Group 109 Lin Pak Hei (IERG 3) Chiu Sin Hung 1155017196 (GRM 3) Leung, Hin Yeung Jeffrey (Biology 3) Chan, Chun Wei (CENG 3)

What do they tell you? Source: 1. http://www.greenpeace.org/hk/news/stories/climate-energy/20071015_Algore.ipcc/http://www.greenpeace.org/hk/news/stories/climate-energy/20071015_Algore.ipcc/ 2. http://eastcoastmark.blogspot.hk/2011/08/day-after-tomorrow-according-to-weather.htmlhttp://eastcoastmark.blogspot.hk/2011/08/day-after-tomorrow-according-to-weather.html

Our planet has some problems Source: http://gaiasavers96.blogspot.hk/

Content

Content 3. Methodology 3.1 Research hypothesis 3.1 Research hypothesis 3.2 Indicators and evaluation scheme for the efforts 3.2 Indicators and evaluation scheme for the efforts 3.21 History of developing critical path for sustainable 3.21 History of developing critical path for sustainable 3.22 Critical path to achieve sustainable campus 3.22 Critical path to achieve sustainable campus 3.3 Data collection 3.3 Data collection 3.3.1Secondary data 3.3.1Secondary data 3.3.2 Primary data 3.3.2 Primary data 3.3.2.1 Questionnaires 3.3.2.1 Questionnaires 3.3.2.2 In-depth interviews 3.3.2.2 In-depth interviews 3.3.2.3 Field observations 3.3.2.3 Field observations 3.4 Data collection program 3.4 Data collection program 4 Efforts of CUHK 4.1 Background of the efforts in CUHK 4.1 Background of the efforts in CUHK 4.2 Institution structure on sustainability management 4.2 Institution structure on sustainability management 4.3 Goal of CUHK 4.3 Goal of CUHK 4.4 Policies of CUHK have implemented 4.4 Policies of CUHK have implemented

5. Data Interpretation and Analysis 5.1 Field observation 5.1 Field observation 5.2 Questionnaires 5.2 Questionnaires 5.3 In-depth Interviews 5.3 In-depth Interviews 6. Discussion 6.1 The effectiveness of the efforts 6.1 The effectiveness of the efforts 6.2 The limitations of the efforts 6.2 The limitations of the efforts 7. Research Difficulties and suggestions for further Study 8. Recommendations and conclusion 8.1 Recommendations 8.2 Conclusion 9. Reference

1. Introduction

1.1 Research Background Global Warming Intense Hot Day Great Typhoon Source: 1. guardianlv.com/2013/09/new-ipcc-report-to-crush-its-own-global-warming-predictions/ 2. envs1020ko.blogspot.hk/2010/11/according-to-dr.html 3. ibnlive.in.com/news/up-reels-under-intense-heat-wave-met-temperature-may-rise/394462-3-242.html 4. http://www.cafod.org.hk/News/Emergencies-news/Phillippines-typhoon-updatehttp://www.cafod.org.hk/News/Emergencies-news/Phillippines-typhoon-update 5. http://www.deuteros.es/en/content/projectshttp://www.deuteros.es/en/content/projects 6. http://www.livescience.com/21469-drought-definition.htmlhttp://www.livescience.com/21469-drought-definition.html Acid Rain Drought

1.1 Research Background This is because of what? Source: Al Gore.(2006). An Inconvenient Truth: The Planetary Emergency of Global Warming and What We Can Do It. P. 330 http://www.google.com.hk/books?hl=zh- TW&lr=&id=93M6C24ac9MC&oi=fnd&pg=PA12&dq=inconvenient+truth&ots=- v_e93b51B&sig=EjCwjnn1wjUgs_jui1HtG2aPiYs&redir_esc=y#v=onepage&q=inconvenient%2 0truth&f=false

1.1 Research Background The answer is Human Activities! Greenhouse Gas Emission!! Source: 1. http://www.tokyotimes.com/2013/fukushima-accident-increase-greenhouse-gas-emissions/http://www.tokyotimes.com/2013/fukushima-accident-increase-greenhouse-gas-emissions/ 2. http://www.lowes.com/cd_Air+Conditione+Buying+Guide_70993886_http://www.lowes.com/cd_Air+Conditione+Buying+Guide_70993886_ 3. http://www.sjhgreensteam.com/services/office-cleaningttp://www.sjhgreensteam.com/services/office-cleaning 4. http://www.unlimitedchoice.org/blog/humour/top-10-things-to-do-in-a-traffic-jam/http://www.unlimitedchoice.org/blog/humour/top-10-things-to-do-in-a-traffic-jam/

1.1 Research Background Source: https://maps.google.com.hk/ CUHK: 137.3 hectares (1.373 km2)

1.1 Research Background Universities (Habib M. Alshuwaikhat and Ismaila Abubakar, 2007) small cities(in terms of sizes, populations and activities) Direct and indirect impacts to the environment Implementation of Campus sustainability Education arouses student, staff and community awareness of environmental protection Reduce impact to the environment

1.1 Research Background Motivations to achieve campus sustainability (Lindsay Cole, 2003) Pressure from the campus sustainable community Growing commitment to sustainability issues Responsibility to educate students to be a responsible citizen

