Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of employees

Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

Contents lists available at ScienceDirect

Renewable and Sustainable Energy Reviews journal homepage: www.elsevier.com/locate/rser

Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of employees Tarik Al-Shemmeri, Lucy Naylor Faculty of Computing, Engineering and Sciences, Staffordshire University, United Kingdom

a b s t r a c t Keywords: Greenhouse gases Global warming Energy conservation and renewable energy Energy saving behaviour Further education

Sustainable development within the educational sector provides an important opportunity to conserve energy and resources. However, much of the current debate on energy efficiency focuses on new builds or technical measures to adapt established premises; the potential to harness the energy saving behaviour of employees is neglected. Previous research has shown that within the domestic environment, participants’ socio-economic characteristics and environmental attitudes are strongly linked to their propensity to make energy savings and promote energy conservation. The objectives of this research are to examine whether these same principles could be applied to a business environment, in particular the educational sector. This research focused on staff at a typical college of further education in the UK. Two questionnaires were used as the most appropriate research tool for this investigation. This analysis is based on data from 330 employees at a Further Educational College in Staffordshire. The results indicate that energy saving behaviour is important across a wide sector of variables, with home owner status, social altruism and home installation of green measures determining people's views and opinions. Although the results have made positive correlation the analysis also exposed the need for a major change in the patterns of human behaviour towards environmentally sustainable alignment. Data from staff who did not want to take part in the surveys was also analysed for motivations and reasons. Recommendations were made for further study in this sector. & 2016 Elsevier Ltd. All rights reserved.

Contents 1. 2. 3. 4. 5.

6.

7.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Energy saving behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Research questions, study disposition and justification for the research selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Educational establishment use and energy saving behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Research method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5.1. Socio-economic groups hypothesises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 5.2. Pro-environmental attitudes hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Results and discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 6.1. Analysis of socio-economic grouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 6.2. Analysis of pro and anti-environmental attitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 7.1. Socio-economic groups hypothesises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 7.2. Pro-environmental attitudes hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 7.3. Other factors at work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Abbreviations: FE, Further Education; GHG, Green House Gases; HE, Higher Education; STA, Strongly Agree; SLA, Slightly Agree; N, Neither Agree or Disagree; SLD, Slightly Disagree; STD, Strongly Disagree E-mail addresses: [email protected] (T. Al-Shemmeri), [email protected] (L. Naylor). http://dx.doi.org/10.1016/j.rser.2016.08.004 1364-0321/& 2016 Elsevier Ltd. All rights reserved.

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

2

8. Recommendations for further work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1. Introduction

framework. They are summarised below;

The linkage between fossil fuel use and global climate change is now universally accepted [1]. Global climate change is a highly complex problem which has the potential to impact every sphere of life, and if left unchecked, its impact on people and ecosystems could be drastic [2]. Among the several human activities that produce GHG's, the use of energy represents the largest of those emissions [3]. It has also been demonstrated that economic growth and increased standards of living has led to a dramatic increase in electricity demand over the past decades and this too has led to a growing concern over increasing GHG emissions [4]. The topics of the ever-increasing demand for energy and the need for carbon footprint reduction have resulted in global awareness of the importance of a) the adoption of renewables and of b) energy conservation) [5].


At least 40% cuts in greenhouse gas emissions (from 1990

a) Adoption of renewables Renewable energy resources include; solar, wind, geothermal, ground and air source heat pumps and biomass from crops, agricultural and industrial waste and municipal waste. Renewable energy sources are usually considered desirable sources as they are natural and can regenerate after harvesting and are carbon neutral [6]. Renewable energy development is of great importance from the point of view of long term energy supply security [7], and should be in the energy strategies for all countries [8]. The use of renewables for electrical generation results in significantly less GHG emissions compared with fossil fuel energy systems [9]. In fact, renewable energy resources are best practices possible today to stand against the increasing risk of global climate change [10]. As the fossil fuel reserves are exhausted the energy economy will change from a chemical to an electrical base [11]. Many have predicted a drastic shift towards renewable sources [12], and have also forecasted how this change may impact communities by leading to self-sufficiency for energy requirements at a local level [13]. b) Energy conservation Energy conservation can be achieved through both, the adoption of technical measures and the changing of behaviour [14]. Consequently, energy conservation and related environmental issues are of increasing interest for psychological research [15,16]. In the UK, the IMechE (Institute of Mechanical Engineers), published an energy hierarchy [17]. This sets out technological opportunities and engineering-led solutions in the following themes;


Reduction of energy use.
Energy conservation – changing wasteful behaviour to reduce demand.


Energy efficiency – using technology to reduce energy losses and eliminate energy waste.


Exploitation of renewable, sustainable resources. The European Commission has set out targets for 2030 that all countries and businesses within those countries should be aiming towards and these are outlined in the 2030 climate and energy

levels).


At least 27% share for renewable energy.
At least 27% improvement in energy efficiency [18]. This has resulted in a fast-growing field of research that focuses either on the adaptation and resilience of buildings or the adaptation of their occupants, (and subsequent adoption of energy saving behaviour), to a changing climate [19]. This paper examines energy saving behaviour.

2. Energy saving behaviour Previous researchers have mainly focused on the energy saving behaviour in a household environment. These studies can be loosely grouped into three main themes; i. Householder commitment to energy conservation due to financial rewards. ii. Householder commitment to energy conservation due to variations in socio-economic groups. iii. Householder commitment to energy conservation due to differences in environmental awareness and attitudes. i) Householder commitment to energy conservation due to financial rewards Previous studies investigated how local government in the Netherlands could use interventions effectively to stimulate local residents to save energy. It was found that feedback, rewards and financial incentives are the most positively effective, whilst information, demonstration, free products and commitment were not. Limitations within this analysis included a low response rate, small geographical area sampled and the absence of detailed technical characteristics of the dwellings themselves. This would have made it unclear how this research would have affected the behaviour of the residents [20]. Other studies agreed that regular feedback was vital to increasing energy conservation behaviour [21]. Other research evaluated the influences of both financial and non-financial factors on encouraging electricity-conservation behaviour, within randomly selected Japanese households over an 8 week period. Within this investigation were three groups; a) reward only; b) reward with comparative feedback (their households performance in comparison to others; c) a control group. Both a pre and post experimental questionnaire was also conducted with all participating households [22]. It was concluded that, like many similar studies before, a financial incentive is effective in encouraging electricity conservation but that the findings of the comparative research were inconclusive. Although this study proved statistically positive for showing the effectiveness of financial reward against energy conservation, the experimental timeframe of 8 weeks was too short to yield significant results. A full year would have given a more realistic picture of actual energy

