Introduction to Sustainable Development

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9 Νοε 2013 (πριν από 3 χρόνια και 11 μήνες)

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First Annual Report on INSPIRE commitments
; Web Version

February 2013


"Trinity Saint David is the only University in the UK to place sustainable
development at its core.

Developed through our flagship initiative, the
Institute of Sustainable Practice
and Resource Effectiveness (INSPIRE), we
aim to ensure that our graduates are fit for the future and that their
professional practice is sustainable for generations to come."


Professor Medwin Hughes, Vice
-
Chancellor 2012



Background


In 2010, Trinity Col
lege, Carmarthen and Lampeter University merged to become the
University of Wales Trinity Saint David (TSD). T
he new TSD

bid competed successfully
to join the universities of Bristol, Nottingham, Southampton, Canterbury Christchurch,
Worcester and

Keele

i
n the first round of the Higher Education Academy supported
'Green Academy' initiative to encourage institutional change to support the sustainability
agenda.. The TSD institutional commitment was to establish a Welsh Sustainability
Institute.
INSPIRE, TSD’s new Institute for Sustainable Practice, Innovation and Resource
Effectiveness was created in September 2011 to embed sustainability throughout all
aspects of the university’s delivery.


INSPIRE launched a series of commitments agreed by the

University Council in January
2012
-

the

INSPIRE Prospectus (
http://www.tsd.ac.uk/en/inspire/aboutinspire/
)
to
systemically embed sustainability through the curricula, campus, community and cul
ture
of
the University

with the aim of ensuring future graduates are globally aware and
responsible citizens in the 21st century. The core mission of INSPIRE is ‘delivering for a
sustainable Wales locally, regionally, nationally and internationally.’



In
troduction to Sustainable Development


The concept of sustainable development (SD) is fundamental in ensuring that our physical
environment is in a good enough condition for human needs to be met. SD is increasingly
being used as a philosophical framework
and planning tool for better decision
-
making that
can lead to the development of better services, creating more benefit with less resource.
SD is about ensuring well
-
being and a better quality of life, thinking about the impacts of
today's actions on futur
e generations and protecting and enhancing the natural
environment by learning to live within our environmental limits.


In
'Our Common Futures'

1987, the World Commission on the Environment and
Development (chaired by Dr Gro Harle
m

Brundtland, the
Director General of the World
Health Organisation), defined sustainable development as "
development that meets the
needs of the present without compromising the ability of future generations to meet their
own needs
”.


The idea of acting more sustainably h
as emerged in response to global concerns about
social justice as well as the state of the planet. In particular, current concerns focus on the
threat to human wellbeing presented by climate change at the same time as concerns
remain about the integrity of

ecosystems. Acting sustainably is about balancing social,
1


environmental and economic needs in a way that does not compromise future
generations.


Wales has had a legislative commitment to have a sustainable development scheme
since the establishment of th
e National Assembly for Wales in I999. The Welsh
Government supported the UK Framework for Sustainable Development 2005, which
transposes the Brundtland definition into five key areas: living within environmental limits,
ensuring a strong healthy and just
society, achieving a sustainable economy, promoting
good governance and using sound science responsibly. The Welsh Government also
uses five headline indicators to underpin its commitment to the UK Framework; economic
output, social justice, biodiversity c
onservation, ecological footprint and wellbeing, each of
which has a metric attached. A further 24 individual performance indicators under these
headings are reported on annually.


The Welsh Government's current scheme,
'One Wales, One Planet'

(
http://wales.gov.uk/docs/desh/publications/090521susdev1wales1planeten.pdf
)

published in 2009, is ambitious that Wales should be an

e
xemplar nation in sustainable
development.

It recognises that the ecological footprint of Wales, i.e. the relative scale of
our consumption as a nation, is already three times more than that available to us,
effectively meaning that we need three planets to sustain our use of resources.


The Wels
h Government announced in its Programme for Government for 2011
-
2015 that
it would introduce constitutional legislation to ensure that Sustainable Development is the

central organising principle of government and the public sector
’ in Wales.


Sustainability lies at the heart of the Welsh Government’s agenda for Wales; it also lies at
the heart of this legislative programme. Taken as a whole, it will promote the economic,
social and environmental wellbeing and enhance people’s quality of life in

Wales it is
about defining the long term development path for our nation. It means healthy,
productive people; vibrant, inclusive communities; a diverse and resilient environment and
an advanced and innovative economy. This legislative programme provides
new powers,
duties and institutional capacity to advance our goals of building a sustainable Wales.
First Minister, Carwyn Jones 2012


This legislative commitment is to be monitored externally by an independent sustainable
development body. A consultation
on principles took place in early 2012 and a second
consultation on the content of a draft bill ‘
Better Choices for a Better Future’
(
http://wales.gov.uk/docs/desh/con
sultation/121203asusdevwhitepaperen.pdf
)

is open till
March 2013. This proposes a timetable for organisations to be subject to the requirements
of the legislation. For universities and colleges, this is 2016.



Trinity Saint David context


A key challenge
to a modern university is to create appropriate teaching and knowledge
exchange programmes to ensure that the knowledge we develop meets policy and user
needs within society, and to set an example in doing so.


In 2010
the University

was successful in secur
ing a place on the Higher Education
Academy’s first “Green Academy” programme. The Green Academy programme aims to
support participating universities in embedding sustainable development throughout their
operations. The programme was oversubscribed and Tri
nity Saint David joined other
successful institutions (Southampton, Worcester, Nottingham, Canterbury, Keele and
Bristol) to take this agenda forward.


2


The Green Academy ‘
Fit for the Future’

framework outlined below aims to embed SD
through the curriculum
, campus, community and culture of the university including
research and innovation, governance and key performance indicators:



The development of curriculum
-
related delivery to ensure students at the University and
its partner institutions are provided

with the knowledge, skills and attitudes that will equip
them for their future contribution to the economy, community and environment;

• The development of a campus that reflects the highest standards of environmental
performance and contributes to the
social and economic capacity of the University and
the wider community;

• The contribution to the community in which the University operates, with special regard
to the issues of sustainable communities and the development of low carbon regions;

• The deve
lopment of a research and innovation capacity focused on core strengths of the
University, related to the organisational objectives and linked to a strong network of
external partners;

• The integration of sustainable development within the governance stru
cture, operating
systems and key performance indicators of the University. An important objective is to
ensure that this approach underpins the financial viability of the institution in reducing
operating costs, improving the attractiveness of the Universi
ty to potential students, and
increasing the capacity to attract external investment.


Each university participating in the Green Academy was encouraged to have a big idea
about embedding sustainability in the institution. In February 2011, the
U
niversity
committed to

developing a Wales Institute for Sustainability focused on action and
research to drive social, environmental and economic outcomes and specifically to:


-

influence the practice of the current and new institution

-

develop specific sustainability

practice in a rural setting

-

develop cross
-
society exemplars of sustainability in practice

-

support development of the ESDGC agenda in Wales

-

support the development of the area as a low carbon region

-

develop partnerships with other
organisations/institutions with a similar agenda


The impact of the Green Academy programme on the participating universities was
evaluated by an external team in 2012
(
http:/
/www.tsd.ac.uk/en/inspire/friendsandpartners/greenacademy/
)

to provide the higher
education sector with objective evidence of how effective change to make universities
more sustainable is delivered as well as offering exemplars of effective practice.