1.2 Research Questions Whether the efforts of CUHK can effectively promote the sustainable development in campus? Our thesis statement: Yes

1.3 Research Objectives a)Identification on efforts of CUHK in promoting sustainable development in the campus b)The effectiveness and limitations of CUHK in achieving sustainable development c) Recommendations on how to achieve sustainable development effectively in CUHK

1.4 Study Scope Target area: CUHK Target group: CUHKs students and staffs Evaluation scope: Efforts from CUHK central official departments E.g. EMO and CPSO Exclude efforts from different colleges or student green organizations

1.5 Research Significance a) CUHK is the first university to implement the concept of sustainable campus in Hong Kong b) Insufficient research on different universities in Hong Kong c) As a reference for other local universities and institutions work towards sustainability d) Contribution for our university and easier access first hand data

2. Literature Review and definitions

2.1 Review on other research concerning sustainable campus

2.1.1 Development of Sustainable Campus In 1990, Jean Mayer convened 22 university leaders in Talloires, France Express their worries Express their worries+ Recognize the shortage of expertise Recognize the shortage of expertise Urgent actions had to take Established Talloires Declaration

Talloires Declaration (ULSF,1990) Encourage all universities to engage Establish programs to produce expertise Set an model of sustainability living practices

2.1.2 Other universities cases

2.1.2.1University of New South Wales(AUS) Approach Create an environment by cutting-edge research and innovation Educate all future generations through everyday living practices Setting aggressive targets Include strong community engagement, locally and globally Environmental Management System(EMS) Set up Environmental Plan Operation of the Environmental Policy

Worth attention Programs from EMS 1.Green Lab Program Training is offered to staff of reducing waste production 2.Environmental Law legislation Legislate law to force different faculty to reduce their impacts onto the environment 3.Education >100 courses concerning environmental issues are provided to undergraduate students. Sources: http://sustainability.unsw.edu.au/our-commitment/risk-and- compliance/environmental-management-systemhttp://sustainability.unsw.edu.au/our-commitment/risk-and- compliance/environmental-management-system

2.1.2.2 Cases of Overseas University The Harvard university(US) The Harvard university(US) The Harvard Office for Sustainability established in 2008 Use The University of New South Wales as template Use The University of New South Wales as template(Leith Sharp, 2002) Goal: Goal: greenhouse gas emissions 30% below 2006 baseline by 2016 In 2008, put 3 millions US dollars to start developing programs

Worth attention programs 1.Green Labs Sustainable lab design Reduce electricity use, water conservation, etc. Promote sustainable practices to researchers 2.Green Offices Green office design 3.Green Office Resource Guidelines are provided to staff help reducing waste production and use less resources 4.Green skillet Sustainability competition between 9 houses n 4 categories: electricity conservation natural gas conservation participation in the Sustainability Pledge special projects

5. Green living program in Business School & Law School Peer-to-peer education program which encourage them to effectively use water and electricity, also waste reduction and recycling in their faculty. Source: http://www.green.harvard.edu/ofs/programshttp://www.green.harvard.edu/ofs/programs

Effectiveness on green house gas emissions Source: http://report.green.harvard.edu/http://report.green.harvard.edu/

Effectiveness on waste reduction Most types of waste Compost Source: http://report.green.harvard.edu/http://report.green.harvard.edu/

2.1.2.3. Case of the University of Hong Kong Approach Sustainability Office: Initiatives to improve sustainability at the University of Hong Kong Increase understanding and awareness of the economic, environmental, and social aspects of sustainability The Hong Kong Declaration: Research, teaching and knowledge exchange Establishing targets for the reduction of energy consumption, greenhouse gases emission, water use and waste Work across the community

Sustainability Goals: Promote sustainable campus locally and internationally Committed to protect the environment and supports the transition to sustainable development Sustainability Policy: Encouraging awareness of all aspects of conservation Minimizing environmental degradation and contribute to a sustainable future. Minimizing avoidable waste and pollution.

Worth attention programs Building Retrofitting: Signed an Energy Performance Contract upgrading air conditioners, lighting, new chiller, heat- reducing window film and green roof achieve annual energy savings of approximately 30% Main building Lighting Upgrade A Lighting retrofit to cut electricity consumption and carbon missions Electric Car for HKU Security The I MiEV electric car leased by HKU in 2011 The e-car is both quiet and clean, generating no direct emissions

Recycling: More than 200 recycling bins around campus Can also recycle CDs/DVDs, batteries, fluorescent tubes and compact florescent lamps Other types of recyclables: clothing, waste electrical and electronic equipment, computers and banners. Food: Eat Well, Waste Less, Food Waste Awareness Week Raising the awareness of food waste reduction Love Food, Hate Waste

Teaching: Offering several major and minor programs with issues related to environmental sustainability Research: Actively studying the sustainability challenges facing by Hong Kong and region. Source: http://www.sustainability.hku.hk/http://www.sustainability.hku.hk/

2.2 Definitions of sustainable development and sustainable campus

2.2.1 Definition of sustainable development Sustainable development = Development that meets the needs of the present without compromising the ability of future generations to meet their own needs" (World Commission on Environment and Development, 1987) Sustainable development = Development that meets the needs of the present without compromising the ability of future generations to meet their own needs" (World Commission on Environment and Development, 1987)

