Bricolage:The construction or creation of a work from a diverse range of things that happen to be available. The core meaning in French being, "fiddle, tinker" and, by extension, "to make creative and resourceful use of whatever materials are at hand (regardless of their original purpose)". The word is the equivalent of the English do it yourself, and is seen on large shed retail outlets throughout France.

A person who engages in bricolage is a bricoleur.

Ecoversity Journey 2004 - 2014

Phase 1- Environmental Management

• Unpromising starting point• Dreary campus suffering from under

investment• Unsafe and unhealthy, demoralising

staff, students and visitors • Car dominated, hostile to non-car

modes, energy inefficient building, fragmented and battered landscape

• Small islands of teaching and RKT • BUT signs of change……..

Phase 2- Sustainable Development • Ecoversity launched in 2005 • Recognition of the institutional and

societal issues, challenges and opportunities

• Address a number of significant institutional challenges

• Vision for embedding sustainable development across the whole of the University of Bradford – the living and learning experience

Phase 3- Post Launch Challenge 2006

• Complexity of the agenda ‘What is it ?’ • No road map ‘How to do it ?’ • Little visible change • Fragmented initiatives • Scepticism• Change academy

Re-thinking approach 2007 • HEFCE SDF Ecoversity StuDent:

2007- 2010 • Deliberate 3 curricula model:

formal, informal and physical• Small, core team appointed

alongside familiar pre-existing roles

• New VC – emphatic re-statement of support

• Bricolage – need for creativity, innovation, resourcefulness and do-it yourself to break and re-shape the culture

• Dynamic and transformational approach - leadership, decision making , curriculum, communication, impact evaluation and innovation

• Deputy Vice Chancellor appointed as Ecoversity Sponsor (30% workload) Core funding for Ecoversity from existing and embedded budgets

• £100Million campus regeneration budget – sustainability at the heart of the Master Plan

• Ecoversity and sustainability written into the Corporate; Academic and Teaching and Learning strategies

• Inclusive and democratic Ecoversity Task Groups open to staff and students, chaired by member of senior management team – report to an Ecoversity action group

Phase 3- Whole Institutional Change

Phase 3- Whole Institutional ChangeCampus

Increased green spaces

Pedestrian friendly

Enhanced social spaces

Phase 3 – Environment Performance • Carbon emissions reduced 15% 2006-09• 2 new biomass boilers- locally sourced wood chip• New computer shut down software, strategic

investment in green ICT • 13% reduction in gas usage and 5% reduction in

electricity consumption 2006-09• Recycling rates increased from 28% to 64% 2006-9 • Over 1,000 Lug-a-mugs sold saving over 100,000

disposable cups • 60,000 plastic bags per annum banned• Fair Trade University since 2006 – all sandwiches

made using locally sourced produce • 100% recycled paper throughout University

Phase 3 - Student engagement

I personally, would recommend ‘Ecoversity’ to anyone…

it’s not just about being eco-friendly, its about wanting

to learn, wanting to make a change no matter how small,

and wanting to learn life skills (Student Arfana Kouser 2008)

Phase 3 - Community and communications

Phase 3 - Institutional learning and knowing

Phase 3- Whole Institutional Change: Curriculum • University adopts UNESCO framework for

Education for Sustainable Development (ESD) to guide academic policy

• Academic staff seconded in each school to champion and develop ESD in all subjects and disciplines

• New regulations introduced requiring ALL courses and programmes to articulate ESD

• Monitoring and impact evaluation process via school plans, course evaluation feedback forms and annual monitoring reports track progress and achievements

7 Academic schools, 12,000 students, 500+

courses

• Change model – diffusionist, capacity building, good practice, resource flow, professional development, curriculum enhancement and innovation

• UNESCO – allow for explicit local translation and domestication to allow for relevance and meaning

• Identify, reframe, validate and value existing teaching and learning

• Stress Social, economic, ethical, poverty, health, etc Programme level engagement not modular

• Promotion of STEM subjects – often neglected in ESD

Whole Institutional Change Lessons Learnt

• Key Wider Institutional legitimation and identity building • Consistent, visible and stable support from the centre• Estate and environmental dimensions critical (tangibility)• Multi-layered approach – institutionally contextualised• Curriculum - Top down, bottom up, middle out, side-on • Connecting to the dominant discourses:

student experience, innovation, enterprise, inclusivity, research and KT

Whole Institutional Change Lessons Learnt • Strategic pragmatism - • Non linear change – chaos and creativity are good

(mostly)• Multiple levels of leadership and connectivity• Multiple tools required – how and when they

can/are applied is critical • You have to make the apple fall