house repairs

easy and cost effective.

If user trials and costing exercises are positive, the University will consider a move to the Fairphone

before Christmas 2017. https://www.fairphone.com/en/

IT Box Bin

A Box Bin is now in operation from Lg44. All standard shaped boxes and packaging received in good

condition from suppliers is kept, and reused by IT where possible. Since the volume of packaging

received is now more than the IT Department can reuse, the offer will be extended to staff across the

University, and Staff will be able to contact the IT Service Desk if they require boxes or packaging.

Device Redeployment Programme

Old IT devices are now actively redeployed when staff order replacement equipment, through a

process that recoups some of the financial value. Where devices are still working and suitable for

business use, donating departments are asked to nominate a person within their own department to

redeploy to. If there is no need within their department they are encouraged to donate the device to

the redeployment pool where it will be put on Warp-It to be claimed. If devices are relatively new or

still carry high value, the device can be sold on to another department so that the donating department

recoup some of the initial cost. In each case the device is data cleansed and reimaged before being

redeployed.

https://www.fairphone.com/en/


The benefits of this programme are that departments with very little or no budget for equipment can

acquire devices for business use, thus enhancing productivity. This prevents accumulation of devices,

which could otherwise be put to good use and ensures that devices which have reached end of life are

disposed of in the correct way.

Biodiversity

The Bioversity Initiative, focusing on our unique 'sense of place' associated with our position within the

Canterbury UNESCO World Heritage Site, remains the underpinning narrative of our approach to

stewardship of our green spaces and our Biodiversity Action Plan (BAP). The Edible Campus and Bread, Beer

and Honey initiatives have grown out of this. The most recent addition to the growing number of pocket

habitats with strong local cultural associations is the result of work undertaken on the Coleridge House

Garden (Postern Gate Entrance) by the Grounds and Gardens Team. This area has been transformed, and

made more accessible for staff, students and visitors entering the campus directly from the City, and will

play a part in improving well-being. A 'Romany' caravan and camp has been positioned within the garden as

a reminder of the University's position within the Garden of England and its strong traditions of fruit and

hop growing (both themes already well developed as part of Bioversity, and Bread Beer and Honey).

The 'Sense of Place' symposium at CCCU in June 2017 was deliberately held in a location that showcased

several key Bioversity sites, especially the Jubilee Orchard. The initiative was outlined in the introductory

session and all participants were given a leaflet and encouraged to visit the sites during breaks. As part of

Tradescant 400, which is a celebration of the role of John Tradescant the Elder in transforming the St

Augustine Abbey site, a conference on garden history is planned for late 2017.

Estate Master Plan

The main focus for the Estate Master Plan for 2016-17 has been on securing planning permission for the

developments, with that for the Prison Quarter being granted in December 2016 and the Arts Building

approved in April 2017.

The planning submission for the Prison Quarter required a full Environmental Impact Assessment (EIA)

covering aspects such as Energy use, Transport, Heritage, Visual Impact, Construction Phase Environment

and Waste impacts, Noise and Ecology. Although not subject to a full EIA the Arts Building submission

covered similar subject areas.

Both buildings are designed to achieve a BREEAM “Excellent” rating. As the City Council’s local plan has not

yet been approved the planning requirement is for “Very Good”. For the Arts Building an active study is

underway on the environmental and whole life cost benefit of each of the discretionary BREEAM points to

give the University the best value.

The landscaping schemes for both projects have been developed with input from the Biodiversity Working

group to ensure the developments complement the University’s “Bioversity” initiative. For the Arts Building

the landscaping and building form has been designed to interpret the archaeology within the site, with a

full 12 week excavation of a third of the site having been undertaken with finds covering some prehistoric

activity, giving indications the Anglo-Saxon craft working within the site and the boundary before the abbey

precinct wall was constructed.


6. AWARDS, RECOGNITION AND LEAGUE TABLES

Green Gowns awards

During 2015-16 an application for a Green Gown award was submitted, within the ‘Continuous

Improvement’ category, which has been shortlisted as a finalist. This is a great testament to the work of

the wider sustainability team at Christ Church, and many people across the University. Winners will be

announced at the annual awards ceremony on November 15th 2017.

South & South East in Bloom and Kent Wildlife

The Canterbury Campus has been part of the Canterbury City submission to the South & South East in

Bloom (S&SEiB) competition since 2013. The 2015 and 2016 submissions received a prestigious Gold

award, resulting in entry into the Britain in Bloom competition in 2016 and 2017, as well as continuing to

enter the S&SE in Bloom awards. Additionally, it was recommended that the Canterbury campus should

enter the Business Landscape in Bloom category in S&SEiB, in its own right. The Priory Gardens were also

put forward for the Kent Wildlife Trust award, for the second year, and the national Jewel in the Town

award. Award dates, and results as know are below.

Awards ceremonies

South & South East in Bloom:

o Business Landscape 2017: Gold

o Business Landscape 2016: Silver Guilt

o Canterbury City 2015, 2016 & 2017: Gold

Britain in Bloom 2016: Canterbury City: Gold

Britain in Bloom 2017: Canterbury City: TBA October 27th

Kent Wildlife Award 2015 & 2016: Gold

Jewel in the Town award 2016: Gold

These awards for the North Holmes Campus and the Priory gardens are a huge result for the Grounds and

Gardens team, who provide a beautiful and inspirational environment for us to work in.

Green Impact Student Unions

2016-17 has seen a step change in collaboration between the

Students’ Union (CCSU) and the Student Green Office. In June

CCSU was crowned Green Impact Union of the Year (Non-

Commercial) at the NUS (National Union of Students) Awards.

CCSU was shortlisted for the award after becoming one of only

eight unions in the country to be rated 'Excellent' for its 'Green

Impact', an initiative run by the NUS with the aim of promoting

sustainability and reducing our impact on the environment.

Ellie Martin, Advice and Campaigns Coordinator at CCSU, commented: “Sustainability is at the heart of

everything we do at CCSU and we hope that we inspire students to leave higher education with the skills

and knowledge to make a positive change to our social, economic and environmental sustainable future."

The auditor for Green Impact highly praised CCSU’s submission saying:


“Christ Church Students' Union have improved dramatically from previous Green Impact submissions.

They have a fantastic relationship with the University and have run some really engaging campaigns

this year, which saw harder-to-reach societies taking part in their events. The majority of their work is

new this year, which shows how much their sustainability work has taken off this year.”

People & Planet University League

People & Planet (P&P) is the UK's largest student campaigning organisation, which fights to end world

poverty, defend human rights and protect the environment. The P&P University League (formally Green

League) was introduced during 2015 and is based on data collected from publically available sources, taken

from a combination of the HESA Estates Management Record (EMR) and information published on the

University website.

The individual performance in the league is limited by universities’ willingness to publish a large amount of

detailed information pertaining to sustainability activities and performance, in addition to driving forward

the agenda in line with the People & Planet view of sustainability. Whilst the Environmental Information

Regulations 2004 require public authorities to make environmental information available proactively, the

league requires significant amounts of information that is outside the scope of these regulations.

The 2015-16 league, published in late November 2016, placed the University 37th out of 150 Universities;

scoring 100% in two areas: for our work on Education for Sustainable Development, through the Futures

Initiative and for our Environmental Management System, which has been certified to EcoCampus Platinum

and ISO14001 standard since 2013. A couple of areas where the University scored less well were Ethical

Investment, which is directed towards universities that have significant funds or endowments for long term

investments; and Workers Rights, which mostly focuses on actions to reduce poverty in the supply chain,

and does not reflect that the University is a Living Wage Employer.

