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1、From commitment to realityDelivering ambitious decarbonisation targets in the higher education sector23Delivering ambitious decarbonisation targets in the higher education sectorAcross the UK,universities and other higher education institutions are tackling decarbonisation head on,setting ambitious
2、targets that are decades ahead of the UKs ambition to be net zero by 2050 through incorporating their indirect scope 3 emissions.Executive summary The COVID-19 pandemic presented unprecedented pressures on the sector,not only affecting the viability of delivering on these ambitious targets but also
3、leading universities and other higher education institutions to fundamentally change the way in which education is delivered.Fast forward three years and the sector is primed for growth with development funding and projects kickstarting post-pandemic.However,uncertainty remains around how to step fo
4、rward and unlock university wide decarbonisation opportunities.As global sustainability consultants,our engineers,planners and designers are working with university estates teams across the world to meet these challenges head on.In this report we bring together our specialist advisory expertise acro
5、ss property,sustainability and decarbonisation,to outline a route forward for the sector on the journey towards net zero.How does the higher education sector move forward to achieve its ambition to deliver successful decarbonisation?1.Define and own2.Understand3.Plan4.Prioritise5.Collaborate6.Financ
6、e7.Implement8.MonitorNet Zero45Delivering ambitious decarbonisation targets in the higher education sectorForewordThe need to decarbonise has never been greater.Commitments to net zero are reshaping our approaches across business,industries,and markets worldwide.The climate emergency has led to both
7、 a shift in public and political attitudes,culminating in mass school protests in 2019 and an increased level of scrutiny on the need to decarbonise,leading the UK Government to revise their original target of an 80%reduction in emissions and be net zero by 2050.This changing landscape resulted in i
8、ncreased urgency from across the public and private sector to systematically rethink traditional business assumptions such as costs,risks,regulatory environment and the use of materials and resources with several institutions setting ambitious decarbonisation targets.For universities and higher educ
9、ation institutions,these targets were often decades ahead of the UKs net zero 2050 target and encompass a significant proportion of their indirect emissions.Post-COVID,the higher education sector,as with many other sectors,had to adapt quickly to a new model of operation.We are now emerging into a p
10、ost-COVID world with short time scales to deliver on decarbonisation commitments with a broad range of challenges to overcome.At Arup,we are committed to supporting the sectors transition to net zero.Our systematic approach to campus decarbonisation allows our clients to visualise where change can b
11、e most effective,affordable and practical in the short,mid and long term.We work with universities and other higher education institutions to address the pressing issues facing the sector today,whilst also futureproofing to mitigate against the challenges of tomorrow.Monkey Business Images67Deliveri
12、ng ambitious decarbonisation targets in the higher education sectorIntroductionFootprint The UK has over 160 universities and higher education institutions1.This equates to 1.4 million tonnes of CO2e annually2,associated with the burning of fossil fuels and purchased electricity for the 133 institut
13、ions that report on their emissions.This is only part of the picture.These figures do not account for the indirect emissions associated with the sectors upstream and downstream activities.These indirect emissions are also known as scope 3 emissions and,for a typical university,are primarily associat
14、ed with the purchasing of goods and services,student accommodation,student commuting(which includes transport between their home address and their term time address),business travel,and financed sources3.Decarbonising these emissions relies heavily on interventions to change behaviours and the consc
15、ious choice of individuals.This is much more complex and difficult to plan for,measure and influence when compared to heat and energy decarbonisation approaches.Scale of sector wide emissionsCurrently reported emissions compared to expanded scope based on latest industry guidance Scope 3 emission so
16、urce HESA reporting Updated guidance Waste Water Business travel Staff and student commutingSupply chain(purchased goods and services)including logistics Capital goodsFuel and energy used to transport fuel and energy to the institutionLeased buildings and vehiclesStaff homeworkingUK student travel a
17、nd international student travel term to home addressStudent accommodationStocks,shares,investments and endowments including pension schemes(financed emissions)Scope 3 reporting boundaries and quantification methods currently vary greatly across the sector and,as such,it is difficult to aggregate the
