Creating Major Change?Gloucestershire University’s route to

ISO14001 and beyondCarolyn Roberts

Director, Centre for Active LearningUniversity of Gloucestershire

U.K.Third International Conference on Environmental, Cultural, Economic and Social Sustainability, University of Madras, Chennai, India, January 2006

Institutional change• Several examples of the nature and process of

institutional change in universities working towards more sustainable practices – e.g. Downey, for Sheffield Hallam UK; Gudz, for British Columbia; Thomas for Melbourne, Australia; von Oelreich for Mälardalen, Sweden

• Also many examples of the changes occasioned by particular activities such as environmental auditing of a campus (Bardati, for Bishop’s University, Quebec)

• Few are long term studies, and most separate out curriculum from ‘housekeeping’ issues in considering whole institutional practices.

The University of Gloucestershire case study • University based in the Midlands/South West of

England• Higher Education courses since 1847, University title

since 2003• ‘Liberal arts’ College plus+• c. 10,000 Bachelor’s, Masters and PhD students,

including some distance learners• Teaching-led, research-informed • Diverse set of five campuses in three locations

(Cheltenham, Gloucester, London), some historic, some modern

The University Mission

‘is to create a dynamic and sustainable portfolio of learning opportunities for the communities it serves. Within this overarching mission, the University will contribute fully to the economic, social and cultural life of Gloucestershire and its region, while fostering national and international links. It will also develop an approach to social responsibility which reflects its commitment to sustainability and social justice.’

University of Gloucestershire

BS14001 Environmental Management Standard

• First English university to achieve British Standard ISO14001 for the whole institution, in July 2005, after three years of specifically working towards this

• Accreditation undertaken by the British Standards Institute

• ISO14001 intended to provide a framework for targets, responsibility and accountability, plus a driver for continuous improvement

• ENVOY electronic assessment ‘tool’ utilised for subsequent management

Other indicators of ‘sustainability’ practice

• Forum for the Future (NGO) identified the university as a – ‘Trailblazer’ institution, 1997, in their HE21 initiative funded by central government

• Highly commended for transport policy, ‘Green Gown Award’, 2006

• Highly commended, Times Higher Education Supplement Award ‘Outstanding Contribution to Sustainable Development’ 2006

• Shortlisted for curriculum development, ‘Green Gown Award’ 2007

Institutional Background to change

• Environmental and sustainability commitment in the University ‘Vision’ statement

• Institutional level policy and implementation strategies on sustainable development

• Vice Chancellor’s commitment to sustainability, including in the curriculum

• Strongly centralised quality assurance systems for teaching

Modelling Institutional Change – Simple models 1

1. Initiation Structure, clarity, advocacy,

champions, understanding

2. ImplementationResponsibility, empowerment,

pressure, Faculty development

3. InstitutionalisationEmbedding, organisational, strength, spread, facilitation

In Hopkins, 2002

Modelling Institutional Change – Simple models 2

1. Courtship2. Choosing the target (beginning)3. Expanding the scope of change4. Making connections and sustaining the

change process5. Rebalancing the campus to support

different ways of doing things6. Reflection on the significance of what

we have done7. Ending

Ramaley, 1994

The Four Factors for Success1. Pressure for change2. A clear, shared vision3. Capacity for change4. Action

UK Government Office for the South West, 2004

Modelling Institutional Change – Simple models 3

Appreciative Enquiry Approach1. Appreciating and valuing the best of

‘what is’2. Envisioning ‘what might be’3. Dialoguing ‘what should be’4. Innovating ‘what will be’