The University
aims
to lead the field as a result of taking its sustainability commitment
forward across the whole university through INSPIRE. The University Council endorsed
the principle that the location, values and ethos of the university represent a sp
ecific
opportunity to redefine the university’s mission and vision to reflect its commitment to
sustainability and to making that commitment an integral part of the new university.
INSPIRE is now the virtual sustainability directorate for the newly merged
University of
Wales Trinity Saint David with Swansea Metropolitan University. As the further mergers
with Coleg Sir Gar and Coleg Ceredigion come to fruition, the role of INSPIRE has been
extended further to work with all the component parts of the new ins
titution.


The second round of the Green Academy programme is commencing this month. The
new universities

are University College London, University of East Anglia, Anglia Ruskin,
3


Leicester de Montfort, Nottingham Trent, Plymouth, Kent, Chichester,
Glamorga
n/Newport and the University of the Arts London College of Fashion.


TSD has been invited to mentor the University of the Arts London College of Fashion as
its bid is also focused on systemic change:


‘We want to rethink the university experience to create

a space that allows students and
staff to be experimental, critical, global, interdisciplinary and collaborative. We want
industry and society to be inspired to work with us as we act on both current and longer
-
-

term imperatives’,
Dilys Williams, London
College of Fashion



The Vision


INSPIRE headline commitments:



The University of Wales Trinity Saint David, will provide a high quality, bilingual,
educational experience for a diverse community of learners, contributing positively
to the social,
economic and environmental needs of Wales, locally, regionally,
nationally and internationally.


• Five key elements: sustainability, employability, internationalisation, culture and
lifelong learning will underpin the unique university experience we offer
.


• We will deliver our contribution by focusing on our teaching, research and
knowledge exchange as well as how we conduct ourselves in delivering that
mission.


• Our core mission is 'delivering for a sustainable Wales, locally, regionally,
nationally a
nd internationally'


The University is putting sustainability at the heart of its new strategic plan as part of its
journey of transformational change; part of the new university's vision is "delivering for a
sustainable Wales locally, regionally, national
ly and internationally.”


This is a tremendously exciting agenda. The University has campuses in Carmarthen,
Swansea, Lampeter
, Cardiff and London. The combination of pre
-

and post
-
1992
institutions gives it both traditional REF research capability as well as more applied
research capability. It hosts the largest teacher education and training centre in Wales.
The Swansea Metropo
litan specialisms in engineering, design and resource
management, offer a more holistic and multidisciplinary approach to learning. Trinity Saint
David’s radical vision of the creation of a dual sector university


FE and HE delivered
through
a new regiona
l educational group structure to complement the Regional Learning
Partnership
-

was laid out in ‘
Transforming Education, Transforming Lives’
.

(
http://www.tsd.ac.uk/en/theuniversity/transformingeducationtransforminglives/
)
. A
key objective of the new
collegiate university in conjunction with its HE and FE partners, is
to establish closer academic partnerships with all HE courses in the region being
validated by the University
.

This arrangement can ensure enhanced learning opportunities
for learners, me
aningful progression opportunities and a regional planning framework for
further joint innovation, knowledge transfer and research opportunities.


This new arrangement brings with it unprecedented opportunities for the university to
incorporate a whole spa
n of sustainability related provision and research encompassing
ecology and the environment, resource management, education, the economics of
4


consumption and production as well as technology, alternative energy and organisational
and spiritual dimensions.
Being at the beginning of this process creates potential to
develop and pilot innovative practices across the education spectrum, from initial teacher
training through HE and FE to adult learning and schools, as well as via research and
business and commun
ity engagement. The university is also looking to work in
partnership with organisations whose commitment to sustainability will enhance their and
our reputation and commitment to this agenda. Detailed discussions are underway on this
basis with the Centre

for Alternative Technology in Machynlleth to accredit their existing
post graduate courses and to jointly create new UG and PG, FE and CPD opportunities.

INSPIRE

There is substantial public support for the sustainability agenda. In a general population
po
ll undertaken by IPSOS Mori in November 2011, 64% thought the needs of future
generations were more important than the needs of any particular generation such as
their own or their children’s. 46% (the largest group) indicated that a healthy planet is the
most important legacy to hand on to future generations; 67% thought the UK Government
has failed to consider future generations enough in the decisions it makes today.


A report ‘
Leadership Skills for a Sustainable Economy’
(
http://www.bitc.org.uk/our
-
resources/report/leadership
-
skills
-
sustainable
-
economy
)
commissioned by Business
in the Community (BITC 2010) shows that over 90% of businesses already recognise
these skills are a critical business issue, and 80% think there is
an urgent need to put
more programmes in place.



In relation to students, a longitudinal study work undertaken by the HEA and the NUS to
look at attitudes of first year students towards sustainability demonstrate unequivocally
that the students of today w
ould like to see their institutions take this agenda forward. In
2011,

(
http://www.heacademy.ac.uk/assets/documents/sustainability/firstyearattitiudes_fi
nalreport.pdf
)


80% of respondents believed sustainability skills would be important to their future
employers and the majority of first
-
year students believe that it is the role of universities
and courses to prepare them for graduate employment. The softer skills incorporated
within sustainable development are consistently of paramount importance to gra
duates,
regardless of course, university type or UK nation’
. (Bone and Agombar 2011)


In Wales, Education for Sustainable Development and Global Citizenship (ESDGC) is a
statutory part of the Welsh curriculum at all levels including higher education. A two

year
thematic review has been commissioned from the ESTYN Inspectorate by the Education
Minister in order to integrate ESDGC delivery in the context of the incoming overarching
duty in the Sustainable Development Bill. The Welsh Government ESDGC action pl
an
highlights five key principles:




Links between society, economy, environment and between our lives and those of
people throughout the world;



Needs and rights of both present and future generations;



Relationship between power, resources & human rights;



L
ocal and global implications of everything we do; and



The actions that individuals and organisations can take in responding to local and
global issues.


The new university has developed a clear strategic message to differentiate itself from
others and to d
emonstrate clearly its aspirations for the students of the future. In its
aspiration to transform, shape and develop future students and staff, its activity will be
underpinned by five key pillars:


5


-

sustainability

-

employability

-

internationalisation

-

culture

-

lifelong learning


These elements reflect a differentiated offer from other universities; the student
experience at the University of Wales Trinity Saint David from the autumn 2013 intake will
deliver a wide understanding of the sustainability agenda in a country committed t
o
delivering sustainable development.


Staff Sustainability Skills Survey


To start embedding the concept of a sustainability agenda across the university, a
sustainability skills survey of all staff (academic and support staff) was conducted across
the
University
(
http://www.tsd.ac.uk/en/inspire/inspireactivity/aninspirededucation/sustainabilityskillssurv
ey/
). The survey has fulfilled the
original aim of developing an evidence base of existing
expertise, experience and interest in sustainability across institutions. The work has
identified opportunities for new curricula and research and has engaged staff on what it
means to have sustainabi
lity as a core value and strategic priority. This project helped
engender greater enthusiasm and support for the agenda.