However, this is good result for the University that demonstrates our consistent performance across a

range of issues since 2011. Results for 2016-17 will appear in November 2017.

ISO14001:2015 transition

At the ISO14001:2004 recertification audit in 2016, the University was required to transition to the new

standard within 3 years. However, given that the external auditor recognised that our EMS was well

advanced towards the new standard, it was felt that this could be achieved within a single year. In

February 2017 the University EMS was duly recertified to the ISO14001:2015 standard without any minor

or major non-conformities. This is achievement is significant, and through the work of the EMS Working

Group, Led by the EMS Coordinator (Alex Metcalfe), and many within the Estates and Facilities Department,

ensures a sound foundation for continual improvement for the next 3 years. The EMS also retains its

EcoCampus Platinum status.

Brite Green report

Brite Green is a sustainability strategy consultancy, which specialises in delivering enhanced business

performance through improved sustainability performance. From September 2014 they have published

annual University sector carbon progress reports for each academic year. The reports are compiled using

emissions data sourced from the Higher Education Statistics Agency (HESA) Estates Management Record

(EMR).

For the last 3 years League tables were produced for 4 different analyses, in which our position was

reported as follows:


Categories 2013-14 2014-15 2015-16

Total emissions (emissions reductions in 2017) 52nd 49th 116th

change in absolute emissions since 2005 43rd 46th 116th

% change in emissions intensity by m2 since 2008/09 99th 105th 97th

% change in emissions intensity by £ since 2008/09 90th 101st 110th

Table 6. League table positions from the Brite Green Carbon Reports (N=127)

Unfortunately, the 2017 progress report revealed that our 2005 baseline emissions had been incorrectly

reported through the HESA EMR. Consequently, our position in 2017 (now accurately reported) indicates a

much worse position. As outlined in the Carbon Management Plan 2010-16 (CMP), our 2005 baseline

emissions were significantly lower than those used for the plan baseline year of 2009/10. This was due to

significant group during the intervening years, and the first year of operation of Augustine House. The CMP

made it clear that our scope 1 & 2 emissions target for 2016 would bring the University in line with its

emissions in 2005.

7. SUSTAINABILITY GOVERNANCE AND REPORTING

The University sustainability governance structure is outlined in the diagram in Appendix 3.

Reporting and the Global Reporting Initiative: GRI G4

Work on developing a GRI G4 sustainability report, has proceeded slowing during the last year, as the

individual working on it has been completing her PhD. However, associated work has focused on

undertaking additional internal stakeholder briefings, and the development of a proposal to create an

External Stakeholder Strategy Group, with the Department of Marketing and Communications.

Fundamental to GRI is the requirement to detail the internal and external stakeholder map, prior to gaining

an understanding of “What matters to you” from the group, within the context of corporate and social

responsibility (CSR). Thus, the group will also put together a proposal for a statement of purpose for the

University, drawn from our mission and values statements that will inform a CSR policy and strategy. Prof

Mike Weed (PVC Research and Enterprise) will chair the group during 2017-18.

In addition, Daisy Musgrove, a second year student from the Media and Communications Programme has

undertaken some research to establish some key characteristics the report should include, in order for it to

appeal to students and staff. It is hoped that our first GRI compatible report will be published during 2017-

18.

The LIFE index

The LiFE Index remains a key maturity assessment process, which helps to drive forward change within

each of its priority areas, and is embedded within our EMS. Full implementation is yet to be achieved, with

each of the untouched areas awaiting an appropriate driver for implementation. The current status of

implementation is detailed in Table 2.


PRIORITY AREA LiFE INDEX FRAMEWORK GOVERNANCE Score

Leadership and

Governance

Leadership Sustainability Strategic Management Group Gold

Staff Engagement & Human

Resources

Implementation delayed due to resource constraints N/A

Estates and

Operations

Biodiversity Biodiversity working group Gold

Sustainable IT Sustainable IT working group Bronze

Utilities To be reviewed by the new Utilities and Carbon Working Group ---------

Travel & Transport Travel & sustainable business working group Gold

Sustainable Construction To be implemented during 2017-18 ---------

Resource Efficiency and

Waste

Waste management and recycling working group Silver

Sustainable food Fairtrade and Sustainable food working group Silver

Learning,

Teaching and

Research

Learning & Teaching Education for sustainable futures working group and:

Faculty of Health and Wellbeing

Faculty of Arts and Humanities

Silver

Bronze

Bronze

Research Sustainability Research Network (SRN) Bronze

Student engagement Student sustainability engagement working group Gold

Partnership and

Engagement

Community & public

engagement

To be implemented in line with the new External Stakeholder

Engagement Group N/A

Business & industry

interface

To be implemented following agreement of the Research and

Enterprise Strategy N/A

Procurement (General) Sustainable procurement working group TBS

Table 7. Progress against the LiFE Index Sustainability Maturity Assessment Process

Business Planning and review of Sustainability Priorities

As part of the business planning process, the core sustainability team undertook a mid-term strategic

review and updated the key priorities for 2017-18. These are laid out in appendix 4, in line with the four key

themes of the Framework for Sustainability. These represent an update to those agreed for 2016-17, and

include recognition of the significant developments related to; partnership with the Students’ Union; the

launch of the Sustainability Research Network and its link to the Oaten Hill and South Canterbury

Association (OHSCA); and the need to embed the UN Sustainable Development Goals (SDGs) in to the

University’s work.

Carbon Management Plan review

In 2011 the University published its carbon management plan 2010-16, which set out stretching but

achievable targets for scope 1 & 2 CO2e emissions for 2015/16 & 2020/21, based on a 2009/10 baseline. In


addition, targets were set for 3 areas of scope 3 CO2e emissions, where baseline data existed, and indicated

that data collection, baselines and targets should be established for the other areas. The Plan was

developed with the Carbon Trust, and satisfied the requirements of HEFCE’s Capital Investment Framework

2 (CIF2). Targets were set in the context of those defined within the UK Climate Change Act 2008, and in

support of HEFCE’s targets for the sector.

In July 2017 an assessment of progress and update to the plan was undertaken, which summarised the

baseline and target framework, reported on progress, and provided some detailed recommendations going

forward. The report also reassess the maturity of our carbon management governance against the

assessment made in 2010. Seven key areas are assessed on a 1-5 score, and there has clearly been

significant progress in most categories, as illustrated in Table 3.

Category 2010 score 2017 score

Policy 3 5

Responsibility 3 4/5

Data Management 4 4

Communication & Training 2 4

Finance & Investment 3 4/5

Procurement 2 3/4

Monitoring & Evaluation 3 4/5

Table 8. Comparison of carbon management maturity 2010 - 2017

The full report is provided in appendix 5, but it is worth noting that at a higher level there are two

recommendations, which need to be implemented to ensure that progress towards a low carbon future is

maintained:

A new carbon management plan should be developed and put in place for the period 2020/21 to

2050, which is set in the context of the ‘Low carbon vision’ and the Estate Master Plan.

The carbon governance structure be reviewed to ensure that we aspire to best practice in carbon

management.

Overall, the report concludes that whilst some aspirational targets have been achieved, others have proved

more challenging, which is largely a reflection of the significant amount of change within the University that

has had either direct or indirect impact. This is unsurprising and common across the sector, given the

sector-wide marketization and transformation that is on-going. However, with the benefit of experience,

policy, clarity over the Estate Master Plan, and an underpinning Low Carbon Vision, it is now timely that the

University reviews and restates its carbon reduction targets for 2020-2050, and puts in place the data

collection and carbon governance to ensure that it meets them.