Hammond, 1998

Modelling Institutional Change – Simple models 4

• Staff• Style• Systems• Strategy• Structure• Skills• Super-ordinate goals

McKinsey, 2002

Modelling Institutional Change – Simple models 5

Another simple change model

Models of change in Higher Education, according to

Trowler et al, 2003• Technical-rational• Resource allocation• Diffusionist:epidemiological• Kai Zen or continuous quality

improvement• Models using complexity

Kotter’s Eight Stages of Change

1. Establishing a sense of urgency2. Creating a guiding coalition3. Developing a vision and strategy4. Communicating the change vision5. Empowering broad-based action6. Generating short term wins7. Consolidating gains and producing

more change8. Anchoring new approaches in the

cultureKotter, 1995

The Ladder of Divine Ascent metaphor

St. John Climacus’s text explains the ‘journey to Heaven’ as involving many challenging steps. The icon shows monks on the ladder, demons trying to pull them off, the mouth of Hades swallowing up those who have fallen off, the angels lamenting over those who have fallen, and people on the earth praying for those on the ladder. Christ is depicted at the top of the ladder, waiting for the successful ones to enter His holy Kingdom.

8. Anchoring new approaches in the culture

7. Consolidating gains and producing more change

6. Generating short term wins5. Empowering broad-based

action4. Communicating the change

vision3. Developing a vision and

strategy2. Creating a guiding coalition1. Establishing a sense of

urgency

Establishing an initial sense of urgency

Potential employability imperative for students

Vice Chancellor’s personal interest and emphasis

Desire to link curriculum and research activity in the

School of Environment to local, national and

international communities

UK Higher Education

awareness of ‘environmental

issues’ was strong in

1990s

Need for a unique institutional ‘selling point’

for student recruitment

Need for compliance with legislation (e.g. on

waste) at the time of external audit of the University (fear??)

Regional Development Agency interest in

‘environmental issues’

Establishing an initial sense of urgency

1. Drivers for change

• Generic Pressures to HE

• Specific institutional pressures

2. Drivers for change

• Political• Economic• Socio-cultural• Technological• Legal• Environmental

Creating a guiding coalition• From 1992 the ‘Environmental Management

Committee’ and from 2001 the ‘Sustainable Development Committee’, with sufficient power to drive the agenda

• The ‘best’ people, regardless of their roles, including academic staff/Faculty and professional support staff with responsibilities in key areas such as purchasing, estates, human resource management, external relations, curriculum, teaching and learning

• Need for understanding of both the external context and philosophy of SD, and the internal processes of the University

• A subsidiary ‘ISO14001 Working Group’ created in 2002

Developing a vision and strategy

• Wide ranging aspirations embracing all areas of the university’s practice

• Multiple goals and targets – managerial and educational

• Initially ‘environmental’ goals, and latterly ‘sustainability’ goals

• Evidence-based practice• Involving all staff and students as

collaborators

The University Vision

Is to be a high quality university with global reach which is passionate about:

• The creation and transmission of knowledge• Its students and staff working in partnership

for mutual benefit• Providing accessible opportunities for

learning at all ages and levels• Diversity, sustainability and social justice• Building on its Christian foundation

Sustainable Development

‘underpins each of the University’s strategic priorities and informs all elements of University life. The University promotes sustainable development, locally and globally, through teaching, research, knowledge transfer and the general conduct of its business.’

Definition

‘The University of Gloucestershire supports the definition of sustainable development as proposed by the Brundtland Report (WCED, 1987)

“development which meets the needs of the present without compromising the ability of future generations to meet their own needs”’

Definition continued..‘Sustainable development is recognised internationally and by the UK Government as having four main components, namely

• Social progress which recognises the needs of everyone

• Effective protection of the environment• Prudent use of natural resources• Maintenance of high and stable levels of

economic growth and employment’

The University’s Sustainable Development Policy is integrated with other University processes and is compliant with legislation and regulations.

The Policy is based upon commitment to the following principles:

  continual improvement, through setting objectives and targets, continuous monitoring and review;

  complying with, and where appropriate exceeding, applicable legal and other requirements relevant to our operations;

  prudent use of natural resources and the prevention of pollution;

  communicating University commitment to sustainable development across the institution and beyond.

Principles

Curriculum Strategy‘This is a constituent part of the Sustainable Development policy and is consistent with the University Teaching, Learning and Assessment Policy. It commits the University to Education for Sustainable Development, an area where the University aspires to be an exemplar of good practice. It will provide appropriate curricular opportunities for students to develop knowledge and skills relevant to sustainable development, and to explore values and attitudes, both their own and those of others.’