2.2.1 Definition of sustainable development (Cont) Environmental concern Economic concern Social justice Figure2.1 Three dimensions of sustainable development (Clugston and Calder, 1999)

2.2.2 Definition of Sustainable campus Sustainable Campus: A concept describes a strategy to improve the sustainable performance within the University, and increase awareness among employees and students about sustainability and related issues (CEU, 2010)

2.2.2 Definition of sustainable campus (Cont) Sustainabl e Campus EducationAdministration Academic Departments Community Figure2.2 Key components of sustainable campus (CEU, 2010)

3. Methodology

3.1 Research hypothesis a)There are the efforts of CUHK in promoting the sustainable development in campus b)The efforts of CUHK have attributed in promoting the sustainable development in campus c) There are rooms for improvement of CUHKs efforts

3.2 Indicators and evaluation scheme for the efforts

3.21 History of developing critical path for sustainable campus Agenda 21 Education is critical for promoting sustainable development and improving the capacity of all people to address environment and development issues (Agenda 21, 1994)

3.21 History of developing Indicators for campus sustainability (Cont) Talloires Declaration (Report and Declaration of The Presidents Conference, 1990) University educates most of the people who develop and manage society's institutions The role of university: Universities bear profound responsibilities to increase the awareness, knowledge, technologies, and tools to create an environmentally sustainable future"

The Talloires Declaration: 10 Point Action Plan 1. Increase Awareness of Environmentally Sustainable Development 2. Create an Institutional Culture of Sustainability 3. Educate for Environmentally Responsible Citizenship 5. Practice Institutional Ecology 6. Involve All Stakeholders 7. Collaborate for Interdisciplinary Approaches 8. Enhance Capacity of Primary and Secondary Schools 9. Broaden Service and Outreach Nationally and Internationally 10. Maintain the Movement (Report and Declaration of The Presidents Conference, 1990)

3.22 Critical path to achieve sustainable campus Figure 3.1 Critical path to achieve sustainable campus

Criteria of selecting critical path Based on 10 action plan of Talloires Declaration, 1990 Evaluate the effectiveness intra CUHK, exclude outreach to the society Not only concern the physical environment but also the aspects of raising awareness and involvement of different stokeholds etc.

Critical path 1.Increase Awareness of Environmentally Sustainable Development Target group: Students and staff 2. Create an Institutional Culture of Sustainability engage in education, research, policy formation, and information exchange with a comprehensive institution

3. Educate for Environmentally Responsible Citizenship Education for students to have the awareness and understanding to be ecologically responsible citizens 4. Foster Environmental Literacy For All Create programs to develop the capability of university faculty 5. Practice Institutional Ecology Establishing institutional ecology policies Resource conservation, recycling, waste reduction, and environmentally sound operations etc.

6. Involve All Stakeholders in policy formation and information exchange Staffs & students Central campus & Colleges & Departments Official organizations & Non-official organizations 7. Maintain the Movement Establish a Secretariat and a steering committee to continue this momentum Aims and evaluation formation

Figure 3.2 Critical path of sustainable campus Sustainable campus Awareness Institutional Culture Environmentally Responsible Citizenship Environmental Literacy Institutional Ecology All Stakeholders Maintain the Movement

3.3 Data collection 3.3 Data collection

3.3.1 Secondary data Academic journal and paper Online resources: Official websites of CUHK etc. Annual report

3.3.2 Primary data Questionnaires: Students In-depth interviews: Staff and student representative Field study: CUHK

3.3.2.1 Questionnaire Find out the perception of university students on campus sustainability Campus sustainability new concept in HK dont have good understanding Want to find out university students ideas on campus sustainability

3.3.2.1 Questionnaire Mainly divide into seven parts Education Water Conservation Landscape and ecology Waste Reduction Sustainable campus Transportation Environment Figure 3.3 Seven parts of the Questionnaire

3.3.3.2 In-depth interviews Target interviewees: a)Staff (e.g. Professors and officers in campus) b)Students (especially whose are involving student green organization) Common interview questions a)Major efforts of CUHK in achieving sustainability b) Their views on the efforts (effectiveness and limitation) c) Their recommendations Data accessed is to support further evaluation and discussion

3.3.2.3 Field observations We had field study on several locations : Yard of Environmental Sustainability Engineering Building ( ) Engineering Building Y.C. Liang Hall Sir Run Run Shaw Hall University Library Aims observe the efforts of CUHK see the frequency of students using the recycle bins take photos observe the effectiveness Figure 3.5 Locations of our field studies Figure 3.6 Aims of the questionnaire

3.4 Data collection program Jun-Aug 2013: Literature research, Environmental policy of CUHK Sep-mid Oct 2013: In-depth interview and invite University students to do the questionnaires End of Oct 2013: Analyzing the results of the questionnaires Nov 2013: Preparing the PowerPoint and Writing of the thesis Figure 3.7 Data Collection Program