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

saving as comparisons could be made to previous years. There are also other contentious issues within this paper including the proposal of a New Ecological Paradigm (NEP). The NEP worked on participant's agreements/ disagreements (either strongly or partly) with 15 different statements. The questions used within the NEP tended to have a moral or ethical basis, rather than a scientific quality. Examples of these included: “Humans ingenuity will ensure that we do not make the earth unliveable”, “Plants and animals have as much right as humans to exist” and “The earth is like a spaceship with very limited room and resources”. The phrasing of these questions, although suitable for use within Japanese culture, may risk ridicule in western cultures and would invalidate the research. ii) Householder commitment to energy conservation due to variations in socio-economic groups Research in Greece examined seven energy saving variables and compared the responses against the demographics of the respondents. Several results were found. Firstly, the results indicated that as income increased households tended to be more willing to conserve energy as with their higher levels of affluence they could afford to invest in more energy saving technologies. Secondly, they concluded that gender, educational level and marital status do not affect householders choice with regards to the combination of energy saving activities undertaken. Thirdly, home ownership status has a positive correlation with energy conservation behaviours and activities [23]. It was also found that age was a statistically significant variable, as the age of the respondent increases, the number of reported energy saving conserving actions decreases. Lastly, environmental awareness was found to be a strong predictor of energy saving behaviour, which agrees with many previous studies. The first limitation with this research was that the questionnaires used were only limited to seven variables which only consisted of one simple question each. Examples of these simple questions were; “Are you switching lights off when necessary?” and “Are you switching off household appliances when not in use?”. The second limitation was that research only tested the householders intention to save energy and no actual energy readings were measured either pre or post questionnaire. iii) Householder commitment to energy conservation due to differences in environmental awareness and attitudes Many studies have been conducted into household energy saving behaviours in China; among these was a proposal for a conceptual model of environmental responsibility affecting household energy, in a sample area of Xuzhou, China. Results showed 3 principal findings; a) the stronger the environmental responsibility is, the stronger the energy- saving behaviour intention is; b) the stronger the energy-saving intention is, the stronger the behaviour of residence energy saving investment is; c) the environmental responsibility has an indirect positive effect on the behaviour of residence energy saving investment via the energy-saving behaviour intention. This study found no statistical relationship between any demographic variable other than ownership of house, family structure and education level [24]. The main limitation of this study being the small sample size-212 households, all in the same area. Other topical research in China has concluded that the Chinese government will need to develop new strategies and measures to inform and educate its citizens on energy saving at home [25]. This is one of the challenges that arise when comparing research completed in countries that have a markedly different culture is assessing their relevance to studies in awesternised society. For example, research conducted into apartment's residents’

3

energy saving awareness and behaviour in Korea used questionnaires, but the questionnaire options showed inequality between male and female participants [26]. This inequality would be unacceptable in awesternised society so puts the validity of the findings into question when considering it's suitability for testing in the UK. The social behaviour and acceptability of the synergy between society and its environment have a direct link to cultural backgrounds. Terraced properties were split between committed environmentalists and non-environmentalist, whereas semi-detached and detached properties tended to be the residence of individuals with mainstream attitudes (i.e. neither environmentalists nor nonenvironmentalists), [27]. Despite differences between the type of property a significantly positive relationship was found between home owner status and commitment to energy conservation measures. The most robust correlation was found to exist between environmental commitment and membership of a local community group or organisation, with non-environmentalists being the least likely to have membership of this nature, in both energy conservation studies in households [28] and water conservation investigations in domestic environments [29]. There was also found to be a strong correlation between commitment to environmental issues and age with younger participants demonstrating greater awareness of sustainability and of making actual energy savings. This was mainly due to older participants need for thermal comfort raking above the need to make energy savings [30]. This demonstrates the need for a balance between comfort and energy savings and should be promoted by sustainable companies [31]. There was also found to be a slight difference in educational levels, with most committed environmentalists being the most highly educated. This was displayed in many different topics of research including; household purchase related conservation [28] and urban household energy conservation [32]. Those households with occupants educated beyond level 2 (GCSE), exhibited a higher propensity to energy saving and energy efficiency. This correlation was also linked to having an awareness of the consequences of global climate change and possessing the acumen and necessary skills to be able to take effective energy saving actions [33]. This maybe in part because climate change has become a salient concept to those individuals and they would then have significantly higher proclivity to act in a more broadly environmentally friendly manner [34]. These participants may have all intentions to be sustainable and have the knowledge base to be able to do but they have not adopted energy saving behaviours [35]. For energy saving behaviours to be adopted at work, initiatives must take a top down approach [31]. Numerous energy conservation research papers have been published from studies in Europe, with the majority of research hailing from Sweden and the Netherlands. Back in 2006, research was conducted using a questionnaire study within 600 Swedish households to provide an insight to current energy saving behaviour patterns. It was found that many of the households questioned had energy inefficient behaviours that existed, either due to a lack of education/ awareness or even through “habit” [36]. One of the barriers to staff commitment to sustainable issues has shown to be a “Lack of information” [37]. Spanish research agreed that both affluence and environmental awareness could have both a direct and an indirect effect of households energy saving behaviour [38]. This research stated that campaigns to raise environmental awareness should take into account differences in terms of socio-demographic household characteristics and would therefore be made more targeted for each individual household, depending on their differing circumstances.

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

4

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

3. Research questions, study disposition and justification for the research selection From the aforementioned review of research which tackled three themes, concerning household commitment to energy whether due to financial reasons, socio-economic background or due to attitude towards the environment, research questions have been formed and this research aims to build on the results of the research above. To recap, the three themes previously mentioned that have been targeted by previous researchers are; i) householder commitment to energy conservation due to financial rewards, ii) householder commitment to energy conservation due to variations in socio-economic groups, and iii) householder commitment to energy conservation due to differences in environmental awareness and attitudes. This research asks the question whether these could be used to determine employee commitment to energy conservation in the work place. When making energy saving, householders have a vested interest as there will be a direct monetary reward, so these household “energy saving models and systems” that past researchers have developed, incorporate intrinsic motivation. The challenge lies when the target group for energy saving will receive no monetary reward and the inbuilt motivation only exists as existential social altruism. This challenge has formed the basis of this research. This will therefore exclude theme i) from the previous research. Based on previous research the following research questions have been formulated: i. What are the main socio-economic factors related to energy saving behaviour of employees? ii. Among which socio-economic groups are the impact of environmental attitudes on energy saving behaviours stronger or weaker? Based on previous research it would be expected that socioeconomic factors that demonstrated a significant correlation for engaging in energy saving behaviours would be; housing typewith terraced housing making the more significant contribution, home owner status-with those participants who are home owners saving more energy than those who are not, age-with younger staff being more informed on environmental issues, membership of a community group-correlating with a positive effect on energy savings and lastly level of education-the higher the level the greater the commitment to environmental causes. We would expect those individuals who had pro-environmental attitudes to also have the greatest awareness of energy conservation issues and that it would also be those individuals that were most committed to energy saving. The knowledge of individuals on environmental and sustainability issues is very important. Individuals who initiated or enabled organisational change towards sustainability possessed good environmental knowledge or were already committed to change. Currently, only slight emphasis is being placed on to research into the energy saving behaviour of employees. A recent investigation highlighted that only 18% of research papers,(with this focus), presented an energy saving model for use within UK businesses but that the CO2 emissions from UK businesses accounted for 53% of the total figure for the UK [39]. For environmental objectives to become part of the overall business plan managers need to distinguish between three substantive levels of integration. These are a) co-ordination- avoiding contradictory polices; b) Harmonisation-bring environmental objectives on equal terms with section objectives and c) Prioritisation-ensuring that environmental objectives are prioritised in