HEFCE VFM Report and The Six Capitals Model

In 2014, the Six Capitals Model presented in table 3 was introduced to the University as part of the business

case for the Beer, Bread & Honey project. The five capitals model, first developed by the Forum for the

Future to describe the sustainability of a business or project, provides a simple methodology for articulating

value creation. Developed further by the International Integrated Reporting Council through the integrated

Reporting Framework <IR>, with the introduction of Intellectual Capital, the model is now well suited to

application within universities.


Capital Description

1. Financial The pool of funds that is available to the University to build and maintain the

organisational infrastructure (e.g. income from student fees, research grants, NHS

contracts).

2. Manufactured The built, purchased or created physical objects that are available to the University

for use in the provision of its services (e.g. buildings, equipment, IT infrastructure)

3. Intellectual Organisational, knowledge-based intangibles, such as knowledge, systems,

procedures (e.g. quality management processes, financial procedures, student

support systems)

4. Human People’s competencies, capabilities and experience along with their motivations to

innovate for the benefit of the organisation

5. Social &

Relationship

Relationships between, and within, communities, stakeholders and networks.

Shared norms, culture and common values and behaviours. (e.g. staff with

students, local community groups, City Council, NHS Trusts, partnership schools)

6. Natural Renewable and non-renewable environmental resources that provide prosperity

for the past, current and future prosperity of the University (e.g. air, water, gas,

plants, biodiversity, eco-system health)

Table 9. The 6 Capitals Model

The model was introduced to the Improvements and Efficiencies Committee during 2016-17, which has

agreed to use it to articulate the value created in a small number of case studies within the 2016-17 Value

for Money Report (VFM) to HEFCE. This is an innovative step, that enhances the report and demonstrates

in a simple form, the array of non-financial benefits of much of our developmental and change processes,

that can often be seen as financial costs with less clarity over wider benefit.

Sustainability Resources

The University remains committed to broad-spectrum sustainability, as articulated through its Mission and

Values statements, and strategic intent. A small central Sustainability Department is resourced with an

annual budget that includes 4.6 FTE established posts, and a non-pay budget to support sustainability

related projects, subscriptions and disbursements; and the employment of student interns operating the

Student Green Office.

Successful implementation of a 10p levy for disposable coffee cups, and other food containers, along with

the provision of reusable cups for all staff in January 2017, has resulted in an increase in the annual non-

pay budget by £15,480 to provide all 1st year students with reusable cups.


8. CONCLUSION

This report illustrates wide-ranging activity across the University towards building a sustainable future.

Inevitably, it can only touch the surface in some areas, and provide a flavour in others. However, it clearly

demonstrates continued activity and accelerating change, which is all the more encouraging, given the

current university and sector climate.

Sustainability at Christ Church is unique, and it is clear that many recognise that alignment with university

mission and values is implicit to its culture and community. This year, as with previous, the University has

experienced some step changes, particularly in its partnerships with the Students’ Union, as well as some

setbacks resulting from resource constraints, conflicting priorities, and the course of nature. There is need

for improvement in the area of carbon management governance, and the change portfolio continues to

stretch capacity to its limit.

However, the picture is clear, progress is evident and significant, and being shortlisted for a Green Gown

Award in the Continuous Improvement category is testament to the sustained energy and innovation

towards sustainability.

Dr Peter Rands

Director of Sustainability Development

September 2017


9. APPENDICES

APPENDIX 1: The 4 thematic areas from the Framework for Sustainability

STUDENT AND STAFF EXPERIENCE

Policy statement:

The University recognises the importance of the interrelationship between student and staff experience, and that a sustainable community is one in which everyone feels

able to engage and contribute. Concepts of inclusion and accessibility are central to this principle, as well as developing a sense of belonging, to ensure enhancement

of the breadth and depth of community experience.

Aim: To develop culture and practices based on our vision for sustainability and university values

Objectives:

Enhance the level of engagement and participation in sustainability related initiatives

Encourage the development of student initiated and led sustainability-related activity

Foster connections between individuals, communities and their environment

Create spaces to support health and wellbeing

Organisational target:

By 2020 the University will have significantly improved levels of awareness of and engagement with sustainability, and established appropriate ways of measuring and

evaluating this.

Link to underpinning strategies and policies:

Learning and Teaching Strategy

People Strategy

University Alumni Strategy


STUDENT AND STAFF EXPERIENCE: Actions to support the achievement of the organisational target

What? How? When? Measure of progress Progress 2016-17

1. Provide opportunities that

develop knowledge, skills

& experience for

sustainability

Yearly projects and

activities; e.g. 50 things to

try; Save More

Annually Maintain a coherent portfolio of

initiatives that are reviewed and

developed every year

Opportunities brochure revised for new year

Bespoke Monitoring & Evaluation Framework

created and to be piloted during 2017-18

2. Provide opportunities for

students and staff to

develop leadership skills

for sustainability

Futures Leaders Annually Monitor take-up 2015-16 was a pilot year for Future Leaders

Developed and formalised with HR&OD

Future Leaders discontinued due to resource

constraints and limited take-up

3. Develop opportunities to

support engagement with

a sense of place within

the natural and cultural

environment

Bioversity and Edible

Campus; e.g. Allotments;

Beer, Bread & Honey.

On-going Maintain a suite of

opportunities

Beer, Bread & Honey project established as a

core entity during 2015-16

Bees die – reinstate in new location spring 2018

Walkways FI project continued - 6 new walks

4. Increase capacity for

student initiated and led

activities

In partnership with the

Students’ Union and

Student Green Office; work

experience & internships

Annually Monitor and evaluate take-up SGO enhanced with three core appointments

for 3rd full year of operation

Green Impact and Responsible Futures

Partnerships established

5. Develop networking

opportunities for sharing

ideas, knowledge and

experience

Futures Forum;


Students’ Union

Termly Monitor evaluate levels of

attendance and participation

Futures Forum continued to supported the

development of the Sustainability Research

Network (SRN)

Partnership with the SU established

6. Develop methods of

evaluating engagement in

sustainability

Staff and Student

engagement working

groups

2015-2017 Methods trialled, evaluated and

regularly in use

Bespoke Monitoring and Evaluation Framework

designed for all projects

M&E Framework to be piloted during 2017-18

7. Raise the profile of

sustainability activities to

support enhanced

participation

Integrated suite of

publicity materials and

case studies

Annually Enhanced levels of participation Brand refresh undertaken

Regular In Touch articles

Develop further identity coherence using the

SDGs during 2017-18


EDUCATION FOR SUSTAINABLE FUTURES

Policy statement:

The University recognises that it has a duty to educate its students for the complex futures they will encounter and to prepare them as sustainability literate, responsible

citizens. It sees Education for Sustainable Development (ESD) as integral to the distinctive curriculum experience offered at CCCU, providing particular opportunities for

developing critical and creative thinking.

The University recognises a range of external drivers which support the development of ESD in Higher Education. Specific ESD guidance is available through the QAA to

support “themes that cross subject boundaries” in Chapter B3 (Learning and teaching) of the UK Quality Code for Higher Educat ion. This is supported by validation

processes managed by the Quality and Standards Office.

Aim: To support curriculum innovation so that all students have the opportunity to engage with sustainability related issues relevant to their discipline and chosen field

of work

Objectives:

Embedding sustainability in the development of new modules and the enrichment of existing formal and informal curriculum.