4 Efforts of CUHK

4.1 Background of the efforts in CUHK First UGC-funded institute to made a comprehensive environmental review and audit of campus Since 2000: Environmental performance report annually Reports are published online only in order to reduce paper consumption and postal distribution 2006: CUHK established sustainability indicators to qualify and compare its performance Green commitments, awareness enhancement and community outreach

4.2 Institution structure on sustainability management Students Colleges Staff External Parties Other Offices & Units Campus Planning and Sustainability Office Campus Developme nt Office Estates Management Office Source: http://www.cuhk.edu.hk/cce/extra/reports/sustainability2011.pdfhttp://www.cuhk.edu.hk/cce/extra/reports/sustainability2011.pdf

4.3 Goal of CUHK Hong Kong Declaration (2010) Offering green related programs to undergraduate and postgraduate students (1) Raising awareness Made commitment in the Campus Master Plan (CMP) Long term target: 25% energy saving and 20% greenhouse gases reduction by 2025 Mid term target: 8% energy saving and 10% greenhouse gases reduction by 2017 Carbon Reduction Charter (2008) and Hong Kong Declaration (2010) (2) Reduce energy use and greenhouse gas (GHG) emission Work closely with industries, governments and non-government organizations (NGOs) Raising the awareness of sustainability out to the community (3) Guiding and leading the community in adopting sustainability initiatives

4.4 Policies of CUHK have implemented Our Environment

4.4 Policies of CUHK have implemented Energy Conservation: Lighting Retrofit Green Office Program GO! GO! Checklist Green Transportation: Pedestrian-friendly campus Walking for Health ( ) Designing several trails and footprints

4.4 Policies of CUHK have implemented Greenhouse Gas (GHG) Emission: Signed the Carbon Reduction Charter (2008) Carry out carbon auditing reduce the greenhouse gases emission in daily activities Environmental Sustainability Ambassador (2009) Provide training on carbon auditing for the staffs and students Water Conservation: Reusing water in swimming for irrigation Store natural water in water treatment plant Filter water to level fit for irrigation, outdoor cleaning works and chiller plants for air conditioning

4.4 Policies of CUHK have implemented Waste Reduction: Toward paperless operation e-document instead of paper in communication Reduce solid waste Collecting recyclable Donate reusable material to charity Yard for Environmental Sustainability (YES) Campaigns toward the food waste reduction Green Monday & Green Monday Stamp Collection Game Love Food Hate Waste @ CUHK set up water machines

4.4 Policies of CUHK have implemented Air Quality: Euro V, new type of school bus monitors the Indoor Air Quality (IAQ) Green Purchasing: Green Purchasing Policy Selecting the green product and service minimize the negative effect on environment

4.4 Policies of CUHK have implemented Green Building: Make good use of natural resource Morningside and S.H. Ho College Vertical sun shading panel Water-cooled chiller Carbon dioxide sensors

4.4 Policies of CUHK have implemented Landscapes and ecology: EMO responsible for taking good care of the plants Produce online campus tree database Student can use mobile device to visit this information Compliance and Monitoring: Monitoring the air quality, effluent discharge, waste management and environment noise inside the campus Campus Development Office (CDO) and University Safety and Environment Office (USEO) carry out basic migration measures

4.4 Policies of CUHK have implemented Our Teaching and Research

4.4 Policies of CUHK have implemented Green Education Programs: Offering courses with environmental and sustainability elements Provide 30 General Education programs which are related to green topic Holding conferences, forums, workshops and training session for student Latest information about the globe climate change For student to exchange and deliver their ideas

4.4 Policies of CUHK have implemented Research Contributions: Set up the Institute of Environment, Energy and Sustainability (IEES) multi-disciplinary research on the topics of sustainability Educate public to maintain sustainability Raising Awareness Workshop, seminars and service learning activities Cultivate the social and environmental awareness on campus

5. Data Interpretation and Analysis

5.1 Field observation

Energy Conservation: Auto Run Escalator in YIA Light collection building in Archi Building Light collection building design in Pommerenke Student Centre

5.1 Field observation Energy Conservation: Poster: We Care, Take the Stair Less lighting in YIALess lighting in ELB

5.1 Field observation Energy Conservation: Auto-sensing tap Poster: Power Down on Energy Waste

5.1 Field observation Green Transportation: Keeping Walking ( )

5.1 Field observation Waste Reduction: Poster: Love Food Hate Waste ( ) Leaflets: Love Food Hate Waste ( ) Poster: Green Monday ( ) Bring Your Own Bottle'

5.1 Field observation Recycling bin in the canteen Locations of recycling bins cooperate with EMO and Green World Waste Reduction:

5.1 Field observation Waste Reduction: New Hand-dryerConventional Hand-dryer CU Green Buddy

5.1 Field observation Waste Reduction (in Yard of Environmental Sustainability): Introduction of YESMaps of Walking Book recycling Hut

5.1 Field observation Waste Reduction (in Yard of Environmental Sustainability): Banner Recycling Hut Electrical and Electronic Appliance Recycling Hut Iron Can Recycling Hut Glass Bottle Recycling Hut Collection Box

5.1 Field observation Landscape and Ecology: Guides introducing local birds and plants Resident birds in CUHK

5.2 Questionnaires 7 Aspects a)Environment b)Energy conservation c)Green transportation d)Waste reduction e)Water Conservation f)Landscape and Ecology g)Sustainable Campus