departmental objectives. It should however be noted that these integration strategies would be made redundant without effective enforcement [40]. Promoting energy saving behaviours within the work place can be seen as helping behaviours. These types of behaviours can be vitally important for team success as they capture many of the interpersonally oriented behaviours that support the motivational and social context within which organisational work is accomplished [41]. Previous studies have theorised that environmental concerns stem from three different belief systems- concern for one's own future, concern for the future of the next generation and concern for the planet as a whole [42,43]. Other studies have disagreed with this concept and stated that environmental concerns are more likely to arise with environmental awareness and awareness of consequences linked to environmental issues [44]. Alternative research suggests that personality traits such as “Agreeableness”-related to levels of empathy, and “Openness”-related to a cognitive ability and a concern for the wider environment were contributing factors in finding different peoples propensity for environmental concern at work [45,46]. It should be noted that data from certain studies was taken from surveys that only had questions that had tenuous links to environmental issues rather than direct association or looked at a national rather than individual level. Individual motivations for investing in both renewables and energy efficiency at a community level were examined. It was found that the main reasons for participation were gain, (i.e., decreasing energy costs etc) and normative, (i.e., such as addressing climate change). However, it was also found that in the background hedonic motivations were also present, suggesting that integrating into a community and having fun within that said community could also act as motivational tools for investing in renewables [47]. There is a positive correlation between employee commitment to an organisation, job satisfaction and sustainable behaviours at work [48]. Could this finding have cross over reach to the “staffing community” found in large companies? Of UK employment there are 40,146 premises that are occupied by public sector businesses. Only 0.3% of these premises get more than 50% of their electricity from renewable sources and only a further 1.4% get 41% of their electricity from renewable sources [49]. Among the least energy efficient buildings in the UK are educational establishments. Many have an energy rating “E” with Manchester University having the highest energy consumption of all buildings listed [49]. It is on this evidence that an educational establishment has been used as a case study.

4. Educational establishment use and energy saving behaviour The EAUC (Environmental Association for universities and colleges) [50] state that without the support of staff and students it would be an impossible task to work towards a sustainable college. There is a recognised need for professionals (including teachers) who can deal with pressing sustainability challenges and who can effectively facilitate their students to participate [51]. To date, of the meagre research that has been conducted in this field, almost all of the research has been piloted within the HE (Higher Education) sector. Much of the research includes the promotion of energy saving measures within halls of residence, ensuring the students turn off appliances when not in use and promoting energy saving devices, [52]. This investigation was conducted in Lagos. Other studies, in Taiwan, focused more on the different methods of promoting green issues and motivating students to participate in green issues, including the use of social networking sites to reach a large audience [53]. Within the UK, energy conservation research that involves studying the behaviour

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

of members of an educational establishment is very lacking, clearly indicating that there is a pressing need for both the research itself and also funding so that the research can be conducted. One such study has been conducted [54], within the HE environment of Bath University. The research measured the effect of feedback on changes in the students’ energy saving behaviours within their halls of residence but did not target any employees at this institution. Alternative research suggested that parents’ environmental awareness had a weak but statistically significant impact on the energy conservation behaviour of their children, but failed to investigate the impact that teachers and the wider curriculum may have on the learner's attitude and awareness of environmental issues [55]. Previous studies conducted at 5 different HE institutions, [48], found that the implementation levels of energy conservation strategies showed a positive correlation with implementation outcomes. This suggests that the greater importance and training the HE institution gave to the implementation of these strategies, the greater the energy-saving outcomes. If greater emphasis was placed on sustainability issues by the core management team, the perception of the college being energy efficient by the employees would change to a positive correlation [56]. Once awareness is increased and perceptions changed, actual energy saving behaviours could be introduced, monitored and real savings made. One possible method of delivery would be through peer learning although this would only be successful if all trainers are fully committed to the process [57]. There has been very little research conducted within FE (further education) establishments in this field, none of which is yet in print. Many buildings in the FE sector often have poor fabric, inefficient appliances and heating systems, poor controls and low levels of occupant energy awareness. This is mainly due to the fact that these establishments have grown over the years due to a response to the needs of the local communities, i.e. their educational requirement, rather than a planned expansion with sustainability in mind. This lack of study combined with recent cuts in funding and subsequent redundancies mean that sustainability and environmental issues are far from a priority. Annual energy costs for the Further and higher education (FHE) sector are around d400 million, resulting in CO2 emissions of around 3 million tonnes per year. It is, however, possible to reduce these emissions by around 25% [58]. Further and higher education (FHE) is a growing sector, with student numbers increasing by a factor of five over the past thirty years. This means that the energy consumption of colleges and universities is also growing. Establishments are under constant pressure to provide optimum learning facilities on a limited budget so it makes sense to look at the way energy is used in order to release much needed additional funds for curricular resources [58]. Cutting carbon emissions as part of the fight against climate change should be a key priority for Universities and Colleges – it's all about getting your own house in order and leading by example. The UK government has identified the Higher Education sector as key to delivering carbon reduction across the UK in line with the Climate Change Act targets, and the HE Carbon Management programme is designed in response to this. It assists Higher Education institutions in saving money on energy and putting it to better use elsewhere, whilst making a positive contribution to the environment by lowering carbon emissions. Implementing a few simple techniques can reduce energy consumption. It will also boost the environmental credentials of a college or university, which could influence the number and calibre of students attracted and retained [58]. Education on environmental issues should act as a tool to help students make future decisions on energy needs, adoption of renewables and also adoption of appropriate attitudes. With this

5

research being conducted on staff within an FE environment it is important to ensure that all staff also have the correct environmental awareness and attitudes as their behaviour will influence their learners [59]. The impact of environmental attitudes between the different socio-economic groups is of high importance as it can be used to write simulation models to save energy in other FE establishments or to write informed sustainability plans [27].