Ensure that academic infrastructure aligns with internal and external quality frameworks for sustainability.

Maximise opportunities for student involvement in the development of formal, informal and campus curriculum.

Organisational target:

By 2020 all Schools and Faculties will have developed a response to ESD such that every student will have had the opportunity to learn about sustainability in the context

of their chosen discipline and field of work.


Learning & Teaching Strategy

Social Media and Corporate Communications Policies


EDUCATION FOR SUSTAINABLE FUTURES: Actions to support the achievement of the organisational target


1. Embed the use of the ESD

curriculum mapping tool

within academic

programmes

Through the Periodic

Programme Review

Process, Programme

Directors Forum and other

facilitated interactions

In line with

Periodic

Programme

Review Process

Annual review of academic

programmes with a baseline

established and objectives for

programme enrichment

identified

On-going progress in Faculties of HW, SAS &

AH, through faculty committees and Sust. leads

LiFE Index established at for FAW & FAH

ESF activities mapped against actions to support

Learning & Teaching Strategy

2. Support the development

of ESD Leadership within

Schools and Faculties

Through development

activities supported by

Futures Initiative funds

On-going Established network of leaders

for ESD

Limited take-up of Future Leaders

Future Leaders discontinued due to resource

constraints and limited take-up

FI funds being directed through faculty teams

3. Develop induction

materials which explore

ways of connecting to

sustainability

Work with leaders for ESD

to identify relevant

opportunities

As leaders for

ESD are

identified

Opportunities are embedded

with academic induction

programmes

Innovative initiative introduced in FAH

Opportunities being explored for use of

Academic & Personal development weeks

4. Continue to offer funding

opportunities for

curriculum innovation

Through the Futures

Initiative

On-going Approve 10 new projects per

year

FI funding embedded in L&T Strategy

11 projects funded in 2016-17

SDG Challenge will focus FI project funding

5. Develop resources to

support learning &

teaching

Through Futures Initiative

funding and available on-

line

On-going Resources developed and used ESF Resources Blackboard developed as a core

theme within the Academic Support area

Launch in Autumn 2017

6. Encourage opportunities

for student led curriculum

development


Students’ Union, Student

Green Office, Future

Leaders programme,

Whole Earth?

On-going Fund 3 student led projects per

year

Very limited take-up by students

Opportunity through Responsible Futures will

be investigated during 2017-18


RESEARCH AND KNOWLEDGE EXCHANGE

Policy statement:

Sustainability is an emerging area for HE research, which is creating new opportunities for innovation within disciplines, associated research informed teaching,

sustainable teaching practice and eco pedagogy. The University recognises the wealth of research and knowledge exchange activity that is already being undertaken in

related areas, and is committed to raising its profile. The Research Excellence Framework provides opportunities for excellent interdisciplinary research, which the University

is keen to exploit in order to enhance it, and will create an environment in which interdisciplinary sustainability research can flourish.

Aim: To encourage the development of sustainability research through on-going interdisciplinary dialogue, exploration and dissemination locally, nationally and

internationally.

Objectives:

Demonstrate leadership through sharing knowledge and experience, such that the University becomes known for excellent practice within the HE sector.

Facilitate the development of inter and trans-disciplinary research with a sustainability focus.

Collaborate across sectors to develop new thinking for sustainability.

Organisational Target:

By 2020 the University will have an established sustainability Research and Knowledge Exchange profile that is recognised across the University and beyond


Research and Knowledge Exchange Strategy

Learning and Teaching Strategy


RESEARCH AND KNOWLEDGE EXCHANGE: Actions to support the achievement of the organisational target


1. Provide opportunities for

staff and students to

share and develop

research in sustainability

Through the Futures

Forum and sustainability

Reading Group

Termly

Monthly

Maintain and activities and

monitor levels of participation

SRN launched

Partnership developed with OHSCA and 1st

public event successful

MOU being finalised with OHSCA

2. Establish and develop

strategic connections

with other universities to

horizons and influence

Run conferences and

Undertake knowledge

exchanges

Annually

As feasible

Established partnerships and

collaborations in place and

active

Sustainable University Summit with Plymouth,

and 7 other universities successful

Partnership with MMU to run Symposium on

Sustainability and Humanities: linking social

values, theology and spirituality towards

sustainability (Nov 2017)

3. Create opportunities for

collation and

dissemination of

sustainability research

within CCCU

Use of CReaTE.

Internal journal

publication.

Annually Publication regularly produced

and disseminated internally and

externally

2016 Conference proceedings published

4. Develop a Strategic

Research Network for

sustainability

RKE Forum,

Futures Forum and

Conference

Annually

Termly

Annually

Network in place, active and

productive

SRN established and launched

Partnership with OHSCA established

SRN Program and SDG Futures Forum events to

be planned

5. Raise university profile of

sustainability research

nationally and

internationally

Conference presentations

and published journal

articles

On-going Successful annual conference 2016 Conference proceedings circulated

SRN to consider opportunities or further

publications

2017 Humanities Symposium with MMU

6. Offer a range of adult

education short courses

to the local community

Through the adult

education programme

2015-16 Successful take-up with

recognition of value creation

being part of the business case

Limited take-up of CAE courses

Enhanced offer discussed but limited

development

7. Develop sustainability

related MA and PhD

opportunities

Through Strategic Research

Network

As

opportunities

created

Opportunities established and

operating

No further progress

Proposal needs to be taken through the SRN


OUR ENVIRONMENT

Policy Statement:

The University recognises the important role the built and natural environment has on the wellbeing of its community, and in the achievement of its key strategic aims.

As such, the University has developed a Master Plan for the next 20 years that takes an integrated approach to the development of a sustainable university estate, which

shows how Education for Sustainable Development principles can be applied in practice.

The University also recognises that it has an impact upon the local and global environment and is committed to minimising, within the constraints imposed by financial

sustainability, any negative effects the delivery of its activities might have. As such, it is committed to environmental best practice and will maintain an ISO14001

accredited Environmental Management System to ensure continual improvement, minimisation of waste and compliance with all appropriate environmental legislation

and other requirements.

Aim: To develop campus environments that demonstrate excellent sustainability practice, which are open, accessible and inclusive, and provide explicit examples of our

distinctive education and research profile

Objectives:

Develop the University estate, in a way that maximises educational, research and community benefit and enhances positive environmental impact.

Develop our campus environments, recognising our sense of place within unique heritage locations.

Integrate our built and natural environments in ways that embody our values.

Maintain progress in reducing environmental impact, maintaining a focus on reducing our carbon emissions in support of sector and national targets.

Organisational Target:

By 2020 the principles and pedagogies of sustainability will be central to the development of the built and natural environment


University Master Plan, and the Estates & Finance strategies


OUR ENVIRONMENT: Actions to support the achievement of the organisational target


1. Refresh Carbon reduction

targets to match the

phasing of the Master

Plan

Carbon Oversight Group &

SSMG

2015-16 Monitor achievement of targets Carbon Management review undertaken

New Carbon governance process proposed

2. Develop and implement a

new sustainable travel

plan, which influences

business planning

Transport & Sustainable

Business Working Group

2015-16

On-going

A range of sustainable travel

options are in place.