18、 total scope 3 footprint for the sector.There are currently efforts to standardise emissions reporting across the sector with a recently published guidance,Standardised Carbon Emissions Reporting for Further and Higher Education4.This guidance is welcomed,but likely to pose as a challenge to some un
19、iversities,due to increased reporting requirements.Taking this updated guidance into account,it is estimated at a sector level that the non-financed scope 3 emissions could be over eight times greater than the reported scope 1 and 2 emissions.Where financed scope 3 emissions are included,this could
20、be over twenty-five times greater5.Sector targets and progressIn 2010,a sector-level carbon reduction target was set to reduce scope 1 and 2 emissions by 43%between 2005/06 and 2020/21 59%of UK universities failed to meet this target6.5.Accelerating the UK Tertiary Education Sector towards Net Zero
21、w w w.queensanniversaryprizes.org.uk/wpcontent/uploads/2023/01/Accelerating-towards-Net-Zero.pdf 6.“Most UK universities have failed to meet their carbon reduction targets:Reducing ambition and embracing offsetting is not the solution”Higher Education Pol-icy Institute(HEPI)7.SOS Carbon Targets Data
22、set,Student Organising for Sustainability United Kingdom,w w w.sos-uk.org/resources-file/sos-uk-carbon-targets-data-set,accessed 05/01/2023 8.Estates Management record 2020/2021,Higher Education Statistics Agency,w w w.hesa.ac.uk/data-and-analysis/estates,accessed 05/01/2023 Monkey Business Images M
23、ark Hryciw1.The Higher Education Statistics Agency(HESA)publish data on all aspects of the UK higher education sector.This includes various sustainability metrics and reported GHG emissions for scopes 1-3.This data set includes 162 institutions who are listed as a dedicated higher education provider
24、.2.This is the aggregated emissions in the academic year 2021/22 for the 133 institutions(of the 162)who have submitted emissions data.3.Financed emissions include all the indirect scope 3 emissions associated with a universitys investments,endowments and pensions.Conversely,non-financed includes al
25、l the other scope 3 emission sources.4.Standardised Carbon Emissions Framework(SCEF)w w w.eauc.org.uk/scefHowever,for many universities,climate action is becoming a strategic imperative.This is driven by socially and environmentally focused values,in response to growing pressure from funders and par
26、tners,staff and current and prospective students.Many in the sector have set ambitious targets for net zero,which are often well in advance of the UKs net zero 2050 target and for many in the sector,include a commitment against some of their scope 3 emissions.Of the 162 higher education institutions
27、 in the country,55 have a net zero or carbon neutrality commitment covering their scope 1 and 2 emissions,some including all or part of their scope 3 footprint.7 Whilst this is only about 34%of the UKs universities,these targets cover approximately 60%of the sectors scope 1 and 2 emissions.8 If the
28、sector can overcome previous short comings and deliver against its ambitious decarbonisation commitments,it is critical to act in an urgent but considered manner.This requires focus on both the short-term wins,but also the longer term harder to abate emission streams.89Delivering ambitious decarboni
29、sation targets in the higher education sectorUnderstanding,planning,and working towards an ambitious decarbonisation commitment can be overwhelming and comes with several complex challenges.A pathway to campus decarbonisation1.Define and own The first step in any journey is to define the level of am
30、bition and to understand who is going to be responsible for delivery of the commitment.2.Understand Understanding where key emissions sources are,will ensure efforts to decarbonise are targeted within the right areas of the university.3.Plan Decarbonisation commitments can only be delivered,where th
31、ere is a clear understanding of what can be realistically achieved in terms of targets and milestones.4.Prioritise What are the most important actions?What order should they be completed and where can the biggest impact be achieved for the lowest cost?5.Collaborate Universities and other higher educ
32、ation institutions are interconnected entities that require support from local,national,and international stakeholders to deliver against their decarbonisation aims.6.Finance The financial costs of decarbonisation are complex.Having a clear understanding of the cost of decarbonising vs not decarboni
33、sing is crucial.7.Implement Moving from planning to action requires several detailed programmes,a clear understanding of who is doing what and perseverance to see it through.8.Monitor Understanding what is and what is not working is key to ensuring higher education institutions stay agile in working
34、 towards their overarching goal.From our experience,the successful delivery of a decarbonisation commitment can be broken down into eight key steps.Across each of these stages there will be certain challenges and considerations.This document has been developed to capture and consolidate some of the