The sustainability skills audit was a significant undertaking; preliminary research indicated
that it has not been previously undertak
en on this scale in any higher education institution
internationally. The university is therefore leading the way, practically demonstrating its
commitment to sustainability. The survey found there is a strong evidence base regarding
sustainability skills
and commitment to sustainability of staff across the University thus
informing the strategic plans of the newly transformed university. The survey has provided
a wealth of information regarding the skills, experience and knowledge of staff
throughout
the Un
iversity
.

The results from the survey indicate a significant potential within the institution to take the
sustainability agenda forwards, with:




79% of respondents seeing opportunities to help the university become a more
sustainable organisation.



49% of
respondents having experience working on sustainability related projects/
initiatives.



78% of respondents are interested in sustainability.


This approach has seen other universities across the UK interested in taking forward
similar work. Presentations on

the survey opportunities and outcomes have been made
for the Higher Education Academy, the Sustainable Development Research Network and
the Sustainability Knowledge Alliance as well as at individual universities. Other
universities across the UK including

Bristol, St Andrews and Nottingham are considering
following TSD’s lead. The second round of Green Academy universities
have also been
encouraged to undertake the survey.


The survey is currently being adapted for use in the FE sector in partnership with
senior
managers at Coleg Sir Gar and Coleg Ceredigion and will be carried out in both
institutions before the end of the academic year.

It will then be made available to the FE
sector as a resource.


The Higher Education Academy's vision for its Education

for Sustainable Development
work is to:
develop curricula and pedagogy that enhance graduates' capabilities to
6


contribute to sustainable and just societies.
Sustainability literate graduates should be
able to critically analyse the issues surrounding the
challenges we face in society through
a sustainability lens and understand how this affects debates / thinking within their own
subject area. Importantly, sustainability also requires cross and interdisciplinary thinking,
thus students should be encouraged

to think outside of their own specialism, to recognise
and analyse interconnections between systems
i
.


Thus it is suggested that education for sustainability is focused on the development of:



students who are capable of envisioning alternative futures



te
chniques for working collectively towards positive and democratic change



participatory engagement to explore shared and divergent interests and
needs



challenges to the mind
-
sets and priorities that drive unsustainable
development



graduates

who understand their professional responsibilities in this area.


Overall there are many opportunities to embed sustainability into the curriculum across all
disciplines in

the University
. There are also some excellent examples of where
sustainability is
already embedded and where it is an implicit part of the curriculum
without being explicitly articulated. A key element of systematising the agenda is to
demonstrate across the university that the excellent sustainability practice that is being
carried out

is
be
ing

explicitly recognised

and endorsed.
.



TSD’s graduate attributes


New graduate attributes have been developed to reflect the important links between
sustainability and employability which are being piloted through the new TSD+
Employability
Award:




Active Citizenship
: able to appreciate the importance of environmental, social
and political contexts to their studies;



Creative Problem Solving
: able to think creatively, holistically, and systemically
and make critical judgements on issues;



Tea
mwork
: able to work collaboratively and work in interdisciplinary teams;



Learning and Personal Development
: able to develop a high level of self
-
reflection at a personal and professional level;



Communication
: able to understand, critically evaluate, adop
t thoughtfully and
communicate sustainability values;


In particular, the addition of ‘active citizenship’ and ‘creative problem solving’ will enhance
the employability of individual students. Sustainability and employability will also underpin
the oppor
tunities offered overseas and through distance learning alternatives. The Trinity
Saint David experience will be underpinned by a fundamental belief in the importance of
culture, both in the recognition that a change of culture will be needed to challenge
ingrained assumptions and practices as well as the strong cultural commitment to Wales
and bilingualism. The new dual sector university structure will provide progression routes
at all levels of people's lives through explicit partnerships with schools and

other
providers.



Governance


INSPIRE headline commitment:

7



The Governance arrangements for the university will reflect Trinity Saint David’s
clear commitment to sustainable development in the new charter, strategic vision
and the strategic priorities of

the institution as well as within the university's core
values and core strategic vision


The
U
niversity has already made its commitment public through signing the Welsh
Government's Sustainable Development Charter which commits the university to report
annually to Welsh Government on its success against its own targets.


. Key sustainable developm
ent activity undertaken so far includes:


-

SD is currently being incorporated into the main profile of senior officers’ job
descriptions and
is also included in the general duties which follow the 14 HERA
elements used as the basis of all our job descript
ions;

-

T
he Director of INSPIRE reports directly to the Vice Chancellor.

-

Sustainability activity and recommendations go directly to Senate.

-

A link governor for INSPIRE sits on the University’s Strategy Committee to ensure
that the strategic commitment to
sustainability is taken forward to the University
Council.



The University of Wales Trinity Saint David, along with other universities in Wales, has
also signed ‘
A university leader’s statement of intent on sustainable development’
. This
Statement outline
s how universities plan to meet the challenges of sustainable
development through:




Demonstrating strong and visible senior management leadership for sustainability;



Committing to the embedding of sustainable development into the institution's
strategies;



Developing active links with partner organisations, external networks, business
and international organisations to share ideas and new approaches to sustainable
development;



Identifying clearly defined and institutionally appropriate sustainable developmen
t
objectives and targets that are linked to sector and national targets;



Publishing an institutional carbon management plan including a target for carbon
reduction from energy consumption against a 2005 baseline. By doing so the
institution will contribute

to achieving the sector target of reductions in emissions
of 34% by 2020 and 80% by 2050 against a 1990 baseline;



Engaging staff and students to provide their ideas on how universities can help
meet the challenges of sustainable development.



Sustainable

Development Group


The University
has ensured that all its specific commitments contribute towards delivering
on this statement of intent. It is now in the process of establishing a cross
-
cutting
Sustainable Development Group (SDG) to formally guide susta
inable development
strategies and actions within the University. This group will provide the link between those
responsible for governance of the University and the operationalisation of the sustainable
development vision. Membership of the Group will incl
ude representatives from each
School, Institute and Directorate; an estates/facilities representative from each campus, a
representative from the student community on each campus and a representative of the
University Council.

INSPIRE

8


In the longer term,
the Sustainable Development Group will advise on the following
processes:


-

Capacity building at an institutional level to ensure sustainable development
principles are being applied appropriately

-

Engaging with University committees

-

Engaging with Human
Resources to ensure all job descriptions, roles and
responsibilities and performance evaluation processes include sustainable
development responsibilities where appropriate

-

Working in partnership with Institutes and Units within the University to ensure
su
stainable development strategy priorities are reflected in their activities.

-

Identifying funding opportunities from Research Councils and others to develop an
effective academic cluster

-

Advising on curriculum offerings and programme design



Specific Gover
nance
commitments



Action


Delivery date


The Governance arrangements
for the university will reflect
Trinity Saint David’s clear
捯浭itm敮t t漠獵獴慩湡bl攠
摥v敬潰m敮t.