Policy impacting on business

development

Travel Plan developed 2016

New Travel Policy approved 2017

TSBWG implementing Action Plan 2017-20

3. Develop and maintain the

University Grounds and

Gardens to enhance

biodiversity

Biodiversity Action Plan

(BAP)

On-going Use of established new methods

of measuring enhancement of

biodiversity

Mature Biodiversity WG in place

Integrated link into Estate Master Plan

Biodiversity Action Plan Published 2016-17

Process to measure biodiversity proposed

4. Promote environmental

awareness and good

practice within the

University community

Initiatives and activities

provided by the themes of

ESD and Student and Staff

Experience

Annually Opportunities are in place and

publicised regularly

Opportunities Brochure revised for 2017-18

Staff engagement WG to be established

Environmental awareness enhanced through

SGO Partnership with SU

5. Implement the University

Master Plan to deliver

sustainable, accessible &

inclusive environments

Through SSMG and the

project process

Appropriate to

the schedule of

works

Developments in line with the

principles laid out in the plan.

Buildings delivered to BREEAM

Outstanding

BREEAM ‘Outstanding’ and ‘DEC A’ targeted in

plans for all new buildings

Whole life modelling to establish realistic energy

efficiency profile

Landscaping informed by BAP

6. Enhance procurement

efficiency and

sustainability

Flexible Framework Phased by

impact area

Using Flexible Framework

assessment process

Significant enhancements to procurement

activities, supplier performance monitoring on-

going

Flexible Framework level 4 to be used as an

audit tool, to be revisited in 2017-18


APPENDIX 2: Breakdown of Carbon Emissions for 2015-2016

Scope Emission Source Data type 2016/17 usage

Units Cost 2016/17

kgCO2e/unit Tonnes CO2e

Factor Source (Fig expire 31/6/17)

1 Gas Meter readings

9,817,919 kWh 0.184 1806 DEFRA 2016 gaseous fuels

1 CCCU Vehicles Invoice data 15,300 litres £17,900 2.6705 (D) 41 DEFRA 2015 liquid fuels (Assumed 100% Mineral)

2 Electricity (Generated)

Meter readings

11,647,100 kWh 0.41205 4799 DEFRA 2016 UK Electricity Generated

3 Electricity (Transmission & Distribution)

Meter Readings

11,647,100 kWh 0.03727 434 DEFRA 2016 UK Electricity Transmission and Distribution

3a Water Consumption

Water Bills 49K m3 £79,322 0.344 17 DEFRA 2016 Water Supply

3a Waste Water Treatment

Water Bills 92K m3 £212,543 0.708 65 DEFRA 2016 water Treatment

3a General non- hazardous Waste and skips

Country-Style

523.33 tonnes 21 11 DEFRA 2016 municipal waste combustion

3a Mixed Recycling & WEEE

Country-Style

270.42 tonnes 21 6 DEFRA 2016 municipal waste recycling

3a Business Travel - Car

Expenses 1,075,919 miles £458,079 0.29 312 DEFRA 2016 (average car)

3a Business Travel - Motorcycle

Expenses 0 miles 0 0.19 0 DEFRA 2016 (average bike)

3a Business Travel – Taxi, Train, Bus & Ferry

Expenses 3754 (claims) £ £252,956 Ta=0.228 Tr=0.04885 Bu= 0.11986 Fr=0.11606

TBC Which Factor?

DEFRA 2016

3a Business Travel - Train

Key Travel INCOMPLETE DATA

Kms 0.04885 DEFRA 2016

3a Business Travel – Shuttle Bus

Ledger 121 (claims) £ £235,915 0.10172 24 DEFRA 2016 (Average local bus)

3a Business Travel - Air

Ledger 217 (claims) £ £50,841 .27867 TBC £ or Km

DEFRA 2016 (Average passenger)

3a Business Travel - Air

Key Travel INCOMPLETE DATA

Variable

depending on distance

Key Travel (DEFRA 2013 without Radiative forcing)

3a Student - placement travel

Expenses 464 (claims) £ £205,053 0.10172 20 DEFRA 2016 (Average local bus)

3a Supply chain (procurement)

Spend 5-year average

£ £48m 0.00058 28,000 HEFCE Supply chain emissions tool

3b Staff commuting NO DATA

3b Student commuting

NO DATA


APPENDIX 3: Sustainability Governance Structure 2017-18


APPENDIX 4: Sustainability Priorities for 2017-18

STUDENT AND STAFF EXPERIENCE

1. Continue to develop and establish activities that link to sense of place, and that are available to students and staff

(Bioversity, Edible Campus, Beer, Bread & Honey, Walk Ways), building academic partnership as appropriate.

2. Align and coordinate activities with Staff Development, Wellbeing and Move More, along with other emerging

activities, to ensure a coherent approach, in line with the People Strategy. This will include seeking opportunities to

enhance wellbeing for staff and students.

3. Enhance partnership relations between the Student Green Office and the Students’ Union Green Impact & Responsible

Futures programmes, to ensure enhanced student engagement and learning with sustainability.

4. Seek to build trust and coherence around the use of the word ‘sustainability’ and the wide variety of activities that are

provided across the university within and without the Sustainability Team. Articulate a journey through sustainability.

EDUCATION FOR SUSTAINABILITY

1. Support the development of university infrastructure and quality assurance mechanisms that ensure delivery and

monitoring of the Learning & Teaching Strategy and Graduate Attributes. This includes developing the “Design for

Sustainability” section of the “Curriculum Design Tool” available through the Academic Support Blackboard.

2. Review EFS work within the broad scope of the Futures Initiative to integrate the UN Sustainable Development Goals

(SDGs), in order to provide external and global context.

3. Establish the NUS Responsible Futures partnership with the Students’ Union, ensuring that activity focus aligns with

current strategic priorities related to recruitment, retention, employability and opportunities afforded by the new

academic journey. This will include support for the concept of a “Global Primer” that could be made available during

Academic and Personal development weeks.

RESEARCH AND KNOWLEDGE EXCHANGE

1. Establish the Sustainability Research Network (SRN) in order to build external profile for existing research, and develop

new areas of interdisciplinary research for sustainability. This will include the use of the Futures Forum to build an

internal network and mentoring capacity.

2. Ensure that research for sustainability is articulated within the new Research and Enterprise Strategy.

3. Build local community-based partnership to share academic research, and provide opportunity for student research and

work experience. This includes the emerging partnership with OHSCA, along with creation of an External Stakeholder

Engagement Group led by the PVC Research and Enterprise.

4. Consider the development of a coherent conference/symposium series for sustainability research, which includes

existing themes along with opportunities to develop Masters and PhDs, a PGRA conference, and using the Sustainable

Development Goals to support the development of interdisciplinarity.

OUR ENVIRONMENT

1. Maintain an excellent ISO14001:2015 Environmental Management System.

2. Support the delivery of the new university Travel Plan

3. Continue to build partnership with Media and Communications, and other Programmes, in order to provide work

experience opportunities that help promote sustainable actions, and enhance employability.

SUPPORTING ACTIONS

1. Raise the profile of environmental, partnership, community and research achievement, to enhance awareness and

coherence of all activities and achievements across the University as they relate to sustainability.

2. Undertake a review of university perception of sustainability, both within the staff and student communities. Use the

outcomes of this review to inform our communications strategy.


APPENDIX 5: Carbon Management Plan (2010-16) progress assessment & update report

ASSESSMENT OF PROGRESS AND UPDATE TO THE CARBON MANAGEMENT PLAN (2010-20)

July 2017

INTRODUCTION

In 2011 the University published its carbon management plan 2010-16, which set out stretching but

achievable targets for scope 1 & 2 CO2e emissions for 2015/16 & 2020/21, based on a 2009/10 baseline. In

addition, targets were set for 3 areas of scope 3 CO2e emissions, where baseline data existed, and indicated

that data collection, baselines and targets should be established for the other areas. The Plan was

developed with the Carbon Trust, and satisfies the requirements of HEFCE’s Capital Investment Framework

2 (CIF2).