35、key considerations that are required across the sector.These are by no means exhaustive,but act as a good point of reference to support further exploration at your institution.From our experience,the key steps for successful delivery are:1011Delivering ambitious decarbonisation targets in the higher
36、 education sectorThe first step in any journey is to define the level of ambition and to understand who is going to be responsible for delivery of the commitment.Step 1:Define and ownBuilding university-wide ownership and engagement Historically,for many universities,the ownership of decarbonisation
37、 targets sat within an isolated department,typically an estates team with a sustainability function or personnel within it.However,increased ambition and broader scope has meant the delivery of university targets must go beyond the remit of traditional estates or sustainability teams.Estates teams a
38、re nonetheless fundamental to the delivery of any commitment,due to the university estate having a prominent role in the decarbonisation of a range of emissions streams from heat,capital projects,commuting,to waste and water.Where targets include bought goods and services,financed emissions or inves
39、tments,business travel and international student travel(term time to home address),the role of the wider university is fundamental,and awareness and ownership must be integrated across the organisation.This requires buy-in,engagement and the right cultural context across the university;critically co
40、vering both academic and professional services departments.In response to an increasingly expanded remit,several universities have increased their estates teams to include a broader range of sustainability professionals.In many cases,these are newly formed or rebranded teams which take a more centra
41、lly focused position in the overarching university structure.This approach has been employed at the University of Exeter where,in their recent restructuring,the sustainability team has moved centrally to sit within the finance directorate.This builds greater visibility for their crosscutting role an
42、d highlights to the wider university that the delivery of sustainability targets is a strategic imperative.Regardless of where the team sits,the focus on building ownership and engagement across the university relies heavily on developing an awareness and understanding of the role of the individual
43、or team in delivering decarbonisation.The role of the sustainability(or estate)team should be that of a trusted advisor,in a delivery model of shared ownership and accountability.Securing buy-inPathway to successful decarbonisation Focus on engagement with senior leadership,highlighting where other
44、university aims are in conflict(or provide a co-benefit)with decarbonisation commitments;Ensure the onus is on key academic stakeholders to take a prominent role in the development of any commitments;Use clear and concise communication to build awareness and understanding of staff and students roles
45、 in the delivery of decarbonisation commitments;Consider the use of decentralised decarbonisation targets for certain emission sources i.e.business travel;Reshape university governance processes so that the emissions impact is factored into the institutions decision making and business cases.Queens
46、University Belfast Climate Management StrategyKey services providedClimate and sustainability servicesDecarbonisationSustainable buildings designPeople and organisationsThe project included university-wide surveys,online and in-person workshops and student summits,to reach as many university members
47、 as possible to develop an understanding of the issues surrounding what the task of decarbonisation entails.The result is a Climate Management Strategy that has been co-created by a significant number of the universitys staff and student population,with a bought-in and clear understanding of whats r
48、equired to start working towards delivery.Erik Lattwein13Delivering ambitious decarbonisation targets in the higher education sectorUnderstanding where key emissions sources are,will ensure efforts to decarbonise are targeted within the right areas of the university.There will always be an element o
49、f ambiguity in emissions quantification and the necessary assumptions particularly in scope 3 reporting.It is important to be transparent with assessment methodologies and highlight where there is reduced certainty in any assumptions.The University of Oxford have set a precedent in publishing their
50、Emissions Accounting Report 2019/20,which provides a detailed breakdown of their quantification methodologies.This is an excellent example of transparency and helps build understanding and knowledge across the sector.Step 2:UnderstandThe balance between accuracy and action Creating an accurate pictu
51、re of your emissions sources both now and in the future provides the necessary insight to develop targeted decarbonisation strategies.This picture must be robust,to ensure efforts are spent proportionately and focused in the right areas.However,there is a balance to strike and in certain cases,a nee