UNIVERSITY O FGLO UC ESTERSH IRE

DEGREE & DIPLOMA COURSES IN THE SCHOOL OF ENVIRONMENT

ENVIRONMENTALSCIENCES

HUMAN ANDCULTURAL

STUDIES

DESIGNSTUDIES

CD Co mmunity

DevelopmentEG Environmental

ManagementEV Environmental

PolicyET Environmental

Sc ienceGD Garden

Des ignGE GeographyGL GeologyHE Heritage

ManagementHG Human

GeographyLA Lands cape

Architec tureLD Lands cape

Des ignLN Lands cape

ManagementLP Local

PolicyNR Natural

Res ource

ManagementPG Phys ical

Geo graphyRP Rural PlanningWR Water

Res ource

Management

HG

GE

WRNR

EV

HE

GL

ET

PG

LD

LA

GD

CDLP

LM

EG RP

His tory

Leis ureManagement

Bus ines sAreas

SociologicalStudies

Vis ualArts

Touris mManagement

Theology

Multimedia

Englis hStudies

CommunitySudies

Politics

&Socie ty

H N D E TH N D E G

H N D L& G D

Utilities Strategy

‘This is a constituent part of the Sustainable Development policy and commits the University to responsible management of its utilities, and efficient operation of its premises, plant and equipment.’

Transport Strategy

‘This is a constituent part of the University’s Sustainable Development Policy and commits the University to encouraging staff and students to walk, cycle or use public transport and to discourage and thereby reduce the use of private vehicles by those travelling to, from and between the University and when conducting university business’

Waste Management Strategy

‘This is a constituent part of the University’s Sustainable Development policy and integrated with its purchasing policy or strategy. It commits the University to responsible management of its waste and to operating efficiently and legally in its purchasing, use and disposal of materials.’

Procurement Policy

• Procurement policy and guidance is extensive and commits the University to sourcing principally from suppliers holding membership of the SW Universities Purchasing consortium, which itself has a sustainable development policy

• Pressure on the supply chain by a major purchaser

• Guidance includes ‘refrain, reduce, reuse, recycle’ instructions

Buildings and Estates• Include a historic zoo and botanical garden with

lake, plus ‘listed’ sites• New buildings are designed to conform with

BREEAM standards of excellence, with high standards of energy utilisation, sustainable materials, sustainable drainage, building management systems/intelligence, low water use

• Some are being used as pilots nationally (e.g. photovoltaic roof on one major building)

• Older buildings are progressively being retrofitted (slow progress)

What did we do?• Environmental Management Committee initiated in

1991, with cross institutional representation. SubCommittee of the Senior Management Group

• Policy development, together with a set of strategies for implementation

• First ‘State of the Environment Report’ undertaken by staff and students in 1993, following local government guidelines

• Individual initiatives such as recycling drives, energy and paper awareness, ecological art exhibitions, mass bicycle rally, ‘environment week’, bus service

Communicating the change vision

• Using every vehicle possible to communicate the new vision and strategies (every trick in the book)

• Appropriate staff development for all, including student and staff induction

• Motivating and inspiring; going for challenging targets

• Linking the ‘housekeeping’ and the formal curriculum

• Mixture of ‘top down’ and ‘bottom up’ initiatives• Tried to be consistent in approach

Empowering broad-based action

• Getting rid of obstacles, including maverick ideas (“well, of course this doesn’t apply to me/our course/my research/my area of responsibility”)

• Challenging structures and pushing the boundaries, including University regulations, and asking ‘why?’