This report provides an update to the plan through to 2020, setting it within the current context (2016/17),

and updating scope 3 baselines and targets to 2020.

The original scope of the plan is set out in fig 1, along with the target statements in fig. 2.

WBCSD Emission Source

Included

in CMP

CIF 2

requirement

Scope 1 Fuel (gas) use in University Buildings Yes Yes

Scope 1 Fleet transport emissions Yes Yes

Scope 1 Refrigerant gas loss Yes Yes

Scope 2 Electricity consumption in Buildings Yes Yes

Scope 3 Business travel Yes No

Scope 3 Waste disposal Yes No

Scope 3 Water Consumption Yes No

Scope 3 Staff Commuting Yes No

Scope 3 Student Commuting Yes No

Scope 3 Procurement No No

Fig. 1: Scope of CMP (2010-16)

Fig. 2: Targets and objectives from CMP (2010-16)

Canterbury Christ Church University’s target is to reduce Scope 1 & 2 carbon dioxide

emissions from electricity, gas and University vehicles by 35% from the 2009-10 level

by July 2016.

By 2020 CCCU is targeting a reduction in Scope 1 & 2 emissions of 57% from the

2009-10 level.

Scope 3 emissions from business travel, water and waste will be subject to a 20%

reduction target from the 2009/10 level by March 2016 and a 35% reduction target by

2020.

The baseline for staff and student commuting will be determined in the 2011-12

academic year. Scope 3 CO2 emissions from staff and student commuting will be

subject to a 20% reduction target from the established baseline by 2020.

Through the implementation of the carbon management plan the University will work

to determine the scope of CO2 emissions from its procurement activities and ways that

these can be reduced

A vision target for 2050 C02 emissions levels will be published by 2016


Targets were set in the context of those defined within the UK Climate Change Act 2008, and in support of

HEFCE’s targets for the sector. These are detailed more specifically in fig. 3 & 4 below.

Reduction Target

Source

2009/10

usage units

Cost

2009/10

Tonnes

C02e 2015/16 2020/21

Electricity

Meter

readings 12,190,822 kWh £1,145,937 6647

35%

57%

Gas

Meter

readings 14,761,178 kWh £442,835 2734

CCCU Vehicles

Invoice

data 10,112 litres £12,006 27

Fig. 3: Scope 1 & 2 baselines and targets.

Reduction Target

Source 2009/10 value units Cost 2009/10 Tonnes C02e 2015/16 2020/21

3a Water Consumption Water bills 76,142 m3 £303,429 30

20%

35%

3a Waste to landfill

Waste contractor

records 643 tonnes £110,284 287

3a Business mileage Expenses 1,341,800 miles £517,183 531

3a Bus & Train Only some journeys captured in Finance records as £ values TBD

20%

3a Business air travel Only some journeys captured in Finance records as £ values

3a Procurement Excluded from CMP but scope of procurement footprint to be determined by 2016

3a Int’nat student air travel No centralised data available See note

3b Staff Commuting Based on postcode analysis & modes 1,900-2,900 TBD

20%

3b Student Commuting Postcode analysis difficult due to number of offsite programmes

Fig. 4: Scope 3 baselines and targets.


ASSESSMENT OF PROGRESS

During the period of the plan to 2016, there have been significant developments in relation to reporting,

policy and estate. These are outlined in the paragraphs below. Fig. 5 provides an overview of the current

status with respect to all scope 1, 2 & 3 emissions, as stated within the CMP (2010-16)

Scope Category 2009/10 Baseline T/C02e (revised)

2010/11 Baseline T/C02e

2015/16 Actual

2015/16 Target Reduction

2015/16 Actual Reduction

2020/21 Target Reduction

1 Gas 2766 2255 25% (35%) 18% 35% (57%)

1 Vehicle fuel 26 33 25% -22% 35% (57%)

2 Electricity 5916 4771 25% 19% 35% (57%)

Scope 1 & 2 Total 19%

3a Water cons. 30 45 20% -50% 35%

3a Waste 287 19 20% 93% 35%

3a Business Mileage 531 340 20% 36% 35%

Water/Waste/Mileage Total 52%

3a Bus & Train 388 248 None -98% 20%

3a Business air 143 344 None -141% 20%

Bus/Train/Air Total -125%

3a Student Placement 1085 172 None 84%

3a Procurement 28,000 None N/A

3a Int. student air Not known N/K N/K None N/K

3b Staff commuting None None 20%

3b Student commuting None None

20%

Fig. 5: Scope 1, 2 & 3 carbon emissions status in relation to CMP (2010-16)

Emissions factors

In 2014 DEFRA published new emissions factors, which also covered the reporting period of the CMP (2010-

16). Thus, scope 1 & 2 emissions for 2009-13 were recalculated, which resulted in a restatement of the

baseline figures included in Fig. 5.

Emissions targets

During the planning process for the Strategic Plan 2011-14, the University recognised the 35% reduction

target for scope 1 & 2 emissions by 2016/17 as an aspirational and set a more achievable target of 25% as a

minimum. This equates to a 35% reduction target by 2020/21, and the figures in brackets in Fig. 5 are the

original CMP (2010-16) targets.

Recommendation: A new carbon management plan should be developed and put in place for the period

2020/21 to 2050, which is set in the context of the ‘Low carbon vision’ and the Estate Master Plan.


SCOPE 1 & 2 EMISSIONS

Fig. 6: Scope 1 & 2 carbon emissions from 2009/10 baseline.

Gas use

Emissions from use of gas for heating has reduced by 18% during the period. This represents a significant

reduction, but one that falls short of the target. This is largely due to 1) the high reliance on older building

stock and its limited insulation properties, and 2) changes in the physical estate; most significantly, through

the purchase of the former Canterbury prison site, and the construction of Petros Court student

accommodation, which have had a 5% impact on scope 1 & 2 emissions.

Recommendation: Implement more rigorous meter tracking, building analysis and user feedback strategies,

in order to understand and target identified opportunities for savings.

Governance – Carbon Management Oversight Group

Policy @ - http://www.canterbury.ac.uk/business-and-community/sustainability/strategies-and-policies.aspx

Strategy - Carbon Management Plan (2010-16)

Vehicle fuel use

There has been an increase in vehicle use and resultant emissions during the period. Whilst the vehicle

fleet was replaced in 2014/15, changes in the scale and complexity of the estate in Canterbury are likely to

have caused this increase. However, the impact of the Estate Master Plan, and the resultant estate

consolidation, is likely to have a positive effect on vehicle emissions in the medium to longer term.

Recommendation: Continue to monitor vehicle emissions on an annual basis


Policy @ - http://www.canterbury.ac.uk/about-us/docs/sustainability/energy-management-policy.pdf


Electricity use

Emissions from electricity use have fallen by 19% during the period, which falls short of the target.

However, as with gas use, this has been impacted on by the growth of the estate in recent years.

Additionally, whilst the University IT infrastructure has become significantly more efficient, it has also

grown, which has largely wiped out any projected savings in this area.

Recommendation: Implement more granular sub-metering strategies in order to track building

performance, provide user feedback and identify opportunities for savings.