52、d to move away from over accurate,resource heavy accounting processes.It is important to ensure that once a robust breakdown of emission sources is developed,time is spent prioritising,planning and delivering these decarbonisation commitments.This is particularly relevant when developing future emis
53、sions scenarios.These scenarios provide a future emission outlook under different modelling assumptions and university growth predictions.They help define the level of ambition required by a university in delivering a decarbonisation target and should not be used to accurately predict a universitys
54、emissions in the future.They can also help with the prioritisation of actions today that mitigate the emission hotspots of tomorrow-for example the use of electrification to decarbonise heating.To ensure accurate reporting and benchmarking,an accurate emissions footprint,alongside a standardised app
55、roach,is fundamental for any meaningful benchmarking to take place.To date,translating the greenhouse gas protocol guidance into the higher education sector has resulted in several different interpretations,making benchmarking challenging.The recently published Environmental Association for Universi
56、ties and Colleges(EAUC)Standardised Carbon Emissions Reporting for Further and Higher Education,aims to rectify this.This guidance document highlights the levels of accuracy required to make meaningful decarbonisation action plans,providing direction where time is spent valuably to improve accuracy
57、and where certain approximations are sufficient.FocusedeffortsPathway to successful decarbonisation Conduct a gap analysis using the EAUCs Standardised Carbon Emissions Reporting for Further and Higher Education document;Use emission projections to inform business planning,focusing on the accuracy o
58、f assumptions with high levels of sensitivity;Improve accuracy of high impact emission hotspots;Aid transparency within the sector through sharing assessment methodologies and assumptions to build upon existing knowledge;Integrate automation into the forefront of reporting processes to ensure time c
59、an be spent on developing insights.University of Exeter Scope 3 Decarbonisation PlanArup supported the development of a scope 3 decarbonisation plan from now through to the universitys 2030 target.A key component of this plan was developing a meaningful prediction of what their emission footprint wo
60、uld look like in 2030.We developed a range of future scenarios which factored in both exogenous and endogenous parameters including planned University growth and broader decarbonisation trends.This informed programmes of activities to decarbonise key emission streams,including supply chain,commuting
61、 and business travel,providing clarity for the University on their net zero commitment and a plan to help deliver it.Key services providedClimate and sustainability servicesDecarbonisationPeople and organisations121415Delivering ambitious decarbonisation targets in the higher education sectorDecarbo
62、nisation commitments can only be delivered where there is a clear understanding of what can be realistically achieved.An engaged campus,is a successful campusStep 3:PlanUnderstanding conflicting strategic aims Across the sector,universities are looking to expand in several ways,from new buildings an
63、d research facilities,through to increased student numbers and a drive for a greater percentage split of international students.Each of these aims come with an emissions impact.In particular,the impact of international student travel to and from their home and term time addresses.For many universiti
64、es,international students are a key contributor to university income.Their higher fees contribute to the development of campus and research facilities,improving university rankings which in turn attracts more international students.Certain universities are aware of the environmental impacts that the
65、se policies have and are taking bold steps to understand and mitigate their impact.This approach has been supported with the recently published Standardised Carbon Emissions Reporting for Further and Higher Education,which scopes in the impact of student home to term address travel.This provides sev
66、eral challenges.The University of Oxford9,estimates that the emissions from student term to home travel is 14%of their total footprint.There is currently no clearly defined(or proven),short to medium term decarbonisation route map for the aviation sector,so this percentage is going to increase.Drast
67、ically reducing these emissions and working toward net zero carbon will require a rethink in the way that universities currently operate.In the short term,it is important that universities look to acknowledge this impact,aim to accurately report on these emissions and start doing what they can to re
68、duce them.Physical campus expansion through the construction of new buildings,is another area where there is a clear conflict between decarbonisation and the strategic direction of many universities.New buildings come with large emissions price tags,namely through the procurement materials and the c