• Recognising immovable objects and circumventing them

• Drawing in student activity e.g. in community programmes and in reviewing the University’s operations

Generating short term wins• Media interest in environmental ‘stories’ • University hosts part of the national seminar series

on ‘Taking Responsibility: Promoting Sustainable Practice through Higher Education Curricula’, 1994-5

• University identified as an environmental ‘Trailblazer’ in 1997

• School of Environment achieves success and is identified as a national ‘Centre of Excellence in Teaching and Learning’, and wins £5M, in 2005. New ‘Centre for Active Learning in Geography, Environment and Related Disciplines’ established

Consolidating gains and producing more change

• Identifying ISO14001 as the vehicle for maintaining progress

• Review suggests areas for improvement, including limited progress on estates, water management, some areas of the curriculum

• Need to involve more students, and re-engage with the Students’ Union

• Need for more high profile initiatives • ‘Fairtrade University’ status achieved, July

2006

Anchoring new approaches in the culture

• Using the Quality Assurance system for teaching to promote ‘compliance’ in the curriculum

• Encouraging multiple interpretations of the phrase ‘SD’ by different groups

• Maintaining dialogue amongst different groups internal and external

• Enabling activity; promoting links• Sustainable Development Committee

reconfigured in September 2005, with reduced membership but a wider focus on social justice

The Gloucestershire approach to active learning

“The distinctive feature of the University of Gloucestershire definition of active learning is that it centres on the mastery of theory within a ‘learning by doing’ approach involving working in real places with actual people and live projects”

• Linking the thinking, doing and reflecting • Innovative ways of linking the theory and practice• Embedding active learning in all teaching• Innovative methods for developing blended learning• Active involvement of external agencies• Creative ways of assessing active learning• Underpinning practices by pedagogic research • Involvement nationally and internationally • Maintaining inclusivity• Making learning enjoyable for everyone

The Gloucestershire approach to active learning

What were the key drivers?• External pressure/stimulus/risk• Strong guiding coalition/team• Drawing on existing diversity of strengths

and interests in the University• Utilising a mixture of centralised and

decentralised decision making• Utilising diversity in the campuses as a

‘laboratory’ for experimentation• Publicity relating to early wins• New goals being adopted e.g. ISO14001• Serendipity

What did not drive change• Significant expenditure of resources, except time

(especially ‘transactional’ time). Costs included a junior part time ‘environmental manager’ from 2005, but the main responsibilities for administration were linked with Health and Safety

• Technology was not a principal driver, but ‘Envoy’ software assists in monitoring for ISO14001

• Agonising over ‘top down’ or ‘bottom up’ • Promotion or other financial rewards

Ambiguous issues• Students’ interest and attitudes are variable, and

challenging to harness except through the formal taught curriculum. Voluntary groups come and go.

• University Quality Assurance systems for teaching have vacillated in their support for ESD

• Research and curriculum strengths will vary with national patterns of recruitment and funding

• In the transformation from ‘environmentally friendly’ to ‘sustainable’, ISO14001 is insufficient.

8. Anchoring new approaches in the culture

7. Consolidating gains and producing more change

6. Generating short term wins5. Empowering broad-based

action4. Communicating the change

vision3. Developing a vision and

strategy2. Creating a guiding coalition1. Establishing a sense of

urgency

Models of change• Change is highly complex, not linear, but can

be steered to some degree• Many changes occur concurrently, change

breeds change• Change can be developmental or emergent• We shift rapidly and dynamically between

states• Goals are adjusted and we move towards a

new goal without achieving the first• No end point can be defined

What’s missing from the simple models of change?

• Key roles and strengths of team members• Communication amongst the team and beyond –

celebrating success: • Developing mutual support, a ‘community of

scholars’, through staff development• The role of the students, in joining and supporting

the enterprise• Evaluating the change and developing as a

‘learning institution’• Serendipity, and new opportunities, challenges (and

risks) appearing

Models using complexity• Indeterminate systems, hence outcomes are

not predictable. Can create likely conditions for change

• No locus of power; ‘power is’. System not directly controllable but open to indirect influence

• Multiple small changes provide suitable conditions for change

• Over-optimal supply of ‘tools’ required• Change champions are organic, intellectual

and skilled in praxis and creating affordances

Trowler, Saunders and Knight, 2003

Dreamtime as a metaphor of change?

Taking risks and dealing with the unexpected?

Please look at our websitehttp://www.glos.ac.uk/sustai

nability/index.cfm

‘Making a difference’