0

1000

2000

3000

4000

5000

6000

7000

2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

Scope 1 & 2 (T/CO2E)

Scope 1 Gas Scope 1 Vehicle fuel Scope 2 Electricity

http://www.canterbury.ac.uk/business-and-community/sustainability/strategies-and-policies.aspx

http://www.canterbury.ac.uk/about-us/docs/sustainability/energy-management-policy.pdf



Policy @ - http://www.canterbury.ac.uk/about-us/docs/sustainability/energy-management-policy.pdf


SCOPE 3 EMISSIONS

Fig. 7: Scope 3 carbon emissions from 2009/10 and 2010/11 baselines.

Water consumption

CMP (2010-16) set a baseline and target for water consumption. Subsequently, reporting has also included

emissions from wastewater. To ensure comparability, the figures in Fig. 5 only include water consumption.

However, emissions from water usage have increased by 50%, which is likely to be attributable to the

increase in student accommodation during this period.

Recommendation: Water consumption from student accommodation should be reported separately so that

water reduction strategies can be put in place.



Strategy – Carbon Management Plan (2010-16)

Waste to landfill

In the baseline year (2009/10) all university waste was sent to landfill, as a consequence of the immaturity

of the recycling sector in Kent, and the incumbent waste contractor (Viridor). In 2013, the University

became one of the first Universities to introduce a “zero waste to landfill” policy. The new waste contractor

(SITA) utilised Waste to Energy opportunities in Western Europe, and associated emissions reduced

considerably. Further improvements were made when the waste contract was awarded to CountryStyle, a

Kent based firm focusing on local waste processing. Additionally, an increasing proportion of waste is being

recycled. Consequently, there has been a 93% reduction in emissions from waste since the baseline year.

However, waste from construction and refurbishment needs to be systematically recorded and reported

separately.

Recommendation: Waste from construction and refurbishment should be recorded and reported separately

to ensure that the full scope of emissions from waste are understood.

0

200

400

600

800

1000

1200

2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16

Scope 3 (T/CO2E)

Water consumption Waste

Business Mileage claims Bus/train/ferry/taxi

Air travel Student Placement travel

http://www.canterbury.ac.uk/about-us/docs/sustainability/energy-management-policy.pdf



Governance – Waste Management and Recycling Working Group

Policy - http://www.canterbury.ac.uk/about-us/docs/sustainability/waste-and-recycling-management-policy.pdf

Strategy - http://www.canterbury.ac.uk/about-us/docs/sustainability/waste-management-strategy.pdf

Business mileage

The business mileage baseline was taken from staff expenses claims and continues to be gathered

manually. Over the plan period there has been a 36% reduction in mileage claims for travel. However, as

can be seen from Fig. 5, there has been a more significant increase in Bus, Train & air travel during the

period.

Governance – Travel and Sustainable Business Working Group


Strategy @ - http://www.canterbury.ac.uk/business-and-community/sustainability/strategies-and-policies.aspx

Bus & Train

Emissions from business travel using Buses & Trains travel, along with taxis and ferries, was not known at

the time the baseline year was set. Since, 2010/11 this data has been collected annually through staff

expenses claims, purchase ledger and latterly through Key Travel. A 98% increase in emissions from these

modes is likely to illustrate a shift from car use (mileage claims), as well as a general increase in the amount

of national business travel.

Recommendation: data collection strategies for bus, train, taxis and ferries should to be rationalised, and

travel mode policy should be agreed.




Business air travel

Emissions from business air travel was not known at the time the baseline year was set. Since, 2010/11 this

data has been collected annually through staff expenses claims, purchase ledger and latterly through Key

Travel. The increase in emissions from business air travel is likely to be directly related to the university’s

international agenda, along with increasing use of internal flights.

Recommendation: data collection strategies for air travel should be rationalised, and air travel policy should

be agreed.




Student placement travel

Whilst student placement travel was identified as within the CMP (2010-16) as bus travel, but was not

readily available at the time the baseline was set. Subsequently, data for the category has been collected,

and includes buses and student travel claims. However, it is not possible to separate these since all

financial information related to student placement travel goes against the same code. Additionally, it is

uncertain as to whether this should be regarded as business travel or commuting. As such, it has been

reported separately, but also shows a significant reduction of 84%.

http://www.canterbury.ac.uk/about-us/docs/sustainability/waste-and-recycling-management-policy.pdf

http://www.canterbury.ac.uk/about-us/docs/sustainability/waste-management-strategy.pdf








Recommendation: student placement data collection processes should be rationalised to facilitate further

analysis by mode.




Procurement

A considerable amount of work was carried out during 2012/13, using guidance from the HEFCE and the

supply chain emissions tool, in order to establish a carbon emissions baseline position for Scope 3 supply

chain emissions. However, since the approach could only monitor carbon reductions through either spend

reduction in specific commodity areas, or through on-going reduction in published supply chain emissions

factors, concern was raised over the validity and usefulness of the approach. In addition to this DEFRA

discontinued publication of supply chain emissions factors in 2013, thus reinforcing the University’s view.

In order to provide a high level monitor of the University’s supply chain emissions, the tool has been used

to compare 6 years (2009-15) of spend and to provide an average gross emission figure to compare with

the other scope 1, 2 & 3 emissions. Overall, £45-50m (excluding capital) was spent on goods and services in

each of the 6 years. On average the University’s supply chain emissions were calculated to be 27,938

tonnes CO2e per year, which equates to 0.58kg CO2e per year for every pound that the University spends.

Recommendation: More detailed analysis and tracking should be undertaken for high spend areas (Estates,

Facilities and IT) to identify opportunities for carbon savings and track progress.

Governance – Sustainable Procurement Working Group

Policy – embedded within Procurement Strategy

Strategy @ – http://www.canterbury.ac.uk/about-us/docs/sustainability/procurement-strategy.pdf

International student air travel

No data was available at the instigation of the Carbon Management Plan, and no further work has been

undertaken to establish this footprint.

Recommendation: Consider ways in which international student travel data can be captured, so that carbon

impact can be tracked.

Staff and Student Commuting

The University Travel Plan survey (2009) established the percentage of staff commuting by car, and set

targets to reduce this, which were embedded within the Carbon Management Plan. A parking permit

eligibility scheme and charging regime were instigated to support the reduction targets. The 2011 travel

survey was not carried out, so it is not possible to establish whether the targets were met as a direct

consequence. However, a comprehensive travel survey was carried out in 2015 to support the

development of a new travel plan, established that the % of people commuting by car had reduced in

Canterbury, but increased at other locations.

Canterbury Broadstairs Hall Place Medway Salomons

2009 Survey 59% 70% 63% 86% 84%

2011 Target 50% 65% 60% 75% 75%

2015 Survey 54% 72% 90% 100%

Reduction from 2009 5% -2% -4% -16%

Fig. 8: Comparison of commuting by car use from 2009-2015 (Note: 2015 survey includes Hall Place % within the

overall Canterbury %.)



http://www.canterbury.ac.uk/about-us/docs/sustainability/procurement-strategy.pdf


The estimated carbon impact of staff commuting stated within the Carbon Management Plan, has not be

recalculated, however the post code analysis itself has been completed. A student commuting survey was

not undertaken in 2009, but was included as part of the 2015 survey.

The overall carbon impact of staff and student commuting will only be established effectively, when

systematic data collection of mode, distance and frequency, collected annually and embedded within staff

and student records systems.

Recommendation: Implement systematic data collection strategies for both staff and students through the

appropriate HR and Student Record systems, so that carbon impact can be tracked and opportunities for

savings can be considered for implementation.