Questionnaires (Sample Size) According to 2012 CUHKS Report, There are 15314 undergraduate students in CUHK. We take 95% confidence interval and 9.75% confidence interval Sample Size=Z 2 * (P) * (1-P)/c 2 Z = Z value (1.96 for 95% confidence level) p = percentage picking a choice (0.5 used for sample size needed) c = confidence interval (0.0975) 100 respondents are needed We have invited 104 CUHK students to do our questionnaires. Source: http://www.surveysystem.com/sample-size-formula.htmhttp://www.surveysystem.com/sample-size-formula.htm

5.2 Questionnaires Figure 5.1 Year of StudyFigure 5.2 College of studnents

5.2 Questionnaires a)Environment b)Green Transportation Figure 5.3 Electrical Devices Figure 5.4 Type of transport Figure 5.5 choosing the transport

5.2 Questionnaires b)Green Transportation Do you have knowledge about the Walking for Health in CUHK each year? Mean=3.875/10 To what extent, would those promotions and campaign encourage you to walk rather than taking bus or lift within campus? Mean=3.45/10 Figure 5.6 Walking for Health Figure 5.7 Promotion on the road

5.2 Questionnaires c)Waste Reduction Figure 5.7 Printing on both sides Figure 5.8 slides of printing Figure 5.9 Number of slides

5.2 Questionnaires In what extent, would the campaign Less Rice Please! inspires you to cherish foods and reduce the wastes? Mean=5.17/10 If you see the recycling bin in the canteen, can it raise your awareness of collecting food waste? Mean=5.7/10 c)Waste reduction Figure 5.10 recycling paper Figure 5.11 recycling bins

5.2 Questionnaires c)Waste reduction Figure 5.12 Bringing a water bottle Figure 5.13 Water machines Figure 5.14 instructions of water machines

5.2 Questionnaires c)Waste Reduction Figure 5.15 The Love Food Hate Waste @CUHK Figure 5.16 Promotion of The Love Food Hate Waste @CUHK Figure 5.17 Seeing posters

5.2 Questionnaires d)Water Conservation If yes, to what extent, can those promotions and campaign encourage you to eat less meat? Mean=3/10 c)Waste Reduction Figure 5.18 Green Monday Figure 5.19 Stamp Collection CardFigure 5.20 Average Bathing Duration

5.2 Questionnaires e)Sustainable Campus In what extent, can those publishers( ) enhance your knowledge and awareness for sustainability in CUHK? Mean=3.7/10 If yes, to what extent, those courses can enhance your knowledge and awareness for sustainability in CUHK? Mean=4.575/10 Figure 5.22 Promoting sustainable campusFigure 5.21 Sustainable Campus

5.2 Questionnaires f)Landscape and Ecology In what extent, would it help you to familiarize the local birds and plants and motivate you to protect them? Mean=5.19/10 Figure 5.24 reading guides Figure 5.23 guides of introducing local birds and plants

5.2 Questionnaires g)Education Figure 5.26 not good for practices Figure 5.25 good for practices

5.2 Questionnaires g)Education Figure 5.29 Improvement of the courses Figure 5.28 Aspects of sustainable awareness Figure 5.27 Environmental courses

5.2 Questionnaires (comments) Improvement and suggestion enhance publicity dem beat add more environmental information in the assembly reforming school bus routes encourage students to walk kitchen waste recycling can be expanded to a different canteen encourage students not leaving food Figure 5.30 Improvement and suggestion 1

5.2 Questionnaires (comments) Improvement and Suggestion vegetarian culture program has just started intensify publicity E.g. encouraging students to share meals to Increase the choices of vegetarian and fruits schools may promote simpler life reduce consumption and manufacture of new products E.g. To foster students to have simple accessories hold more large supplies and book selling fairs encourage the use of wastes Figure 5.31 Improvement and suggestion 2

5.3 In-depth Interviews

5.3.1 Background of interviewees Professors and staffs (academic field) Official departments (EMO, CPSO) Students and green groups in CUHK Figure5.1 Key components of interviewees

CategoryName of interviewee OrganizationPositionExpert Management Staff Mrs Anna MakCampus Planning and Sustainability Office (CPSO) Assistant Director/ Mr Jack YungCampus Planning and Sustainability Office (CPSO) Sustainability Officer / Mr. Jor FanEstates Management Office (EMO) Environmental Sustainability Manager / Table 5.1 Background of interviewees

CategoryName of interviewee OrganizationPositionExpert University Administrators Prof. Lai Yuk Fo, Derrick (Professor of Geography and Resources Management Department (GRM)) Green CommitteeChairmanWetland greenhouse gas exchange Representative of Student Organization Mr Calvin K.L. ChungCommittee on Campus Sustainability Student representative / Poon Long Ting, Aaron Green Post ( ) 13 th President/

CategoryName of interviewee OrganizationPositionExpert Representative of Student Organization Chan Ka ShingCUHK Green World ( ) External vice president / Lau Hoi Lung (Teaching Assistant in GRM) Agricultural Development Group of CUHK Founding member/ Chan Lok Tung, Adana CU X Rubbish ( ) Founding member/ University Staff Chow, Cheung Ming Cherry School of Life Science LecturerPlant cell biology