69、onstruction processes required in their delivery.As a sector,the construction industry is quite mature in understanding and quantifying its carbon impact.This includes numerous industry guidance documents,standards,and targets for what good,looks like in the delivery of new buildings.Universities sh
70、ould challenge their supply chains to deliver ambitious performance targets and ensure that they are doing all that they can-as places of innovation and research-to help decarbonise the broader construction sector.Being open and transparent about these strategic conflicts is key to building a consen
71、sus across higher education for opportunities to reduce emissions.Completely decoupling growth in these areas from an increase to a universitys emissions,is extremely challenging and will rely heavily on factors outside of an institutions control.Over the coming years the sector needs to seriously f
72、ocus upon mitigating its impact and exploring ways to decarbonise some of the biggest contributing sources to its footprint.Pathway to successful decarbonisation Understand the emissions impact of key university strategies;Avoid claims of green washing by ensuring net zero commitments include the em
73、issions in high impact areas;Explore interventions to minimise students flights over the short to medium term including the use of branch campuses,longer term times for international students,alongside a better online teaching provision;Set ambitious whole life carbon targets for new construction wo
74、rks;Drastically reduce the need for student flying longer term through the exploration of new operating models.Creating a future focused campus for Sheffield Hallam UniversityAs part of Sheffield Hallams Climate Action Plan,we estimated the carbon emissions impact of their planned campus expansion a
75、nd student term to home address travel.We created two bespoke tools for Hallam to target,track and model their progress towards zero carbon.One which outlines direct decarbonisation actions for Scope 1,2 and 3 and the HECAT toolkit which identifies the potential for climate action across the whole i
76、nstitution.MHK PhotographyKey services providedDecarbonisationSustainable buildings design9 ww w.sustainability.admin.ox.ac.uk/files/environmentalsustainabilityreport2020-21.pdf 17Delivering ambitious decarbonisation targets in the higher education sectorWhere universities are unsure how stretching
77、a decarbonisation commitment should be,a science-based approach(i.e.,targets in line with the scale of reductions necessary to keep global warming levels below 2oC)is always recommended.The timescales and the need for urgency are pushing universities to take certain technological approaches.It is im
78、portant that any decisions made now,do not have a negative impact in the future.Universities should prioritise solutions that facilitate long-term whole life carbon reductions.For scope 1 and 2 decarbonisation strategies,a fabric first approach should be employed.Heat networks should be considered a
79、s a supporter transition technology and options should be kept open for future development for the hydrogen economy.Step 4:PrioritisePrioritising longer-term bigger wins Successfully delivering net zero commitments across universities and other higher education institutions will require an approach
80、that includes phasing many technical interventions and huge cultural shifts.The pressing nature of so many targets can make prioritisation difficult,with everything feeling like it needs to happen at once.Priority actions should be balanced to ensure it is not just easy wins being phased first.The l
81、onger-term programmes of work that bring the necessary structural and system changes need to start now,with enough time for them to be embedded before commitment dates are reached.Certain actions that will not result in direct,measurable decarbonisation,also need to be factored into plans.These can
82、range from university wide culture change programmes-which facilitate and unlock significant gains on other programmes-to reporting systems,which allow the progress of other interventions to be captured in annual foot printing i.e.,travel data collection methods.Universities with progressive scope 3
83、 net zero targets i.e.,2030 or sooner-will require an offsetting component.If offsets are to be utilised,they should be of the highest quality and informed by guidance such as the Oxford Offsetting Principles.It is important that this is not seen as an easy way out,and that universities prioritise d
84、ecarbonisation first,up to and past their initial net zero commitment.Pathway to successful decarbonisation Employ culture change programmes that aim to shift the culture of a university;Ensure technological improvements are considered holistically and allow for future flexibility in technological a
85、dvancements;Use a science-based method for decarbonisation targets and any use of offsets.Adaptive Pathways-a long-term approach to future uncertaintiesThe Adaptive Pathways model is a specific method of achieving a long-term strategic vision or goal whilst dealing with deep future uncertainties suc