Estate Master Plan

The Estate Master Plan (EMP) sets out the blueprint for the development of the University's estate over the

next 10 to 15 years. Embedded within the plan is the University’s Low Carbon Vision (LCV), which will be

used to inform the design and development process. The next carbon management Plan (2020-2050) will

be set within the context of both the EMP and LCV.

Recommendation: Develop a new carbon management plan (CMP) that sets targets based on the phasing of

the EMP and the principles of the LCV.

Estate Master Plan - http://www.canterbury.ac.uk/about-us/master-planning-review/introduction-to-the-

estate-master-plan.aspx

Low carbon vision

The Low Carbon Vision sets out some key principles, more detailed considerations and actions to reduce

significantly the emissions from the estate and to improve its overall environmental sustainability.

Recommendation: Ensure that the Estate Master Plan continues to be led by the Low Carbon Vision and that

the new Carbon Management Plan is set within the context of them, such that the University can reduce

Scope 1 & 2 emissions from the University estate in line with national and sector targets for 2050.




Maturity assessment

The CMP (2010-16) includes a carbon management embedding matrix, which provided an assessment of

carbon management maturity at the time of publication (Fig. 9).



http://www.canterbury.ac.uk/about-us/master-planning-review/introduction-to-the-estate-master-plan.aspx

http://www.canterbury.ac.uk/about-us/master-planning-review/introduction-to-the-estate-master-plan.aspx




Fig. 9: Carbon management maturity assessment 2010

A reassessment of carbon maturity has been undertaken for 2017, which is displayed below in Fig. 10. This

demonstrates significant improvement across all of the seven areas. However, there is a need to improve

data management, communication and training, and procurement activities.

Recommendation: The carbon governance structure is reviewed to ensure that we aspire to best practice in

carbon management.

Fig. 10: Carbon management maturity assessment 2017


CONCLUSIONS

The publication of the Carbon Management Plan (2010-16) was the first time the University had considered

its whole carbon impact. It set targets for scope 1, 2 & 3 carbon emissions based on a rigorous assessment,

with the assistance of the Carbon Trust. Whilst data was available to set baselines for Scope 1 & 2

emissions, and for some scope 3 emissions, it was evident that data collection needed to be improved and

targets set across the full range of impact.

In 2010/11 data collection for the remaining areas of scope 3 emissions was put in place and new baselines

were created. All data is reported annually to the Senior Management Team and the Governing Body,

however there is room for improvement in carbon governance more generally, as indicated by the carbon

maturity assessment. A series of recommendations have been provided within the report, which should be

considered by the Sustainability Strategic Management Group (SSMG) along with the creation of the

appropriate carbon governance structure.

It is clear that some aspirational targets have been achieved, and others are more challenging, which is a

reflection of the significant amount of change within the University that has had either direct or indirect

impact. This is unsurprising and common across the sector, given the sector-wide marketization and

transformation that is on-going. However, with the benefit of experience, policy, clarity over the Estate

Master Plan, and an underpinning Low Carbon Vision, it is now timely that the University reviews and

restates its carbon reduction targets for 2020-2050, and puts in place the data collection and carbon

governance to ensure that it meets them.

Dr Peter Rands

July 2017


APPENDIX 7: The UK Healthy Universities Network: Briefing Paper

The UK Healthy Universities Network: Briefing Paper Background The UK Healthy Universities Network was established in 2006 in response to growing demand from HEIs interested in developing and implementing the Healthy Universities approach. It supports its members to develop and implement ‘whole university’ approaches to health, wellbeing and sustainability and is part of an exciting and fast-growing international movement. The Healthy Universities approach is also supported at a national policy level. For example, the 2010 Public Health Strategy for England states that: "The Healthy Schools, Healthy Further Education and Healthy Universities programmes will continue to be developed by their respective sectors, as voluntary programmes, collaborating where appropriate and exploring partnership working with business and voluntary bodies" (Para. 3.15, p.34); whilst the Welsh Government has developed a Healthy and Sustainable FE and HE Framework.

Governance The Network is co-chaired and co-ordinated by the University of Central Lancashire and Manchester Metropolitan University, and supported by a Steering Group comprising representation from England, Northern Ireland, Scotland, Wales and member universities. It is administered by the Healthy and Sustainable Settings Unit at the University of Central Lancashire.

Vision and Aims The Network is a signatory to the 2015 Okanagan International Charter for Health Promoting Universities and Colleges The UK Healthy Universities Network’s vision is to build a strong, supportive and motivating movement of universities committed to creating organisational cultures, learning and research environments that enhance the health, wellbeing and sustainability of their communities. Also that enable people to achieve their full potential; and contribute to the wellbeing of people, places and the planet. The Network’s aims are to:

facilitate peer support through the exchange of information, guidance, research, practice and experience related to Healthy Universities;

develop, collate and disseminate models, guidance materials, tools and examples of good practice;

advocate, liaise and advise on the Healthy Universities approach at national and international levels; and

encourage and facilitate collaborative development and research.

Meetings and Communication UK Healthy Universities Network meetings and themed learning sessions are held twice a year in locations across the country and offer the opportunity for members to discuss current issues, network and support one another and inform national developments. The Network website also provides a wealth of information and guidance. In between meetings, members keep in contact by email, sharing ideas, cascading information requests and generally providing support and advice to each other.

The Healthy University Approach Recognising that “health is created and lived by people within the settings of everyday life; where they learn, work, play and love” (WHO, Ottawa Charter for Health Promotion, 1986), a Healthy University: adopts a holistic understanding of health and takes a ‘whole university’ approach.

http://www.healthyuniversities.ac.uk/

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216096/dh_127424.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216096/dh_127424.pdf

http://www.wales.nhs.uk/sitesplus/888/opendoc/271544

http://www.wales.nhs.uk/sitesplus/888/opendoc/271544

http://internationalhealthycampuses2015.sites.olt.ubc.ca/files/2016/01/Okanagan-Charter-January13v2.pdf


http://www.healthyuniversities.ac.uk/

http://www.who.int/healthpromotion/conferences/previous/ottawa/en/index4.html


Developed in collaboration with participants from 45 countries representing both educational institutions and health organisations, the Okanagan International Charter for Health Promoting Universities and Colleges was a key outcome of the 2015 International Conference on Health Promoting Universities and Colleges. At the conference, 380 delegates – including leaders from HEIs and national networks together with representatives from the World Health Organization and UNESCO – signed a pledge to bring the Okanagan Charter “back to their settings to inspire and catalyse further action towards the creation of health promoting universities and colleges.” The Charter sets out the following vision and aspirations: “Health Promoting Universities and Colleges transform the health and sustainability of our current and future societies, strengthen communities and contribute to the wellbeing of people, places and the planet. They infuse health into everyday operations, business practices and academic mandates. By doing so, they enhance the success of our institutions; create campus cultures of compassion, wellbeing, equity and social justice; improve the health of the people who live, learn, work, play and love on our campuses; and strengthen the ecological, social and economic sustainability of our communities and wider society.” Specifically, the Charter calls upon HEIs to:

incorporate health, wellbeing and sustainability into their mission, vision and all aspects of university culture, policy and practice; and

lead and drive change in society by actively promoting collaborative action and by modelling, testing and transferring innovative approaches for health, wellbeing and sustainability.



Documents

CANTERBURY CHRIST CHURCH UNIVERSITY ANNUAL ......Canterbury Christ Church University Annual Sustainability Report: 2016-17 – V0.3 3 some increase in emissions in Canterbury due to