5.3.2 Major Information from interviews Name of intervieweeMajor information Jor Fan, 2013EMO carries out environmental policy in CUHK, but not involved in planning the content of campus sustainability policy. Kelvin Chung, 2013Green office of GRM department in Go program fulfill most of the guidelines and get awards in the public competition Chan Lok Tung, AdanaCUHK should establish more vegetarian restaurants Prof. Lai Yuk Fo, DerrickEMO gives talks/seminars and guidelines to Energy Warden Chan Ka ShingEMO do not able to manage colleges and hostels effectively, while hostels create a huge amount of wastes Poon Long Ting, AaronGreen post is divided from 4 th of Green World Mrs Anna MakCPSO is the department responsible to draw campus sustainability policy Dr. Cherry ChowOnly a small proportion of trees have a introduction sign

6. Discussion

Figure 3.1 Critical path of sustainable campus Sustainable campus Awareness Institutional Culture Environmentally Responsible Citizenship Environmental Literacy Institutional Ecology All Stakeholders Maintain the Movement

6.1 The effectiveness of the efforts

6.1.1 Increase Awareness of Sustainable Environmentally Development Enhance knowledge Majority of students notices the issues of campus sustainability In what extent, can those publishers( ) enhance your knowledge and awareness for sustainability in CUHK? Mean=3.7/10

Over>50%of students know the Love Food Hate waste campaign @ CUHK

>70% of students have read the guides that introduce local birds and plants in CUHK

6.1.2 Create an institutional Culture of Sustainability 1. Comprehensive institution on managing efforts Example: Committee on sustainability campus (Operation among different departments) + involvement of campus principal Students Colleges Staff External Parties Other Offices & Units Campus Planning and Sustainability Office Campus Developme nt Office Estates Management Office

6.1.3 Practice institutional Ecology 1. All-rounded practices on sustainability Including different aspects of conservations : Energy, transportation Some impressive successful practices: a) GO! Program (Green Office) Providing environmental guidelines for offices

Participating offices in Phase 1 have shown their contribution to green practice by fulfilling all requirements under GO! E.g. Offices in Geography and Resources Management Department fulfilled most of the guidelines (Derrick, 2013)

2. Policies with public affirmation Examples: Awards: -Gold award (Sectoral Award Public Sector), Hong Kong Awards for Environmental Excellence (2009) CUHK is the first and only local University to have won the HKAEE Gold Award as of 2011

3. Succeed in some conservation areas Example: Electronic conservation in some buildings

6.1.5 Educate for Environmentally Responsible Citizenship 1. Green education: Enhance students knowledge on sustainability 30 GE courses concerning green topic UGEB 1207 Green Electronic Gadgets UGEB 1307 Energy and Green Society UGEB 2113 Nature Conservation in Hong Kong UGEB 2114 Climate, Energy and Life UGEB 2151 Chinas Mega-projects in the New Millennium UGEB 2161 Resources Issues in the Age of Globalization UGEB 2132 Earth as seen from Space UGEB 2182 Environment in Hong Kong: the X Files UGEB 2222 Natural Hazards UGEB 2240 Natural Wonders of the World UGEB 2350 Plants for Treasure and Pleasure UGEB 2420 Chemistry in Action UGEB 2420 Chemistry in the Kitchen UGEB 2502 Forces of Nature UGEB 2521 Nanotechnology and Our Lives UGEB 2630 Exploring the Enigmatic Oceans UGEB 2640 Perspectives in Meteorology UGEB 2806 Technology and Life UGEC 1016 Experiencing Architecture UGEC 1431 The Japanese Environment: Destruction and Conservation UGEC 1120 Hong Kong and the Pearl River Delta UGEC 2123 Chinas Environmental Crises UGEC 2171 Sustainable Development UGEC 2192 Understanding Ecotourism UGEC 2201 Pursuit of Ideal Living Environment UGEC 2210 Food and Hunger UGEC 2231 Cities in a Changing World UGEC 2531 Big Issues of Globalization UGEC 2710 Issues in Environmental Education UGEC 2816 Nature and Culture

2. Sustainability living practices Example: Recycling habit is established in the campus

6.1.7 Involve All Stakeholders 1.Complex coordination between official departments and traditional student green organizations Example: 1.Greenworld and Green Post invite them to participate in their official meeting on campus sustainability (Poon, 2013; Chan, 2013) Funding for Greenworld to organize Green Week (Chan, 2013)

2. GO program: complex coordination between departments and EMO -e.g. GRM department training EMO has provided to energy warden (Professor Derrick) so as to fulfill green office guidelines GRM department: Green committee in order to fulfill green office guidelines and manage resources utilization

6.1.8 Maintain the Movement 1.Many ongoing events: Examples: Organized with Green World The Leftovers in order to encourage staffs and students to treasure food resources and reduce food waste

2. Ongoing targets Long term targets: 25% (per capita)energy consumption and (2005-2025) 20% (per capita)greenhouse gas emissions Mid-term targets: 1. 8% energy consumption (per capita) and (2012-2017) 10% greenhouse gas emissions (per capita) 2. 12% waste reduction (per capita) 3. 15% water usage (per capita) 4. 50% use of paper