Incorporation into committee
structures; into job
descriptions and
responsibilities of specific
senior management


In tandem with merger
arrangements


The University’s Annual Report
will i湣n畤攠愠p畳瑡u湡扩lity
pt慴am敮t



Material from this report can
be utilised


ditto


A University
-
wide Sustainable
Development Group

(SDG) will
be established following a staff
skills audit



Staff skills audit (TSD &
SMU) previously reported to
Senate; audit being
considered for use by other
universities; audit being
adapted for use in FE sector
prior to being carried out in
Coleg Sir

Gar and Coleg
Ceredigion


School reps to be nominated
by Deans by end of February
2013; other Members of
group to be agreed with
Directorates; SDG to be
incorporated into
governance structures


2012 and ongoing












First meeting of SDG to
take
place in May 2013


The University will become a
signatory to the Welsh

Charter signed in May 2012
with commitment to report

Next report May 2013

9


Government’s Sustainable
Development Charter.


annually on implementation
of INSPIRE commitments




Teaching and Learning


INSPIRE headline commitment:


The university recognises the importance of developing sustainability literate
graduates; it commits to engaging all students with sustainability concepts and
issues in an appropriate context through lea
rning and enhancing their
employability.


From its inception, the
U
niversity

has pledged to deliver a radical new model for the
planning and delivery of education to serve the educational, social, cultural and economic
needs of the region. The Regional Learning Partnership and the development of the dual
sector university offer a
range of meaningful education pathways and progression routes
which will enhance choices for a diverse cohort of students, provided the opportunities are
underpinned by clear strategic messages.


There are a number of overarching strategies that guide the
University’s strategy with
respect to teaching and learning. All disciplines have a contribution to make to the
sustainability agenda, but also, sustainability, with its many inter
-
related strands
(aesthetic, cultural, ecological, economic, environmental,
social ethical, philosophical,
political, scientific, spiritual and technological) is inter
-
disciplinary. The learning of
undergraduate and postgraduate students can therefore be enriched by exposure to
perspectives and insights from other disciplines and
inter
-
disciplinary dialogue.


There are four key delivery mechanisms of sustainable development education in the
University:


(1)


Specific degree/module provision (at under and post graduate level) and

(2)


Sustainable development education embedded within discipline specific degree
programmes

(3)


Specific accredited courses to contribute to professional development
frameworks and skills acquisition e.g with public sector/businesses/voluntary
sector

(4)


Associate
Faculty courses delivered in partnership with schools and colleges.


Wherever possible, these delivery mechanisms will be interwoven with action learning
centred on real, pressing sustainability issues facing the communities and employers in
south west Wal
es.


Existing courses and modules were revalidated following the merger between Trinity
College and Lampeter University and further revalidation is underway with the merger
with Swansea Metroplitan University and in partnership with the Centre for Alternat
ive
T
echnology. By autumn 2013 each faculty aims to ensure that 15% (20 credits) of the
total undergraduate student experience is being delivered through a sustainability lens
-

a
distinctive Trinity Saint David 'One Planet' curriculum. This will be a uniq
ue offer and can
be marketed as such.


10


There is also a major opportunity for the university to develop a suite of accredited
courses to assist the public sector and others to understand what sustainable
development applied to decision making looks like. In

light of the new legislative duty
coming into Wales in 2015, the University is well placed to assist others in practice based
learning.


Faculty Sustainability Plans


In view of the commitment to strategically introduce sustainable development across the
University holistically, the teaching and learning commitments are now enshrined in
Faculty Sustainability Plans which are available on the INSPIRE pages of the University’s
website
(
http://www.tsd.ac.uk/en/inspire/inspireactivity/aninspirededucation/curriculumdevelopmen
t/
).

The plans are to a common template drawn up by the Deans to reflect the way in
which they are embedding sustainable development

within subject disciplines as well as
identifying cross curricular opportunities.


The faculty plan comprises the following
:

-

Summary of key ethos and pedagogical approach of the Faculty and how the
Faculty as a whole intends to take the sustainability
commitment forward

-

Arrangements for plan delivery and reporting structure; e.g area/activity,
sustainability element, measure, who, date of delivery

-

Faculty wide and interdisciplinary approaches and concepts

-

Faculty commitments


a)

Sustainability: working wit
hin environmental limits

-

Assessment of current environmental practices

-

Specific commitments e.g to increase electronic and paperless engagement and
reduce travel


b)

Sustainability: how we teach

-

ESD is not only about ‘what’ is taught but also about ‘how’ it is taught: i.e. the
teaching methods that are used by and associated with ESD. The Fit for the
Future framework emphasizes that ‘the learning methods need to be more open
-
ended, participative
, diverse and interactive than is often the case in academic
teaching’

-

Specific linkages should be made with Personal Development Plans to strengthen
students’ abilities for critical evaluation and reflective learning and to enable them
to recognize and a
rticulate which skills and competencies they have already
acquired and which they need to develop, more generally as well as in relation to
sustainability,

-

The University sees very strong links between sustainability and employability.
Specific linkages w
ith the faculty’s employability agenda and with the TSD+
Employability Award and proposed graduate attributes should be made, e.g


c)

Sustainability: what we teach

-

This section must explain how the Faculty is embedding the ESD framework and
quantify the ov
erall sustainability component of courses to demonstrate a
minimum of 15% achievable by 2013

-

Undergraduate modules and programmes

-

Postgraduate modules and programmes

-

Faculty wide approaches

-

New programme opportunities

-

Staff sustainability skills


11


d)

Sustainab
ility and research and development activity

-

Using the Directory of Skills and the sustainability skills survey the Faculty should
outline current research and development activity and identify future research and
development opportunities


e)

Sustainability,
the Faculty and the wider community

-

Using the Directory of Skills and the sustainability skills survey the Faculty should
outline current partnerships and community engagement and identify future
opportunities

-

Plans should specifically highlight opportunit
ies for student and employer
engagement


f)

Sustainability: competitive advantage

-

Plans should identify ESD activity unique to this university which would contribute
towards our competitive advantage if it were to be marketed under an
INSPIRE@TSD brand


The F
aculty Sustainability Plans are now embedded in the University’s response to
HEFCW’s Learning and Teaching Strategy requirements with a commitment to update the
Faculty Sustainability plans annually.


TSD+ Employability Award


The University has just launched the pilot of its new TSD+ Employability Award where
20% of the activity to achieve the Bronze, Silver or Gold outcomes in any one year
requires active understanding of the sustainability agenda. This new award has been
deve
loped by the University in partnership with the Students’ Union. The link between the
sustainability and employability agenda is specifically made with the new award and new
graduate attributes described in the last section have been developed to reflect t
his.


In response to this new initiative, Hywel Evans, Chairman of Swansea Business Forum
said,
‘Broadening students’ academic experience through offering them an opportunity to
gain “real
-
life” expertise during their college days has many benefits.


The

acquisition of
further, non
-
curriculum skills resulting, hopefully, in a more rounded personality makes
them a more attractive proposition to any potential future employer.


Students also gain by
being able to more effectively evaluate the likely personal

demands upon them of any
specific job opportunity
-

based on the wider set of skills and background experience they
have acquired through the TSD+ programme.



The bronze, silver and gold awards should also help to impart further credibility to any
work
experience claimed.


That TSD will be offering this programme should also hopefully
be seen by any new (HE) applicant as a benefit and allow the University attract more
students on to campus.’