86、h as climate change.Working alongside Conwy,Newport,and Pembrokeshire local authorities,we developed local area energy plans which explored the most effective route for the local area to contribute towards meeting both the national and local net zero target.This resulted in a costed and spatial plan
87、 that identified the change needed to the local energy system and built environment.Drawing on case studies from outside of the university sector helps to highlight how other industries and organisations are dealing with the challenge of prioritising actions today,which come with no regrets in the f
88、uture.What are the most important actions?What order should they be completed?Where can the biggest impact be achieved for the lowest cost?A cultural shift in the mechanics of universitiesKey services providedClimate and sustainability servicesDecarbonisation Ada Ihebom_Arup1619Delivering ambitious
89、decarbonisation targets in the higher education sectorUniversities and other higher education institutions are interconnected entities that require support from local,national,and international stakeholders to deliver against their decarbonisation aims.Step 5:CollaborateExternal collaboration for a
90、sector wide approach to decarbonisation and local influenceDelivering world class research is a core function and aspiration for many universities.For a university this requires attracting top academics,through state-of-the-art facilities and institutional freedom for researchers to manage their own
91、 time,projects,and budgets.Academics are in part,measured on the amount of research funding that they can bring to a university and the way certain funds are awarded,encourages budget allocations to be spent in full.This can create a culture of unnecessary spending.A key lever in reducing a universi
92、tys procurement emissions would include cutting out any unnecessary spending.The need to travel to conferences and seminars is a core component of academia,providing opportunities to network,build global influence and share new research findings.In certain institutions,presenting at international co
93、nferences is a requirement for career progression.Until the global aviation industry can demonstrably show progress on a route to net zero with proven technological advancements,demand reduction is the only option.Similarly with the need to curb the impact of international student flights,the univer
94、sity sector and academic community needs to also reduce its business travel impacts.Collaboration across the sector will be required to achieve the necessary culture shifts,to move away from these high emission practices.Only through sector wide consensus,buy-in from the academic community and their
95、 governing bodies,will change be possible.Working towards that aim will require individual institutions to take responsibility for initial changes to their internal practices.This has been evidenced at the University of Cambridge,where their human resource(HR)policies have been updated to remove the
96、 need for the delivery of international conferences,as part of their academic career progression.Uniting the sector for a common cause The role of a university goes beyond the walls of the institution and the collaboration delivered at a sector level.They have an important role to play as civic enti
97、ties,supporting and driving decarbonisation in the local area.This should be delivered by first setting an example to follow before support,lessons learnt,and knowledge is shared with local businesses and institutions.This approach is being championed by Manchester Metropolitan University who first
98、started delivering Carbon Literacy training to their students and staff in 2012.This was followed by the delivery of this training externally,to over 2,400 participants and over 240 trainers,who have then gone on to deliver Carbon Literacy training to more than 7,500 further participants.Pathway to
99、successful decarbonisation Vocalise challenges within your institution with wider working groups to build sector wide consensus;Utilise industry groups-such as EAUC working groups and/or the Russel Group-to leverage positive steps and instil best practice cross-sector;Successful decarbonisation is d
100、ependent on collaboration with internal and external stakeholders to raise awareness of any challenges within the universitys community;Positively focus on any barriers at your university to help change cultures and systems that encourage high emissions activities.University of Liverpool Carbon Mana
101、gement PlanArup delivered a comprehensive Carbon Management Plan(CMP)that not only considered Scope 1 and 2 emissions for the University of Liverpools estate through to 2030,but also developed a tool that allowed the university to test different scenarios and generate a carbon trajectory based on th
102、e boundaries and conditions specified.Alongside this,we provided the university with an engaging and informative report that described the current energy infrastructure across the campus in a bid to help stakeholders and students with a non-technical background better understand the energy strategy.