6.2 The limitations of the efforts

6.2.1 Raising Awareness 1. Lack of incentive to take action To what extent, those promotions and campaign can encourage you to walk rather than taking bus or lift within campus? Mean=3.45/10

In what extent, can those publishers( ) enhance your knowledge and awareness for sustainability in CUHK? Mean=3.7/10

6.2.2 Educate for Environmentally Responsible Citizenship 1.Green education: No initiatives for action, only focus on knowledge Theories based Lack of hand-on experience limitation of class (time and course design) (Derrick, 2013)

DateTopic Speaker Week 15-Sep-11 Introduction to Sustainable Development: Origin and Evolution Lawal Marafa Week 212-Sep-11 The sustainability debate: Class Forum (Video)Lawal Marafa Week 319-Sep-11 Is transgenic agriculture sustainable agriculture? (A)Lawal Marafa Week 426-Sep-11 Is transgenic agriculture sustainable agriculture? (B: Video) Lawal Marafa Week 53-Oct-11 Sustainability and Urban living space (A)Lawal Marafa Week 610-Oct-11 Sustainability and Urban living space (B: Video)Lawal Marafa Week 717-Oct-11 Development choices (Pollution vs. development) XU Yuan Week 824-Oct-11Development choices (Case studies) XU Yuan Week 931-Oct-11Limits to growth XU Yuan Week 107-Nov-11 The impacts of the rich and the poor on the environment XU Yuan Week 11 14-Nov- 11 Resource management and sustainable development XU Yuan Week 12 21-Nov- 11 Part I: Uncertainty and sustainable development Part II: Group presentation XU Yuan Week 13 28-Nov- 11 Group presentation XU Yuan Table 6.1 Course outline of GRMD 2301/UGEC 2171 Sustainable Development (CUHK, 2013)

6.2.3. Maintain the Movement 1. Insufficient resources to operate and manage different environmental policies in CUHK EMO mentioned that they will send staffs to GRM department for checking energy consumptions of electronic devices. But they have not sent them nearly a half year (Derrick, 2013)

6.2.4. Involve All Stakeholders 1. Insufficient supports and comprehensive coordination with student green organizations mainly coordinate with Greenworld but less with others (Calvin, 2013) Examples: a.Insufficient funding for Green Post limits their numbers of issues (Aaron, 2013) only rely on the sponsor from OSA b. Insufficient resources providing to Agricultural Development Group of CUHK Lack of land for farming in campus

2. Some Programs cant effectively target the students who do not concern environmental issue Environmental Sustainability Ambassadors( )only involve a few students who are concerning environmental issues

6.2.5 Practice Institutional Ecology 1.Lack of comprehensive consideration of effectiveness of some efforts Example: 1.Yard of Environmental Sustainability ( ) location problems Lack of promotion

2. Insufficient supporting facilities for the programs Example: Promotion of Bring your own bottle Not enough water machines and instructions of its location

6.3 Overview of effectiveness and limitations Critical PathsEffectivenessLimitations 1. Raising awareness Enhance knowledge of students Lack of incentive to take action 2. Institutional Culture Comprehensive institution / 3. Education for Environmentally Responsible Citizenship Enhance students knowledge on sustainability Sustainability living practices Green education: No initiatives for action, only focus on knowledge 4. Environmental Literacy Inter-discipline research / 5. Maintain the movement Many ongoing events Maintenance of the ongoing events Insufficient resources for operation and management 6. Involvement of all stakeholders Complex coordination between official departments and traditional student green organizations Insufficient supports and comprehensive coordination with student green organizations Cant effectively target the students who do not concern environmental issue 7. Institutional Ecology All-rounded practices on sustainability Policies with public affirmation Success in some conservation areas Insufficient all rounded concern of concert effectiveness of the efforts Insufficient supporting facilities for the programs

Critical PathsEffectivenessLimitations 4. Environmental Literacy Inter- discipline research / 5. Maintain the movement Many ongoing events Maintenance of the ongoing events Insufficient resources for operation and management

Critical PathsEffectivenessLimitations 6. Involvement of all stakeholders Complex coordination between official departments and traditional student green organizations Insufficient supports and comprehensive coordination with student green organizations Cant effectively target the students who do not concern environmental issue 7. Institutional Ecology All-rounded practices on sustainability Policies with public affirmation Success in some conservation areas Insufficient all rounded concern of concert effectiveness of the efforts Insufficient supporting facilities for the programs

7. Research Limitations

Not enough people and time to do the detailed and comprehensive research Some information may be sensitive and not easy to obtain Complexity of CUHK

Suggestions for Future Studies

7. Suggestions for further Study Seldom researches studying the sustainable campus in Hong Kong. Deep and comprehensive studying in this field in foreign countries More researches on studying the universities in foreign countries This research focus on the sustainability of CUHK. Other institutions in Hong Kong should also be studied Promote sustainable campus out to the society Collecting the data from the indicators for studying sustainable campus is time-consuming. Appropriate methods and indicators for improving the data collection process. The behavior of people toward environment have great effect on the development of campus sustainability Further study on improving the awareness and willingness in order to change their habit and behavior