Such a model could also be offered in the future by the univer
sity to partners and further
developed alongside professional practice frameworks at post professional level. This
would have significant marketing appeal at a time when there is an emphasis on the
benefits of social enterprises and employability more wide
ly. Students will benefit from
being able to enhance their CVs with work experiences, particularly when employment
opportunities for young people are shrinking.


Associate Faculty


This year a new sustainability module was introduced through Trinity Saint

David's
University's innovative, sector leading ‘Going for Gold/AUR’
-

the Associate Faculty of the
12


University
-

which provides bilingual opportunities for secondary school pupils across
South and Mid Wales to study at university level. Over 30 secondary
schools participate
currently in the scheme which has benefited
2000
pupils since its launch. The scheme
clearly demonstrates
the University’s

commitment to widening access to higher education
and to Welsh medium higher education in particular. Other modu
les offered include study
skills and curriculum based studies that contribute to the Welsh Baccalaureate as well as
other courses related to the A Level curriculum. Amongst the many benefits to pupils is
the opportunity to develop transferable skills that
they will need at their choice of
university as well as the opportunity to develop their knowledge and understanding of
their chosen subjects. The accredited Level 4 Modules support pupils as they develop
their communication skills, their learning and stud
y skills and their analytical skills.
The
'Going for Gold/AUR' scheme was also highlighted

and commended in Estyn's June 2012
report, 'Supporti
ng more able and talented pupils in secondary schools'
.




Specific Teaching and
Learning Commitments



Action


Delivery date


The University will develop
a suite of sustainable
development related degree
programmes that build on
the new distinctive profile of
the university.


First Faculty Sustainability
Plans published; ongoing
dialogue about new course
opportunities including with
FE partners, CAT and CPD;
prospectus to be published
shortly


Specific opportunities for
2013 intake; updated faculty
plans by the end of the
academic year


The University will embed
sustainability into 15% of all
students’ ex
灥ri敮捥猠批
慵t畭u ㈰ㄳ 捲敡ti湧 愠
摩獴i湣瑩n攠eri湩ty p慩湴
David ‘One Planet
Curriculum’



Detail in faculty
sustainability plans and key
component of new TSD+
Employability Award


By 2013 intake


The University will develop
a unique 10 credit
sustainability ‘One Planet
Skills Passport’ including a
m慮摡tory p潣o慬 b湴敲pri獥s
捯浰潮c湴 for t桥 ㈰ㄴ
i湴慫eI to 扥 灩l潴敤oin ㈰ㄳ
扯t栠hit桩渠n桥 r湩v敲獩瑹
慮搠dhr潵g栠h捨c潬猠慮d
捯cl敧攠灡rt湥r獨s灳



Initial proposition amended
to mainstream opp
ortunities.
Incorporated into Trinity
Saint David’s Employability
Aw慲搠慧r敥d 慴 p敮慴a i渠
jay ㈰ㄲ


Launched February 2013
for initial pilot in Carmarthen
and Lampeter




13


Living within Environmental Limits


The University commits to practices that
minimise the possibility of negative
environmental, economic and social impacts; seeks to improve the environmental
performance of the learning environment, to meet and where possible exceed
national and international guidelines for sustainability; to achi
eve eco
-
branding of
its facilities; to enhancing the ecological integrity of its campus landscape; to
report annually on its achievements and to reward students who embrace this
agenda and are prepared to be active in participation and monitoring.


The Uni
versity recognises that its commitment to be a leading sustainability practitioner
means that it must demonstrate continuous improvement to be publicly recognised. A
clear understanding about
the
University's intentions to use sustainable transport, recycl
e
waste on campus, eat locally sourced food wherever possible, support Fairtrade, save
energy and save water will give students and others confidence that the University is
serious about its commitments.


Previous and on
-
going merger activity has meant that the University’s participation in
external accreditation arrangements has varied from year to year with a moving baseline.
The
University
is committed to developing an environmental management framework
based on good governance as well as addressing specific significant environment impacts
i.e. energy use and generation; waste; water; transport and travel.


To inform this, the University prepared an Environmental Action Plan
(
http://www.tsd.ac.uk/en/inspire/inspireactivity/livingwithinourenvironmentallimits/
) to guide
its activity through the merger. The action plan specifically id
entifies areas of activity
which will enable the university to invest to save and to respond positively to the criteria of
external accreditation. HEFCW made funding available for carbon management planning
in Welsh universities in 2012 so the University h
as a carbon management plan in
development. The University is looking to achieve accreditation under the Welsh Green
Dragon environmental management scheme, to improve its rating in the People and
Planet Green League and, at the request of the Students’ Co
uncil, the University is
supporting the Students’ Charter commitment to take part in the NUS/EAUC Green
Impact Students’ Unions programme. The University has just launched a Cycle to Work
scheme and is committed to introducing bicycle shelters on each camp
us

by July 2013
.


The University wants to ensure its environmental commitments are carried through in a
strategic context. As part of incorporation of sustainability principles into job descriptions,
the new Director of Planning and Operations role includ
es
planning strategically for
resilience in the context of environmental and carbon management ; identifying 'invest to
save' opportunities which both deliver savings and positive environmental outcomes
benchmarked against sector leaders, and, allied to th
e strategic plan, to identify
appropriate public recognition opportunities to demonstrate the university's strategic
commitments to sustainability, e.g. through maintaining Green Dragon Level 5 and
achieving the highest possible outcomes in student facing
league tables e.g. People and
Planet Green League.


Green Dragon


Green Dragon is a stepped Standard recognising effective environmental management
and rewards actions taken to achieve environmental improvements. Within the Green
Dragon Standard there are
five levels, with each step contributing towards achievement of
the International and European environmental standards ISO 14001 and EMAS. TSD
achieved Level 4 in 2010 and is looking to achieve Level 5 this year. In achieving the
14


monitoring data necessary
for level 5, TSD is grateful to the estates team of Coleg Sir Gar
for its assistance.


There are six key components to the Level 5 Standard:

-

Internal Audit Programme
: The organisation should establish a method for
periodically auditing all elements of the
environmental management system (EMS)
to ensure it remains effective, is maintained and is compliant.

-

Management Review
: The Management Review should act as a forum for
continual environmental improvement by assessing achievements and progress
towards the

environmental objectives and targets, legal compliance monitoring
and ensuring the continuing relevance and effectiveness of the EMS.

-

Addressing Sustainability
: The organisation should demonstrate a continual
commitment to Sustainability by implementing

at least one auditable Objective and
Target pursuing economic and /or social improvements within the framework of
Sustainable Development.

-

Supply Chain
: The organisation should assess the performance and practices of
its contractors, subcontractors and suppliers to identify associated Environmental
Aspects and Impacts, taking action to ensure that suppliers, contractors and
subcontractors are aware of an
d comply with its Environmental Policy and relevant
procedures.

-

Reducing Greenhouse Gas Emissions
: In addition to the data collected on Carbon
Dioxide the organisation should monitor and maintain data on other Greenhouse
Gases (GHG) released as a direct c
onsequence of its operations.

-

Environmental Report
: The organisation must annually publish a comprehensive
report on their environmental activities and performance.


In order to achieve level 5, the University has made commitments in the following areas
and agreed monitoring targets and evidence for each. The Management Review has
taken place and the external audit is imminent. The agreed commitments are:


Improve Monitoring and Measuring

-

Continual monitoring of electricity, gas and water

-

Begin to relate

all environmental recording data to staff / student numbers and
weather pattern

-

Start monitoring paper use within print rooms.