103、Key services providedDecarbonisationSustainable buildings designPeople and organisations James Copeland182021Delivering ambitious decarbonisation targets in the higher education sectorStep 6:FinancePathway to successful decarbonisation Establish a clear picture for the capital expenditure required f
104、or decarbonisation programmes factoring in what costs are already accounted for in university expenditure;Use sensible payback periods in operational costs saving analysis to form a complete cost value;Explore financing options through Salix funding grants and other financing opportunities for green
105、 investment projects or more innovative energy as a service schemes;Review the use of Revolving Green Funds on existing or newly proposed efficiency schemes to hep pay for new projects.The cost of decarbonisation One of the key questions facing all universities is how to pay for their decarbonisatio
106、n programmes.These costs can come in a range of different forms from large capital expenditure to increased operational costs.Understanding what these costs are and whether they are capital or operational is of the upmost importance.Typically delivering scope 1 and 2 decarbonisation programmes are v
107、ery heavily focused on capital expenditure,with operational savings helping provide return on investment.When an eye watering figure is placed on delivering a decarbonisation plan it can scare certain stakeholders.Clearly communicating what is truly uplifted additional cost,beyond already planned ca
108、mpus and maintenance expenditure is key for effective stakeholder management.Once a clear picture is established for increased capital costs,several options are available to help raise funds for these works.Several universities have capitalised on the Salix funding scheme,which can pay for a proport
109、ion,or all of the costs associated with decarbonisation projects.Beyond this scheme-which comes with certain restrictions-finance for green projects is an expanding market.There are several opportunities to use climate bonds or explore more innovative solutions such as energy as a service scheme to
110、pay for decarbonisation.The challenges around paying for capital costs can sometimes be more straight forward and the need to account for additional operational costs(hitting the university bottom line)may be more restrictive.Scope 3 decarbonisation will require greater investment in people and syst
111、ems and therefore likely to result in additional operational costs.Before a university opts for the recruitment of new staff,they should build capacity in existing teams.The costs of these initiatives may be covered in part using Revolving Green Funds10 or carbon levies placed on high polluting acti
112、vities.Acknowledging the cost of doing nothing should always be considered.Any cost benefit analysis should factor in the cost of not delivering on decarbonisation commitments,the reputational damage,and associated losses to income as a consequence.This should also factor into suitable payback timel
113、ines for certain efficiency interventions to demonstrate their long-term benefits.If money is to be spent,universities should prioritise using this money to help stimulate the local economy and increase local social value.Lastly,where offsetting is part of a net zero strategy this cost(and its large
114、 uncertainty),should also be factored in.10.A Revolving Green Fund is a process of setting aside energy saving costs from efficiency projects to support additional projects.A similar approach can be used where a carbon levy is placed on high emission activities.University of Gloucestershire boiler r
115、eplacementsAs part of the Universitys plan to remove fossil fuel usage across their Oxstalls and Francies Close Hall campuses,Arup supported the application for a Salix grant to install three separate heat pump schemes to replace gas boilers across the University:including within modern residential
116、blocks,a listed chapel,and a Victorian college.Our expertise ensured the optimum design for each individual site,saving carbon whilst maintaining performance.The financial cost of decarbonisation is complex.Having a clear understanding of the cost of decarbonising vs not decarbonising is crucial.Und
117、erstanding barriers to entry and fundingKey services providedClimate and sustainability servicesDecarbonisationPeople and organisations Wilmott Dixon23Delivering ambitious decarbonisation targets in the higher education sectorMoving from planning to action requires several detailed programmes,a clea
118、r understanding of who is doing what and perseverance to see it through.Step 7:ImplementCreating a culture to deliver ambitious commitments Successful implementation will require a shift in most university cultures,regardless of if their strategy is integrated,or if their delivery model is built upo
119、n shared ownership and accountability.Longer term within an organisation,stakeholders will buy into what is valued and rewarded by the institution.The choice of an individual is also heavily reliant on what is cheaper and more convenient.Decarbonising emission streams that require substantial change
120、s to the choice that individuals make,will only be possible in an organisation that builds a culture which encourages these behaviours.The easy-to-influence emission streams are typically the smaller proportion of a universitys footprint,which for the most part can be mitigated through technical sol
121、utions.For those emissions that are harder to influence procurement,business travel,student travel,etc.a greater impact can be achieved if a university can create a culture of change that both influences and changes the behaviours of its staff,students and external partners.In order to truly take ac