5. Research method This study focusses on staff involvement with energy saving and environmental projects. 330 staff were asked by e-mail to be involved in this research, by completing a 2 part questionnaire. Sending the e-mail 330 staff ensured that over 80% of the staff were represented across the entire spectrum of departments. The e-mail was sent to a wide cross section of staff, in an East Midlands college of Further Education. As this questionnaire was sent college wide and all were encouraged to participate, it decreased the risk of selection bias where only those environmentally aware or interested in energy participated. The first part of this questionnaire was to establish their current level of commitment and awareness of green issues, such as recycling, renewable energy, current energy use and sustainability. This was then cross referenced with such variables as a) Department-including level of teaching if curriculum staff, b) age, c) home Owner status and type of dwelling, d) installation of renewables at their residence, e) method of travel to college, and f) commitment to any charity work and lastly g) involvement with any local community group. The second part of the survey was based on their perceptions of environmental issues. The employees were asked for their opinions on 15 environmental statements. The employees were made aware that there was no right or wrong answer that it was just their personal point of view. To assess the views and attitudes of the staff towards environment, energy and its use, the fifth Likert Scale was used. This is a very popular method for measuring attitudes and recording the extent to which a person agrees or disagrees with a particular view [48]. The scale consists of the five following levels: strongly agree, agree, neither agree nor disagree, disagree, strongly disagree [60]. The abbreviations STA, SLA, N, SLD and STD have been used and are also previously listed in the abbreviations. These 15 statements are listed in Table 1. Table 1 Statements used in part 2 of the questionnaire-perception of energy. Perception statement 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

The college is very energy efficient The college wastes energy I am concerned about my own carbon footprint I am concerned about the colleges carbon footprint Recycling in the college is important Recycling at home is important Using renewable energy is not harmful to the environment Wind turbines are harmful to wildlife I would rather live next door to a nuclear power station than a wind turbine The college should purchase their electricity from green (renewable ) sources Being comfortable in a classroom (i.e the right temperature) is important to me The college being energy efficient is more important than using air conditioning when warm/ heating rooms when cold. I would be willing to invest in renewable energy schemes in the local community (please note you will NOT be asked for any ACTUAL money) The government should invest more money to support renewable energy I would vote for a political party if they promoted green energy.

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

6

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

The last part of the questionnaire focused on energy savings made by each participant. They were each asked to judge their own energy use by answering 6 simple questions; a) Do you switch off the PC when you are occupied with something else in the LRC/Computer rooms? b) Do you turn off the stand by button on your PC when leaving the LRC/computer room at lunch or the end of the day? c) Do you turn off the stand by button on your monitor when leaving the LRC/ computer room at lunch or at the end of the day? d) Do you ask to open the windows or the doors when the air conditioning or the heating systems is on? e) Do you ask to open the blinds to let the sun in during the winter in order to warm the living space? For the last part of the questionnaire participants were instructed to complete these questions; always/ sometimes/never. All questionnaires were anonymous and were conducted on a voluntary basis. A pilot testing of the questionnaires was completed within one staffroom to ensure that it could be completed within a timeframe and also to make sure that it was legible and could be understood by a variety of staff. This was in order to make any necessary corrections before the questionnaires were disseminated to the wider college. This pilot group was asked for comments and valid suggestions formed adjustments, including the sequence and layout of questions. These comments were considered and adjustments were made. As all parts of the questionnaire were “self-reported” behaviour it means that the data cannot be immediately translated into conclusions for actual energy savings. The behaviour measured was selfreported. It has been noted that there is a gap between self-reported and actual behaviour [27]. Therefore the data used in this study could be referred to as subjectively reported data and not actual observed data. Although this strategy has limitations and drawbacks it is a commonly used strategy within research on individual behaviours across a wide range of disciplines [33,61]. The questionnaires might also be contaminated by those respondents filling in answers as they wish they were doing or were willing to do in principle, rather than as they were actually doing in real life. However, as the main focus of this research is not to estimate actual levels of energy use but to capture and analyse tendencies, group differences and attitudes this remains a valid piece of research. Two more important methodological considerations should be that when using self-reported data you are likely to get a) overestimations of energy saving due to social desirability and b) over estimations of correlations between attitudes and “self-reported” behaviour [27]. Excel 2010 and the Statistical Package for Social Science (SPSS) 20 for windows were used for the analysis of all parts of the questionnaire. In research significant correlations are usually tested at a 5% significance level. In this research significant correlations, were measured at where the threshold of significance was set at both 1% (0.01) and 5% (0.05) and annotation will donate at which level significance was found. This investigation tested the correlations using both Spearmans rank correlation coefficient and also Pearsons correlation coefficient. Spearmans rank correlation ⎛ 6 ∑ d2 ⎞ co-efficient ⎜ R = 1 − 3 ⎟, is used to identify and test the ⎝ n −n ⎠ strength of a relationship between two sets of data and Pearsons ⎛ ∑ xy ⎞ ⎟ is used to measure the Rank correlation co-efficient ⎜ r = ⎝ ∑ x2 ∑ y 2 ⎠ strength between variables and relationships.

above equations, based on findings from previous research; There are significant correlations between the following variables; i) Actual energy saving/knowledge of environmental issues and housing type with terraced housing exhibiting the greatest correlation. ii) Actual energy saving /knowledge of environmental issues and home owner status, with home owner status exhibiting the greatest correlation. iii) Actual energy saving/knowledge of environmental issues and age, with the youngest staff members demonstrating the most positive correlation. iv) Actual energy saving/knowledge of environmental issues and membership of either a community group or local charity. v) Actual energy saving/knowledge of environmental issues and level of teaching, with the highest showing the greatest correlation. vi) Actual energy saving/knowledge of environmental issues and pre-installation of renewables. There are not significant correlations between the following variables; i) Actual energy savings and commute type These hypothesises will then be examined to discover the relative importance between the different factors. Before the Pearsons and Spearmans correlation coefficients were established for the Pro/antienvironmental attitudes, chi-

( O −E2)

squared analysis ∑ E was conducted college-wide, on all variables. Chi-Squared is where the null hypothesis states that there will be no variation between the different answers. For this part of the analysis df ¼4 and the threshold of significance is set at 1% (0.01). 0.01 has a threshold value o13.28 for four degrees of freedom. Chi-squared analysis will highlight those answers that had the most significant responses for STD and STA. Once this primary analysis is completed then the Pearson and Spearman correlation coefficient, will be found for the most significant correlation across the socio-economic demographics, to further drill down where the significance lies. The following hypothesises were tested by using both Pearson and Spearmans and were based on findings from previous research. 5.2. Pro-environmental attitudes hypothesis There are significant correlations between the following variables; i) Pro-environmental attitudes and housing type with terraced housing exhibiting the greatest correlation. ii) Pro-environmental attitudes and home owner status, with this exhibiting the greatest correlation. iii) Pro-environmental attitudes and age, with the youngest staff members demonstrating the most positive correlation. iv) Pro-environmental attitudes and membership of either a community group or local charity. v) Pro-environmental attitudes and level of teaching, with the highest showing the greatest correlation. vi) Pro-environmental attitudes and pre-installation of renewables. There are not significant correlations between the following variables; i) Pro-environmental attitudes savings and commute type

5.1. Socio-economic groups hypothesises The following hypothesises were tested, using both of the

These hypothesises will then be examined to discover the relative importance between the different factors.