Reduce Energy Consumption

-

Promote resource efficiency with the use of prominently placed posters and
stickers

-

Installation of
photovoltaics on new build

-

Ensure IT controls are in place to shut down all computers / monitors when left idle
for a given period of time

-

Continue work with Carbon Trust: Implement Action Plan


Reduce Water Consumption

-

Investigate the procurement of water

displacements for toilets

-

Investigate the procurement of water flow restricting devices for taps and hoses
displacements for toilets


Improve Waste Management Practices.

-

Implement a procedure for the monitoring of waste

-

Improve recycling facilities at eac
h campus and eliminate any inconstancies

-

Implement measures to increase recycling rate in student’s halls and inform
students in the correct disposal of waste in order to avoid waste containers
becoming contaminated.

15


-

Ensure all new waste bins are clearly
labelled

-

Implement battery and ink cartridge recycling points throughout each campus for
student use


Minimise pollution risk and avoid contamination and pollution incidents as far as
possible

-

Ensure correct storage of all waste materials and ensure any ha
zardous
substances are store correctly, securely and preferably in some kind of bund.

-

Ensure all hazardous waste and WEEE are disposed of according to legislation
and regulations

-

Develop a map for estates staff and security detailing location of spill kit
s

-

Provide the necessary staff with training in spill kit use



Improve Transport Efficiency of Staff

-

Develop travel plan for Lamenter campus

-

Continue to monitor staff mileage

-

Fully implement cycle to work scheme and bike stands / cycle shelters

-

Encourage
staff to vehicle share and route plan

-

Investigate increased mileage allowance for shared vehicles.


Reduce Material Consumption

-

Only purchase FSC accredited paper for use in print shop

-

Keep a scrap paper pile near printers and copiers, and encourage staff
/students
to use scrap paper

-

Make both recycled paper and FSC accredited paper available in university shops.

-

Remove plastic carry bags from university shops. Only provide paper bags


Environmental Performance

-

Improve Green League score.

-

Ask suppliers / co
ntractors for copies of environmental policy / EMS certifications.

-

Take part in environmental awareness events.

-

Place environmental documents on the staff/student intranet.

-

Continue work with Students Union to raise awareness amongst students of
environmen
tal issues

-

Develop an induction programme for both staff and students which focuses on
sustainability, relevant environmental issues and environmental responsibilities
(recycling, water and energy conservation).

-

Start holding regular staff meetings to disc
uss environmental issues and EMS


Reduce Carbon Output

-

Reduce carbon output by 3%

-

Continue to monitor and assess the university’s CO2 output


People and Planet


Universities are audited in March of each year for the People and Planet Green League.
This is a particularly important league table for universities committed to sustainability as
it is used regularly by students and staff when determining a university's

environmental
commitment. In 2011, the University entered the league for the first time and was
allocated a 2:2. League participants are benchmarked annually and need to demonstrate
continuous improvement in order to maintain their status. Disappointingl
y, in the absence
of an environmental management scheme in place, the University dropped to a third class
degree in 2012.


16


The methodology for People & Planet Green League 2013 has evolved over the seven
years since its first publication. It takes a dual
approach to environmental management
-

looking both at universities’ commitment to systemic improvement (40 points) and at their
actual performance (30 points). The first
nine Management and Policy criteria

demonstrate whether an institution has a systemat
ic means of improving its performance.
The following
four indicators in the Performance section

reveal how well an institution
is actually performing on the ground in comparison to other institutions.


The key identified areas for 2013 are


1.

Environmental Policy

2.

Environmental Management staff FTE

3.

Environmental Auditing & Management Systems

4.

Ethical Investment Policy

5.

Carbon Management

6.

Ethical Procurement and Fairtrade

7.

Sustainable Food

8.

Staff and

Student Engagement

9.

Education and Learning


10.
Energy Sources


11.
Waste and Recycling


12.
Carbon Reduction


13.
Water Reduction


With our Green Dragon accreditation, the delivery of the INSPIRE commitments and the
adoption of policies related to the above areas, TSD is in a good positio
n to make a
substantial improvement on last year’s performance this year.


T
SD’s Environmental Policy


Our
Environmental Policy states that the University believes that protection of the
environment is an integral part of good institutional practice and that it has a duty to
satisfy itself that all of its operations are conducted with proper regard for the
envi
ronment. It is committed to maintaining, and wherever possible, improving the quality
of this environment both for the people who live and work in the University, and for the
wider community now and in the future. The University seeks to make the most effe
ctive
and efficient use of all resources, encouraging all members of the University community to
develop an ecologically sound approach to their work.


Student engagement


None of this agenda can be taken forward without the active participation of
students.
This requires a commitment from staff and students to work together so that any new
schemes introduced are managed successfully and as simply as possible. Recycling for
example is well supported in other universities where the bin designation is
very clear and
recognisable (ie the bins are always in the same order) and where students are
incentivised to monitor. Without clear intentions being communicated appropriately, there
is a danger that at best, there is insufficient buy in to propositions t
o make environmental
and energy changes, and at worst, active non
-
cooperation. All changes will be discussed
with the students' union representatives prior to being introduced.


Green Impact Students Unions


This year the students unions signed up to the N
US ‘Green Impact Students Unions’
programme. ‘
Green Impact Students’ Unions’ is an environmental accreditation
17


programme with an awards element designed specifically for students’ unions. The
programme has a competition element


top performing unions get
special recognition at
a prestigious annual awards ceremony.
Green Impact brings staff and students together
with their wider communities to enable and showcase positive changes in environmental
practice and to make simple, tangible and powerful changes in

behaviour and policy
through an online workbook of criteria. It builds on the potential of staff and students to
change the way their institutions behave, from the bottom up. Each structured programme
is supported by the NUS’s Green Impact team. From recy
cling, to investing in more
efficient equipment, to encouraging biodiversity, or Fairtrade, the various criteria cover a
broad range of issues under the sustainability umbrella, all tailored to an individual
institution to cover local policy and processes,

including links to online resources, relevant
policies, schemes and events.


New INSPIRE student internship opportunities


To incentivise students to participate in the sustainability agenda, we are setting up new
internship opportunities as a reward sche
me for students who are prepared to make 'One
Planet Living' commitments
-

a promise to be active on these issues during their university
experience. With the support of the Students' Unions, we have reviewed the range of
bursaries and internships managed
by Student Services to create 9 new internships from
Easter to Christmas 2013.


Students are currently being invited to apply for 3 internships up to £1,000 on each
campus.

There are three opportunities under each category: one on each of the
Carmarthen,
Lampeter and Swansea Metropolitan campuses. Interns will be expected to
work both independently and as teams, meeting regularly with INSPIRE staff and with one
another. All interns will be encouraged to be dynamic, creative and to forge links with the
s
tudent body and relevant external groups and organisations.