122、tion and implement these programmes of change,universities must galvanise people and mobilise organisations to drive and implement a fundamental shift in the model of business as usual.Taking actionThis multifaceted complex challenge will not happen overnight.Conventional thinking on decarbonisation
123、 now needs to move beyond the technical and focus on how it will be embedded into the organisation,its governance and culture.To simplify this problem,a successful outcome will require strategic direction which signals to people what the organisational priorities are,which will then trickle down int
124、o business practices and ways of working resulting in a culture of people doing things differently.Pathway to successful decarbonisation Understand where your key opportunities,risks and challenges are to develop a successful change plan that is fit for purpose and realistic in terms of investment r
125、equired;Define the required cultural shift and create a tailored plan to move from the current to the future state;Recognise and celebrate success through the introduction of new awards schemes and processes.Manchester Metropolitan Universitys Sustainable Buildings FrameworkEnsuring sustainability p
126、ractices are embedded within all new build and refurbishment projects at Manchester Metropolitan University was the key output for Arups development of their Sustainable Buildings Framework.Reviewing the Universitys current requirements,best practice across all sectors and consulting key stakeholder
127、s,allowed us to develop a new Sustainability Standard that would build upon Manchester Metropolitans already strong culture and understanding of carbon literacy.Key services providedSustainable buildings designFinance and economics Tak-Kei Wong2225Delivering ambitious decarbonisation targets in the
128、higher education sectorPlans need to be iterative,enabling universities to understand what is,and is not working to remain agile and work towards their overarching goal.Accelerating and managing the transitionStep 8:MonitorConfidently monitor progress with meaningful data One of the biggest battles
129、of trying to monitor progress is in the limitation of certain quantification methods.Where the quantification of emissions relies heavily on restrictive assumptions,demonstrating decarbonisation is sometimes not possible.This is particularly relevant in certain scope 3 emission categories.For exampl
130、e,the use of spend based calculation methods to estimate procurement emissions,results in estimated emissions being directly proportionate to spend.This provides several barriers,namely creating the case for investment in decarbonisation initiatives directed at these emissions streams.Working around
131、 these problems requires a clear understanding of where the reporting weaknesses are present before opportunities can be explored to improve the accuracy of any processes.Improving some of these short comings for procurement emission calculation,is heavily reliant on university suppliers understandi
132、ng and being able to provide emissions data in the correct format.The onus is on the university to ask the right questions,of the right supplier and being willing to provide the necessary support to suppliers to help build capacity in their supply chains.For more mature sectors-such as the construct
133、ion industry-universities should be looking to acquire actual carbon data from projects through whole life carbon assessments of new build and refurbishment projects.For transport emissions,infrequent surveys with limited response rates can be equally restrictive.Across the sector,there are varying
134、response rates from really good,to poor for both student and staff travel surveying.Universities should focus on surveys being easy and accessible that take no more than 5-10 minutes to complete,with the use of prizes as a good incentive.Post COVID,a key part of travel surveys should include the acq
135、uisition of data to estimate the impact of working from home and how frequently students travel to and from their home address.Pathway to successful decarbonisation Conduct a data review to identify weaknesses in existing processes;Explore the use of supplementary metrics to track data improvement p
136、rocesses i.e.percentage of procurement emissions using supplier specific values;Explore digital innovation to automate and support more accurate monitoring and reporting;Use off the shelf tools to aid efficiency and quality assurance processes e.g.EcoVadis for supplier data collection.2427Delivering
137、 ambitious decarbonisation targets in the higher education sectorSteppingforwardAt Arup,we are committed to supporting the sector transition to net zero.Our systematic approach to campus decarbonisation allows our clients to visualise where change can be most effective,affordable and practical in th
138、e short,mid and long term.Contact us for a discussion about where you are on the pathway and how we could help with your next steps.Can we help you along the pathway?Key contactsFurther readingAcknowledgementsWith thanks to the following,who took part in interviews as part of the research for this p
139、ublication:University of Oxford Tom YearlyUniversity of Exeter Fraser BrowningUniversity of Nottingham Gavin Scott University of Bath Peter Phelps University of Gloucestershire Dr Jon Furley Tim WhitleyDirector,Decarbonisation and Sustainabilitye:Tim.Wt:+44 161 602 9316Richard JonesAssociate Directo
140、r,Estates Decarbonisatione:Richard.Jt:+44 117 988 6731Nicole Rossiter(Key Reviewer)Associate,People and Organisationse:Nicole.Rt:+44 117 988 6721Adele FletcherSenior Sustainability Engineere:Adele.Ft:+44 113 237 8232Stuart Cannon(Report Author)Senior Consultant,Scope 3 Decarbonisatione:Stuart.Ct:+44 117 988 6857Future Ready UniversityDecarbonisation at Arup 26Education at Arup