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

6. Results and discussion Of the 330 employees who were asked to participate in the survey only 132 responded positively and completed most sections. The completion rate of 40% was lower than originally expected; however, this response rate is still above valid levels. When conducting surveys, if no incentives are offered for participants other than the taking part the participation rate maybe as low as 16% [62]. The staff who did not want to take part in the surveys were also analysed for motivations and reasons to their non-participation. This data was gathered by e-mail asking the staff to highlight their reason from a list. 6.1. Analysis of socio-economic grouping When analysing the results the first section in consideration is the correlation between socio-economic factors and actual energy savings. We will also be examining the relative importance of these factors in relation to each other. The correlation coefficients found for Pearsons and Spearmans rank are found in Tables 2 and 3 respectively. From Tables 2 and 3 it is revealed that there are some clear patterns. Among the socio-economic groups, four factors stand out as being consistently significant at the 99% confidence level (0.01), i.e. department, level of teaching, membership of local community group, membership of a local charity, pre-installation of renewables at the family residence. Different departments exhibited a strong correlation with reported actual energy savings, such as turning PC off, turning monitors off etc. Within the variables academic and estates staff showed the strongest correlation with executive and business support staff showing the least. This was also true for knowledge of renewables and commitment to recycling. The level of teaching-from none to teaching on a level 6 programme showed positive correlations across the board indicating that although correlations were found that there was

7

fundamentally no difference between the different groupings. Both commitment/Involvement with a local community/charity groups showed strong correlations between these two variables and pre-installation of renewables in the family residence. However, commitment to a local charity showed consistently higher levels of correlations to other variables such as actual energy savings and recycling of various articles. Pre-installation of renewables at the family residence had a consistently significant correlation across both actual energy savings and commitment to recycling. Other variables also exhibited some significant correlations, albeit not as consistently as those variables listed above. Commuting only showed a minor correlation to 95% for some energy savings and recycling articles, surprisingly the highest correlation were with those staff who commuted to work via cars. Although home owner status showed high correlation (99%) for a couple of variables; turning off lights and recycling furniture, this was not as consistent as expected from prior research. A few more 99% correlations were found for age and recycling, with older members of staff showing the strongest commitment to recycling. An interesting correlation for this variable was found to exist for having knowledge of the environmental policy. This showed a positive correlation with an increase in age, indicating that the older the employee the more knowledge of the environmental policy. However, this is a false positive as the case study in question had no up to date environmental or sustainability policy. Later during dissemination of the questionnaires staff who had indicated yes for having knowledge of the policy revealed that they believed it was either the instructions on the recycling bins or posters in the library asking people to recycle paper. 6.2. Analysis of pro and anti-environmental attitudes Table 4 shows the results of the Chi-squared analysis and lists all positive associations at a college wide level. This information was then analysed at variable level. Pearson correlation

Table 2 Pearsons correlation coefficient for the effect of socio-economic factors on energy savings and knowledge of environmental issues. Variable Department PC off occupy PC off end Monitor off end Windows Blinds Lights off Recycle Clothes Newsp Mags Shoes Mobile Battery Car oil Cook oil Paint Garden waste Food waste Furniture Bins Paper bins Enviro Policy Renew Install n

nn

 0.317 0.169  0.237n 0.078 0.222n  0.041 0.055  0.143  0.093  0.149  0.231n  0.041  0.290nn  0.057 0.075  0.015 0.073  0.080  0.375nn 0.184 0.172 0.006  0.254nn 0.110

Level of teach n

0.4  0.282nn  0.262nn  0.229n 0.216n 0.244nn  0.101  0.013  0.088 0.99 0.063 0.011 0.108 0.045  0.065  0.094  0.078 0.022 0.286nn  0.198nn  0.171  0.164 0.059  0.034

Commute to college  0.076  0.014 0.034  0.125  0.214n 0.072  0.210n  0.348n  0.003  0.232n  0.156  0.069  0.0099  0.048  0.002  0.106 0.021  0.079  0.174 0.054  0.092  0.050  0.089 0.072

Community n

 0.214 0.073 0.013 0.061  0.077  0.140 0.050  0.050  0.135  0.086 0.189n 0.131 0.171 0.066 0.047 0.050  0.082  0.084 0.003 0.160  0.032  0.135 0.114 0.499nn

Charity

Residence

Age

Installation

Home owner

 0.080  0.285nn  0.162  0.103 0.045  0.016 0.059  0.050 0.077  0.037 0.242n 0.259nn 0.263nn 0.249nn  0.003 0.108 0.337nn  0.061 0.162 0.206n  0.191n 0.191n 0.135 0.273nn

0.074  0.181 0.019 0.026  0.014  0.002  0.085 0.144 0.091 0.022  0.040 0.196n  0.115 0.064 0.034  0.106  0.082 0.102 0.080  0.163 0.009  0.138 0.063  0.237n

0.079 0.173 0.038 0.025 0.140 0.135  0.015 0.275nn  0.070 0.177 0.179  0.136 0.3nn 0.123 0.031 0.344nn 0.217n 0.026 0.454nn  0.050 0.010 0.323nn 0.133 0.131

 0.031 0.285nn 0.032 0.061  0.140  0.090 0.068  0.050  0.127 0.004 0.139  0.038 0.153  0.214n 0.080 0.383nn 0.024  0.042 0.074 0.093  0.009 0.068 0.065 –

 0.082 0.022 0.051  0.116 0.068 0.244nn  0.037 0.076  0.102 0.173 0.013  0.079 0.028 0.149  0.046 0.155  0.061 0.013 0.250nn  0.020  0.007 0.034 0.041 0.171

Significant to 0.05. Significant to 0.01.

nn

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

8

Table 3 Spearmans correlation coefficient for the effect of socio-economic factors on energy savings and knowledge of environmental issues. Variable

PC off occupy PC off end Monitor off end Windows Blinds Lights off Recycle Clothes Newsp Mags Shoes Mobile Battery Car oil Cook oil Paint Garden waste Food waste Furniture Bins Paper bins Enviro Policy Renew Install n

Department

Level of teach

Commute to college

Community

Charity

Residence

Age

Installation

Home owner

 0.313nn 0.207n  0.286n 0.085 0.233n  0.024 0.049  0.145  0.046  0.089  0.231n  0.047  0.265nn  0.041 0.080  0.005 0.082  0.054  0.423nn 0.186 0.227n 0.010  0.210nn 0.084