-

Fairtrade Internships:

There will be one Fairtrade internship opportunity on each
campus and each will automatically become a member of the institution’s
Fairtrade steering groups. Fairtrade interns will be appointed to promote Fairtrade
and develop the University’s commitment

to Fairtrade activity, through organising
and hosting events and boosting student involvement. Interns will be encouraged
to foster links with external groups such as local Fairtrade societies and other
Universities. Applicants with creative ideas for e
ntrenching and promoting a
Fairtrade ethos in the University and beyond will be particularly welcome.

-

Sustainability Exchange Internships:
Sustainability Exchanges are hosted at
least once per term, currently on the Lampeter and Carmarthen campuses, and
provide opportunities for staff and students to share ideas, news and views on
sustainability issues at the University and the wider community. Sustainability
Exchange interns will be central to the process of organising these events and will
assist in th
e development of programmes, appointment of speakers, creative
marketing and promotion of events and encouraging student involvement. There
may also be opportunities for interns to work on sustainability initiatives proposed
through the web platform Vocal
Eyes, or come up with their own projects related to
the Exchange. The Swansea Metropolitan intern will have significant involvement
in establishing Sustainability Exchange events on that campus.

-

Green Impact Internships:
The Students’ Union is working t
owards its first
Green Impact Award in 2012/13, with the opportunity to progress to a Gold award
over coming years. The Green Impact interns will assist the Students’ Union
sabbatical officers and staff in achieving their goals. The University is also ab
le to
work towards Green Impact awards and it is hoped that Green Impact interns will
18


also contribute to the development of this prospect. Green Impact internships may
have more of an operational and organisational focus than the other opportunities
as th
ey will be working to the criteria of an external body. This makes them
valuable opportunities for students to advance their project management skills.
Green Impact interns will be able to deepen their understanding of environmental
issues and play an ac
tive role in making their University greener.



Specific Environment
commitments



Action


Delivery date



The University will publish a
clear action plan in 2012 on
how it intends to live within
its environmental limits



Published and on website


July

2012


The University will measure
the environmental impact of
each campus and draw up
an annual report to improve
performance



In action plan and Green
Dragon commitments



To be reviewed and
published annually


The University aims to
achieve Green Dragon
Level 5 on all its campuses
and achieving a first class
rating in the People and
Planet Green League by
2013



In action plan; in Green
Dragon agreed targets.


2013


The University will make
opportunities available for
students to win burseries
/scholarships if they make a
‘One Planet Living’
捯浭itm敮t w桥渠n桥y
捯浥ct漠t桥 r湩v敲獩瑹



㤠楮t敲湳桩灳 m慤e
慶慩l慢l攻e㌠潮P敡c栠
捡浰畳 i渠㌠捡teg潲楥sW
dr敥n fm灡ctI
p畳u
慩湡扩lity bx捨c湧攠
慮搠䙡drtr慤e



Cl潳o湧 摡te m慲捨 N
st

2013






19


Engagement Advocacy and Leadership


The university commits to the corporate social responsibility agenda; recognises
its role in promoting the sustainability

agenda across south west
Wales and more
broadly, welcomes opportunities to participate in sustainability partnerships

and seeks opportunities for national and international engagement with the
sustainability agenda through collaboration

with other institutions


Student/staff
Sustainability Exchanges


INSPIRE has been active in developing partnerships with the student communities on
each
campus during the year to develop the sustainability agenda
.

T
he main vehicle for
the engagement has been the new Sustainability Exchanges whi
ch happen once a term
on each campus where staff and students can update and inform each other of activity
related to sustainable development.


V
ocalEyes


The first Exchange launched an exciting new web
-
based platform, VocalEyes, developed
by a local entrepreneur,
Peter Anderson (
http://www.vocaleyes.org/
)
to enable
students
to
to discuss all aspects of sustainability and what can be done to make the University
more environmentally fit for the future. The

VocalEyes community voting system is being
piloted by students and staff at TSD to prioritise which sustainable solutions should be
invested in and progressed into action. VocalEyes has already been used successfully as
the ‘learner voice’ in Pembrokeshir
e College, transforming student engagement and
promoting social justice as it is an exciting way of regularly updating ideas. VocalEyes can
be seen in action on the front page of
the University’s home

page and has been
celebrated as an example of good prac
tice in a recent case study
by

the Welsh
Government . A process has now been agreed to ensure that the ideas coming forward
through VocalEyes are responded to on a termly basis by
University
senior management
and the INSPIRE webpages updated accordingly.


20


Fairtrade


The University remains committed to supporting Fairtrade, and in particular the annual
Fairtrade fortnight. A range of Fairtrade activities took place in 2012, and during Fairtrade
Fortnight 2012, an event was put on in Carmarthen in partnershi
p with Coleg Sir Gar,
whose students put on a recycled material fashion show. A staff/student ‘Bake
-
Off’ was
also held and a Fairtrade producer came to campus.
Similar a
rrangements are under way
for this year. The new proposed Fairtrade internships are int
ended to encourage
increased regular Fairtrade activity during the year.


External partnerships


The
U
niversity is also looking to develop constructive relationships with local authorities,
local businesses, local representative structures of voluntary or
ganisations as well as
consolidating its role in the
Regional Learning Partnership
(RLP) around the
sustainability and employability agendas. The Director of INSPIRE represents the
University on the Local Service Boards (LSBs) for Carmarthenshire and Cered
igion and
sits on the Strategy committee of the RLP. Both LSBs are currently considering the
potential impact of the Sustainable Development Bill and are interested in
learning from
the
University

experience. The Director of INSPIRE will be working with th
e RLP this year
to look at potential opportunities in south and west Wales around sustainable
development issues. One key area will be to support the links between heritage and
economic regeneration and offer new progression pathways..


The university inte
nds to recognise and promote the
economic benefit

that is generated
by
the
University and to engage our local community in a dialogue about how to ensure
that this benefit is maintained. The University intends to seek funding to pilot this
approach with an economic, social and environmental study of its impact in Lampeter to
info
rm a potential partnership on joint aims with Transition Llanbedr Pont Steffan.


Trinity Saint David University intends also to seek opportunities through partnerships to
be an exemplar of sustainable development practice in Wales and more widely and to
pr
omote the principles of sustainable development at international, national, regional and
local levels. The proposed
partnership
with the
Centre for Alternative Technology
(CAT),
announced last year, is moving to fruition and both CAT and TSD are looking fo
r
new joint course delivery in a range of areas: undergraduate, postgraduate,
apprenticeships, further education and CPD. Having sustainability at the core of our joint
vision will enable us to provide a general reference point, language and concepts for
all
students to engage across their disciplinary experience. Our joint goal is that our
educational activities lead to a more promising and secure future within a more socially
just, healthy, prosperous and biodiverse world.


New Hywel Dda Reader post in R
ural Health and Community Wellbeing


Aberystwyth University, the University of Wales Trinity Saint David and Hywel Dda Health
Board have come together to create a unique exciting new opportunity in the field of rural
health; the first Hywel Dda Reader/Chair of Rural Health and Community Wellb
eing. The
appointment was made at the beginning of February and the new postholder will be
based for half the time in Lampeter.
H
e will be responsible for leading research and policy
development for
all three partners
in relation to the following key areas
:



Community cohesion and engagement



Role of health and wellbeing in rural regeneration



Improved access to services in a rural area;



Service integration and workforce development models;

21




This is a very exciting development and, along with our proposed me
rger with Coleg
Ceredigion, has the potential to transform the offer available on the Lampeter campus.
We have already started engaging with our partner colleges to look at new workforce
development opportunities.