8. Recommendations and conclusion

8.1 Recommendations

8.1.1 Raising awareness: Enhance initiatives for students for actions 1. Create incentives for students to take actions e.g. PE marks bonus for participating Walking for health is attractive to students

2. Provide more opportunities for actions Example from University of Hong Kong : Bijas Vegetarian Restaurant in HKU Establishment of vegetarian restaurants in CUHK Widen the choices of vegetarian cuisine

3. Widen dimensions of promotion Example: a. Sponsor for O camp e.g mark a noticeable label on a bottle to encourage students to bring their own bottles b. Promoting environmental events with students societies GRM Geography festival

8.1.2 Green Education Modification of directions and contents of green courses 1. Involve more field experience and practical practices (Alshuwaikhat & Abubakar, 2007)

Examples: a. Includes more field study in GE courses b. Includes field experience in participation in farming (Lau, 2013) Foreign campuses have a more comprehensive education for food conservation

8.1.3 Involvement of all stakeholders Enhance supports and coordination among official departments and student green organizations Sustainabl e Campus Student green organizations Official departments Community - staff & students - Central & colleges Funding Cooperation

8.2 Conclusion CUHK has scored a great succeed when compared to other local universities More comprehensive institution All rounded environmental policy Better in hardware, rooms to improve in software stress on involvement of students Enhance initiatives for students to take actions A leading model for other local education sectors and society to achieve sustainability

10. Reference list

Abubakar, I. & Alshuwaikat, H.M. (2008). An integrated approach to achieving campus sustainability: assessment of the current campus environmental management. Journal of Cleaner Production, v.16 (16): 1777-1785. Black, J., Mason, C. & Stanley, K. (1999). Travel Demand Management: policy context and an application by the University of New South Wales (UNSW) as a Large Trip Generator. University of New South Wales: Australia. CCE. (2010). Sustainability Report 2010. (Retrieved from http://www.cuhk.edu.hk/cce/extra/reports/sustainability2010.pdf on 19th November, 2013) Central European University (CEU). (2010). Sustainable Campus Framework Concept. (Retrieved from http://actjust.ceu.hu/framework%20concept on 19th November, 2013 )

CHPP. (2007). Walking for Health. (Retrieved from http://www.cuhk.edu.hk/healthpromotion/walking.html on 24th November, 2013) Clugston, R.M. & Calder, W. (1999). Critical Dimensions of Sustainability in Higher Education. Peter Lang. CMP. (2010). Campus Master Plan. (Retrieved from http://www.cuhk.edu.hk/cmp/en/index.htm on 23rd November, 2013) Committee on Campus Environment (CCE). (2011). Sustainability Report 2011. (Retrieved from http://www.cuhk.edu.hk/cce/extra/reports/sustainability2011.pdf on 19th November, 2013) CPSO. (2011). Campus Planning and Sustainability Office. (Retrieved from http://www.cuhk.edu.hk/cpso/index.html on 19th November, 2013) Crowley, T.J. (2000). Causes of Climate Change Over the Past 1000 Years. Science: v.289: pp. 270-277. EMO. (1998). Estates Management Office. Retrieved from http://www.cuhk.edu.hk/emo/v2/eng/EMO/emo.html on 24th November, 2013)

Facilities Management of UNSW. (2013). Campus Development. Retrieved from http://www.facilities.unsw.edu.au/campus- development/sustainability-campus on 24th November, 2013) GO. (2011). Green Office Programme. (Retrieved from http://www.cuhk.edu.hk/cpso/go!/index.html on 24th November, 2013) Gore, A. (2006). An Inconvenient Truth: The Planetary Emergency of Global Warming and What We Can Do It. USA. Pp. 330. HKU (2008). Sustainability @ HKU. Retrieved from http://www.sustainability.hku.hk/ on 22nd November, 2013) HKU Sustainability. (2011). Sustainability @ HKU. Retrieved from http://www.sustainability.hku.hk/sustainable- hku/centennial-campus on 24th November, 2013 )

IEES. (2011). The Institute of Environment, Energy and Sustainability. (Retrieved from http://www.cuhk.edu.hk/iees/ on 24th November, 2013) Kerr, R.A. (2010). El Nio Lends More Condence to Strong Global Warming. Science, v.330, P.1465. Korten, D. (1994). Sustainable Livelihoods: Redefining The Global Social Crisis. In Earth Ethics, 6 (1), pp. 11. President and Fellows of Harvard College. Sustainability at Harvard. (2013). Retrieved from http://www.green.harvard.edu/ofs/programs on 24th November, 2013) Report and Declaration of The Presidents Conference. (1990). Tufts University. Sitarz, D. (ed.) (1994). Agenda 21: The Earth Summit Strategy to Save Our Planet. Boulder, CO: Earthpress.

UNESCO. Stockholm Declaration. UNESCO; 1972. Velazquez L, Munguia N, Platt A, Taddei J. (2006). Sustainable university: what can be the matter? Journal of Cleaner Production, v.14 (9-11): 810-819. World Commission on Environment and Development. (1987). Our Common Future. Oxford, NY: Oxford University Press

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