0.421n  0.285nn  0.287nn  0.215n 0.222n 0.217nn  0.106  0.007  0.069 0.92 0.076 0.017 0.125 0.047  0.069  0.083  0.072 0.019 0.314nn  0.204nn  0.178  0.159 0.063  0.048

 0.062  0.035 0.072  0.136  0.184n 0.043  0.236n  0.447nn  0.005  0.186n  0.219n  0.122  0.086  0.068  0.035  0.084 0.013  0.079  0.196n 0.035  0.088  0.039  0.264nn 0.055

 0.212n 0.073 0.000 0.059  0.078  0.159 0.050  0.050  0.135  0.086 0.189n 0.131 0.171 0.066 0.047 0.050  0.082  0.084 0.003 0.160  0.004  0.135 0.114 0.499nn

 0.073  0.285nn  0.183  0.134 0.034  0.022 0.059  0.050 0.077  0.037 0.242n 0.259nn 0.263nn 0.249nn  0.003 0.108  0.337nn  0.061 0.162 0.206n  0.192n  0.191n 0.135 0.273nn

0.072  0.187n  0.003  0.031 0.009  0.067  0.091 0.181 0.127 0.051  0.006 0.220n  0.123 0.042 0.033  0.098  0.064 0.126 0.126  0.152 0.018  0.158 0.091  0.225n

0.088 0.171 0.030 0.033 0.299nn 0.100  0.009 0.253nn  0.070 0.162 0.179  0.147 0.297nn 0.120 0.044 0.369nn 0.215n 0.023 0.452nn  0.043 0.013 0.333nn 0.123 0.130

 0.031 0.285nn 0.012  0.126  0.090  0.085 0.068  0.050  0.127 0.004 0.139  0.038 0.153  0.214n 0.080 0.383nn 0.024  0.042 0.074 0.093 0.056 0.068 0.065 

 0.084 0.022 0.045  0.128 0.065 0.176  0.037 0.076  0.102 0.173 0.013  0.079 0.028 0.149  0.046 0.155  0.061 0.013 0.250nn  0.020  0.020 0.034 0.041 0.171

Significant to 0.05. Significant to 0.01.

nn

coefficients and Spearman correlation coefficients for environmental attitudes are listed in Tables 5 and 6 respectively. Statements 5 and 6 are shown in Table 4 to have the strongest positive correlation indicating that there is an exceedingly robust agreement with the importance for recycling both at home and inside college on a college wide basis. This indicates that recycling is a common feature across the board and is a highly accessible activity for all. Statement 11 is also shown Table 4 to have a strong positive correlation indicating that there is strong agreement for the need for thermal comfort at work, indicating that across the board the desire for thermal comfort is more of a priority than the majority of pro-environmental attitudes. Statement 14 also showed a high positive correlation for staff agreeing, indicating that the promotion of green issues should not be a priority for a political party. For statements 7, 12, 13 and 15 the strongest positive correlation was found for staff neither agreeing nor disagreeing. Although this would appear to indicate that the majority of the staff are not exhibiting pro- or anti-environmental attitudes, the responses to these questions are further explored at a socio-demographic level in Tables 5 and 6. Table 4 Significant positive correlations over the threshold value for Chi-squared. Statement number

Type of response

Critical values

2 4 5 6 7 10 11 12 13 14 15

ST ST ST ST N ST ST N N ST N

13.5 17.42 169 246.02 19.6 24.82 116.35 14.44 22.15 41.84 84.45

A A A A A A

A

When addressing the relative importance of socio-economic demographics against environmental attitudes it can be seen from Tables 5 and 6 that a different perspective is achieved when dissecting the data at this level. Methods of commuting to college displayed a statistical significance for statements 2 and 7. The significant but negative correlation found between commute and statement 2 indicates that the more “eco-friendly” the transport ie walk and cycle, the weaker the correlation, with the college wasting energy. So, surprising it was car users that had the strongest opinion that the college wastes energy. A positive correlation was found between eco-friendly commuters and the opinion the using renewable energy was less harmful to the environment, this is indicating that these participants had a positive view of renewable technologies. Type of residence showed consistent significant correlations for both statements 5 and 6. This indicates that staff who resided in terraced housing or flats had the strongest correlation for knowing the need for recycling both at work and in the home. This is in agreement with previous research into pro-environmental attitudes in householders. Age was a socio-economic factor which demonstrated mixed results. Statement 11 showed a correlation with younger staff members indicating that they would put the need for thermal comfort at work above the need to conserve the environment. However, Statement 13 demonstrated that it was older members of staff that would be more willing to invest in community renewable energy schemes. These two facts together indicate that it was older member of staff where the stronger pro-environmental attitudes were to be found. This is in direct contradiction with results found in previous research where younger participants demonstrated stronger concern for the environment. For Statement 3 you can see that it showed a significant negative correlation for departments, indicating that although the executive and business development staffs were not concerned about their own carbon footprint but that the academic and estates staffs were. Level of teaching showed a positive correlation for Statement 14

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

9

Table 5 Pearson correlation coefficient for the effect of socio-economic factors on environmental attitudes. Statement

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 n

Variable Department

Level of teach

Commute to college

Residence

Age

Home owner

 0.084 0.008 0.00  0.248n 0.124 0.095  0.151 0.232n  0.129 0.190  0.050 0.081  0.017  0.090 0.023

0.138  0.069  0.064 0.108 0.091  0.155  0.061 0.002  0.087 0.168 0.111  0.058 0.037  0.237nn 0.181

 0.118  0.320nn 0.112 -0.158 0.197  0.008 0.249n 0.020 0.050 0.046 0.067 0.161 0.038 0.091  0.089

 0.205 0.253n  0.297n  0.159  0.348nn  0.308nn  0.055  0.281n 0.218  0.152  0.244 0.042  0.155  0.110  0.077

0.146  0.039 0.193 0.055  0.066 0.051  0.047  0.111  0.066  0.056  0.357nn 0.032 0.314nn 0.206  0.166

 0.031  0.027  0.109  0.101 0.119 0.155 0.099 0.038 0.131 0.221  0.005 0.231n 0.036 0.228 0.073

Significant to 0.05. Significant to 0.01.

nn

demonstrating that none of the teaching staff agreed that the government should invest more money into renewable energy schemes . It can be seen from Tables 5 and 6 that installation of renewables and participation in either a local charity, community group or both are missing from both the Pearsons and Spearmans correlation coefficient tables. This is due to the nature of the data obtained in the perception section. Due to this, the information for these variables is shown by graphical representation in Figs. 1–4 respectively. It can clearly be seen from Figs. 1 and 2 that the opinions across the three groups; membership of a local charity, or community group or indeed both that opinions concurred. Fig. 1 demonstrates that both charity and community members displayed over 60% agreement (either STA or SLA) that recycling is important in the college environment. Surprisingly, Fig. 2 indicates that strong agreement can be seen across all three variables, with all displaying over 70% agreement (either STA or SLA) that thermal comfort is of great, in fact of greater importance across this demographic than recycling. It is shown from Fig. 3 that across the different renewable installations all types agreed that recycling at home was important, with a minimum of 80% agreement (STA or SLA). From Fig. 4 it is shown that the majority of participants that had pre-existing