Leadership


Over time, we would expect the university to gain substantial recognition for its
commitment to sustainability, and for this commitment to be reflected in an increasing
number of students who will be attracted to
the University
because of its leadership ro
le
on sustainability. The University is determined to participate actively in key external
rewards systems and is delighted to have been shortlisted in the sustainability category
by the Guardian
(
http://www.guardian.co.uk/higher
-
education
-
network/2012/dec/17/university
-
awards
-
shortlist
).


T
his recognition for what we

aim to do
,

will
strengthen the University's credibility in this field

and enable us to engage
more
effectively
with others

with similar commitments
.


We have also committed ourselves to appointing
INSPIRE Professors of Practice
; the
first two of whom were appointed in 2012. Each Professor of
P
ractice undertakes to
engage
with the University on specific areas to further the sustainability agenda. The
University is now actively considering creating further fellowships and associate Chairs to
reflect this commitment.


Part of building a reputation for a university is ensuring

its name is associated with a
strategic agenda. The Director of INSPIRE sits on a number of UK wide
advisory panels

related to sustainable development in UK HE including the HEFCE/QAA work on the
interface between quality and sustainability issues; the Su
stainable Development
Research Network (SDRN) and the Sustainability Knowledge Alliance (SKA). She has
also been invited regularly to provide
keynote and other contributions
to annual
conferences and events run by

-

Higher Education Academy

-

NUS Global Acad
emy

-

Westminster Policy Exchange

-

Salzburg Global Seminar

-

Sustainable Development Research Network

-

Leadership Foundation for Higher Education


The University wants the student experience to be unique; each academic and
professional subject has an important contribution to make in advancing sustainability as
an education priority. By ensuring that 15% of the student experience at TSD is viewed
thr
ough a sustainability prism, we ensure that the world has more curious and inquisitive
learners to contribute to ensuring that the right decisions are taken to ensure all of our
long term futures and that more learners here than elsewhere will have the ana
lytical
skills to play their role.



Engagement/advocacy
commitments


Action


Delivery date


The University commits itself
to using Fairtrade produce
and to supporting the annual

Fairtrade event run in
2012 in partnership with
Students’ Union;;


Fairtrade Fortnight 2013
and internship
appointments on each
22


Fairtrade fortnight in
partnership with others


planning for this year’s
Fairtrade event
underway; internship
advertised

campus


The Regional Learning
Partnership will be
encouraged undertake a
sustainability impact audit to
underpin a regional vision
around sustainable
development issues



Proposal via Strategy
Group


2013


The University will
specifically look for
partnerships with local
authorities, voluntary
organisati
ons and
businesses in relation to
sustainability


Partnership with Hywel
Dda Health Board re
Rural Health and
Community Wellbeing
post; Ceredigion CC re
Strata Florida;

ongoing


The University Sustainable
Development Group will
identify which external
awards are most appropriate
to reflect activity



To consider which
external awards are most
effective in promoting the
university to future
students/staff


First meeting proposed
May 2013



Closing commentary: précis of activity

INSPIRE has taken a syste
mic approach to introduce the sustainability agenda
throughout the university. This systemic approach is


as far as we can tell
-

original
within the UK and therefore innovative but also fully replicable. All the learning on the
journey is being made avai
lable through open source mechanisms to other universities
via existing sustainability networks. The approach of INSPIRE at TSD is attracting the
attention of other universities both in the UK and elsewhere.

The core elements of transforming the university
’s commitment to sustainability have
been related to

Governance:

(support from the University Council, embedding sustainability in
strategic plans, specific articulation of commitments in all statutory responses to the
Higher Education Funding Council for Wales, the establishment of a Sustainability
Directorate, commit
ments in the Students’ Charter ; all staff sustainability skills survey
undertaken; public statement from VC on page 1 of TSD prospectus

23


Curriculum:

Commitment to embed a minimum of 15% sustainability experience into
all undergraduate students’ university

experience by 2013; discipline specific
approaches including Professional Practice and Associate Faculty underway, Faculty
Sustainability Plans prepared, innovative new Trinity Saint David+ Employability
Award (20% sustainability component) being pilote
d this year; new graduate attributes
agreed including ‘active citizenship; sustainability to be mandatory consideration in
validation arrangements

Campus:
Introduction of environmental/carbon management systems agreed;
Environmental Action Plan prepared; C
ycle to Work Scheme introduced this term,
Fairtrade status gained; Students’ Charter commits to achieve NUS Green Impact
award; new student sustainable living bursaries/scholarships introduced £9,000 2013];
staff/ student Sustainability Exchange set up in
cluding virtual ideas platform
accessible from intranet home page and INSPIRE blogging opportunity

Community:
external partnerships measured against sustainability criteria and key
strategic objectives of university; eg

innovative ‘Reader in Rural Health and
Community Wellbeing’ appointed in partnership with health board; new partnerships
with local authorities sustainability led
.

Values and Ethos

The University has sustainability principles at its heart.
It
has campuse
s in Carmarthen,
Lampeter, Cardiff, London and Swansea.
The
U
niversity combines pre and post 1992
institutions to give it both traditional REF research capability as well as more applied
research capability.
Ambitious plans to extend learning via further m
ergers with two FE
colleges will create a radical
dual sector offer. Sustainability principles provide a ‘golden
thread’ which runs through each of the mergers.


TSD is committed to “providing a high quality, bilingual, educational experience for a
diverse

community of learners, contributing positively to the social, economic and
environmental needs of Wales and pledges to deliver by “focusing on our teaching,
research and knowledge exchange as well as how we conduct ourselves in delivering that
mission”


F
ive key elements underpin the university’s values and ethos:


-

sustainability

-

employability

-

internationalization

-

culture

-

lifelong learning


The University

aims

to deliver an understanding of sustainability principles to all students,
home and abroad, and to enhance the employability of individual students through the
minimum of 15% curriculum and through the new TSD+ Award. The
University

experience
is underpinn
ed by a fundamental belief in the importance of culture, both the recognition
that a change of culture will be needed to challenge ingrained assumptions/practices as
well as the strong cultural commitment to Wales and bilingualism. The new confederal
unive
rsity structure will provide lifelong progression route opportunities from entry level to
level 8.


What makes our approach different?


24


Trinity Saint David’s approach differs from others as it aims to embed sustainability
throughout its curriculum and in all of its practice starting from first principles
.P
rior to the
commitment to establish INSPIRE, the university had no previous history o
f
active
involvement in the sustainability agenda. Now,
the University
is regularly used by HEA
and others to share
its
experience at HE
A/NUS

events(e.g. Green Academy, NUS Global
Academy) and on advisory panels (e.g. HEFCE LGM, SDRN and SKA).


We are not

aware of any other institution taking this systemic approach. As the Green
Academy reviewer said:
“The new sustainability institute at Trinity Saint David is a
bold attempt to embed sustainability deeply into a new institutional structure. Its
goals are a
mbitious and their achievement relies on strong leadership and the
ability to work closely with faculties to implement the new agenda of change.”



Jane Davidson February 2013