Fig. 1. Charity/Community membership against statement 5.

installations of renewable technologies in the family home agreed with Statement 10. This is unsurprising as it concerned the college purchasing its electricity from renewable sources. The only stand out difference was for the “greywater” variable which came in at 100% neutral. Although surprising, this result may have been unduly affected by the low actual numbers of greywater installation,

Table 6 Spearman correlation coefficient for the effect of socio-economic factors on environmental attitudes. Statement

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 n

Variable Department

Level of teach

Commute to college

Residence

Age

Home owner

 0.140 0.002  0.009  0.199 0.031 0.076  0.173 0.191  0.116 0.228n  0.040 0.093  0.034  0.005  0.078

0.160  0.102  0.076 0.093 0.055  0.163  0.029 0.030  0.047 0.151 0.127  0.032 0.039  0.230n 0.185

 0.091  0.320nn 0.080  0.190 0.201  0.085 0.236n 0.031 0.122 0.062 0.144 0.127 0.071  0.008  0.179

 0.20 0.292n  0.347nn  0.163  0.369nn  0.374nn  0.099  0.295n 0.149  0.184  0.305n 0.043  0.149  0.10  0.055

0.125 0.012 0.226n 0.071 0.157 0.056  0.032  0.105  0.100  0.018  0.353nn 0.007 0.285nn 0.139  0.170

 0.024  0.089  0.096  0.095 0.054 0.180 0.111 0.035 0.112 0.215  0.076 0.217 0.059 0.240n 0.024

Significant to 0.05. Significant to 0.01.

nn

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

10

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

Fig. 2. Charity/Community membership against statement 11. Fig. 5. Percentage reasons for non-participation in the surveys.

valid and consistent instrument. These questionnaires could be adapted for the collection and recording of demographics and perceptions with student populations in FE, as well as being adapted for use in other companies.

7. Conclusions

Fig. 3. Pre-installation of renewables against statement 6.

Firstly, to revisit the research questions asked in this research; i) what are the main socio-economic factors related to energy saving behaviour of employees? and ii) among which socio-economic groups are the impact of environmental attitudes on energy saving behaviours stronger or weaker? To answer these questions we will revisit both the socio-economic hypothesises and the pro-environmental attitudes hypothesises set out in the method section of this paper. 7.1. Socio-economic groups hypothesises There are significant correlations between the following variables;

Fig. 4. Pre-installation of renewables against Statement 10.

as across the college this only consisted of 2 individuals. Participation across the different departments may have been subject to bias as there was heavy reliance on the cooperation of the staff via e-mail and those staff who were known to the researcher would have been more likely to respond to the questionnaire request. The Student's Union co-operation was also used to encourage participation. The questionnaires that the staff completed were used a part of an NUS “green impact” award and formed part of “environmental week”, that was college wide. Of the 198 staff who did not take part in the surveys the greatest majority forgot or could not be bothered. This indicates that participation in environmental schemes/projects is not given high priority across the college. This was confirmed by the results of a focus group with 20 non-participants from the questionnaires. The reasons for non-participations are shown in Fig. 5. As revealed by the statistical analysis, the questionnaires are a

i) Actual energy saving/knowledge of environmental issues and housing type with terraced housing exhibiting the greatest correlation For this hypothesis we must accept the null as there was no significant different demonstrated between the different types of housing. ii) Actual energy saving/knowledge of environmental issues and home owner status, with home owner status exhibiting the greatest correlation Although positive correlations were demonstrated for this socio-economic factor it was not as consistent as previous research suggested so could need further exploration. iii) Actual energy saving/knowledge of environmental issues and age, with the youngest staff members demonstrating the most positive correlation Results from this research would indicate a direct contradiction with previous investigations. Older participants demonstrated the greatest commitment to environmental issues and the strongest knowledge of renewable technologies. iv) Actual energy saving/knowledge of environmental issues and membership of either a community group or local charity These two variables demonstrated significant correlations for actual energy savings, commitment to recycling and knowledge of renewables. This indicates that these individuals have a strong sense of social responsibility and that this is evident

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

in all aspects of their lives. v) Actual energy saving/ knowledge of environmental issues and level of teaching, with the highest showing the greatest correlation Although evidence shows that we must accept the null hypothesis for this variable as there was positive correlations across all levels of teaching, from none through to level 6, there were distinct differences between departments. Both academic and estates staff illustrated a strong commitment to actual energy savings, recycling and had a good grasp of renewable technology. The lowest correlations were shown by both the executive and business support departments across the board. vi) Actual energy saving/knowledge of environmental issues and pre-installation of renewables As expected participants who had already made a monetary commitment within their domestic environment to invest in renewable technology, demonstrated strong correlations across the board. These individuals are intrinsically motivated to care for the environment within their own home and this attitude continues within their professional life. There are not significant correlations between the following variables; i) Actual energy savings and commute type This hypothesis should also be accepted as there was only a weak correlation found between recycling and car users. 7.2. Pro-environmental attitudes hypothesis There are significant correlations between the following variables; i) Actual energy saving/knowledge of environmental issues and housing type with terraced housing exhibiting the greatest correlation This hypothesis should be accepted as this research agrees with previous research, also demonstrating that participants that reside in terraced housing had the strongest pro-environmental attitudes. It has been proven in this research that these attitudes previously documented in the domestic environment will also prevail for these individuals through to their professional life. ii) Actual energy saving/knowledge of environmental issues and home owner status, with home owner status exhibiting the greatest correlation This hypothesis cannot be accepted here as home owners statistically showed less concern for the environment than non-homeowners but not consistently so we would accept the null hypothesis. iii) Actual energy saving/knowledge of environmental issues and age, with the youngest staff members demonstrating the most positive correlation As before in the socio-economic section the age group that demonstrated the greatest concern for the environment were older members of staff. As mentioned previously this is in direct contradiction to prior research. iv) Actual energy saving/knowledge of environmental issues and membership of either a community group or local charity This hypothesis should be accepted but a stronger correlation coefficient was clearly demonstrated between members of a local charity and pro-environmental attitudes. These socially altruistic individuals could be highly important when leading further environmental or sustainability projects.

11

v) Actual energy saving/knowledge of environmental issues and level of teaching, with the highest showing the greatest correlation In agreement with the findings for socio-economic variables although no difference was demonstrated between levels of teaching there was found to be significant differences between departments. As with the previous section, academic staff and estates staff showed significantly consistent pro-environmental attitudes and environmental concern, with executive and business support staff demonstrating the least. A partial explanation maybe be achieved by analysing job roles; estates staff may have responsibility for green issues around the college and academic staff may have some environmental aspects to their teaching responsibilities. These job roles would therefore give the individuals greater knowledge and therefore a possible sense of responsibility and concern for these issues. vi) Actual energy saving/knowledge of environmental issues and pre-installation of renewables This hypothesis should also be accepted as pre-installation of renewables was a stronger indicator of these individuals being committed to environmental concerns and exhibiting correlating environmental attitudes. This was certainly true across the majority of perception statements and was demonstrated graphically for Statement 6. This is in direct agreement with previous research. It is interesting to note that the priority for recycling (Statements 5 and 6) was consistently high across all demographics. One possible explanation for all participants regarding recycling as highly important was that the Students Union had been running a major campaign on this issue. This had therefore been seen as a daily reminder throughout the year and had registered as important. This has important implications for the role the students union should play within further environmental or sustainability projects. BSDC is extremely fortunate to have a very forward thinking and proactive Student Union President, who was extremely enthusiastic and helpful with encouraging participation in the environmental week, including the environmental tutorials and completion of the questionnaires. Speaking after the environmental week Student Union President, Nico Rehman stated, “I’m extremely pleased with the hard work that the students union and student body have put into our recycling campaign. It has been a great success and is a major factor in us achieving Gold Green Impact status this year. I look forward to running more campaigns in the future on current environmental issues”.

Nico Rehman-SU President at BSDC (2015). There are not significant correlations between the following variables;. i) Actual energy savings and commute type In contrary to previous work there was a slight correlation between the more environmentally friendly forms of commuting such as walking and cycling and those individuals with a positive view of renewable technologies. As revealed by the statistical analysis, the questionnaires are a valid and consistent instrument. These questionnaires could be adapted for the collection and recording of demographics and perceptions with staff populations in this FE college, as well as being adapted for use in other companies.

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

12

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎

7.3. Other factors at work One of the highest neutral correlations in the chi-squared analysis was for Statement 12, the college being energy efficient is important, which clearly most staff neither agreed nor disagreed with. This would indicate that within the case study energy efficiency is not shown as a priority. This is evidenced by the case study also failing to have written up to date sustainability or environmental policies. If these issues are not given importance by management then they are even more unlikely to be given priority by staff members.

8. Recommendations for further work This investigation has examined environmental attitudes and energy–related behaviours to investigate the main determinants of energy savings in educational establishments by the staff population and the relative importance of socio-economic factors and environmental attitudes. These results can improve the writing of energy saving simulation models in the FE sector by measured targeting of those groups with weak correlation coefficients for actual energy savings, knowledge of environmental issues and pro-environmental attitudes. First of all, we find that households with pre-existing renewable technology exhibit stronger awareness of environmental issues so those learners without available technology should also be targeted in future models or sustainability plans. The same comment also applies to those learners with commitments to a local charity or community group. It was also found that participants from terraced housing consistently demonstrated both commitment to actual energy savings and had greater knowledge of renewables. There is only slight evidence for the importance of commute type in the data which suggests that the participants using all forms of transport should be targeted in future plans and simulation models to make energy savings. Lastly there is indication that both home owners and nonhomeowners should be targeted as, although there are positive correlation for both there is a lack of consistency across the board. When comparing the relative importance of socio-economic groups with pro-environmental attitudes on knowledge and actual energy savings there are found to be greater consistently significant correlation coefficients for the former. This, in summary, leads us to the conclusion that for energy-saving sustainability models and policies to be written in the FE sector they should be carefully tailored to fit the propensities and preferences of staff from different socio-demographics. This interaction analysis, although previously documented in a domestic environment has not been previously considered for staff at a further educational environment. This line of research will be carried further to help increase the effectiveness and suitability of sustainability models in this type of environment with all staff. From the results obtained, data from previous research and focus groups conducted with participants it has been recommended that in future research, training and education will play an essential role with the promotion of energy saving and environmental issues. The following recommendations were made to improve the level of environmental awareness/ education with staff at an FE institution. i) Raising awareness on environmental issues will not be successful without a holistic inter-departmental approach. Sustainability should be a core theme throughout all stake holder groups involved in the establishment. Stake holders should include: The principal-ship, senior management teams, departmental heads

and deputies, team leader, academic staff, learner mentors, support staff (IT, administration), estates teams, the governors, the students union and the student body; all ages, all courses and all methods of study (full time, part time, distance learning, work based learning and apprenticeships). ii) The second recommendation is that these environmental projects run as part of embedded CPD and that there should be a regular commitment of time set aside for the management of these issues. This would serve to give energy conservation topics the time necessary to achieve greater sustainability. This would also be an opportunity to make environmental issues a fundamental part of an educational establishment and therefore also become an essential part for the student body too. The questionnaire design should also be improved for use in future studies and the following recommendations are suggested; i) Use of an ecological behaviour scale within the first section of the questionnaire-an example being: rather than participants just responding yes/no whether they recycled shoes the respondents ticked on a 5 point scale from 1 (never) to 5 (very often). ii) Another angle maybe to include the concept of Generativity. Generativity is an important element of healthy adult development and is a “concern for and commitment to the wellbeing of future generations”. iii) The results from this investigation should be used to form proposals to reduce actual energy consumption through behavioural modifications in educational establishments. The energy consumption will be measured and standardised using the energy audit design from Al-Shemmeri [63]. iv) The behaviour measured was self-reported. It has been noted that there is a gap between self-reported and actual behaviour. Future research should seek to measure actual behaviour as well as making comparisons between self-reported and actual behaviours, especially before and after intervention from management.

Acknowledgements The questionnaires used in this investigation were named as “Best Practice” by the NUS at BSDC and were used as part of the work to obtain their “Green Impact-Gold Status”.

References [1] Cowan KR, Harmon RR. The market case for green energy: a multiple perspectives approach. Manag Eng Technol 2007:2498–508. 〈http://ieeexplore. ieee.org/stamp/stamp.jsp?tp ¼&arnumber ¼ 4349586&isnumber ¼4349301〉 [Accessed on 16.03.2012]. [2] Daryapurkar R. Emerging trends in environmental engineering cdm and carbon trading, emerging trends in engineering and technology. In: Proceedings of the ICETET ‘08. first international conference. 16–18 July, 2008. p. 1061–4. Available from: 〈http://ieeexplore.ieee.org/stamp/stamp.jsp? tp ¼&arnumber ¼ 4580060&isnumber ¼ 4579840〉. [Accessed 24.02.2012]. [3] Das A, Balakrishnan V. Energy service companies (ESCOs) to optimize power in peak demand period in hybrid energy system: an impact on climate change. In: Proceedings of the green technologies conference, 2010 IEEE. vol., no.. 15– 16 April, 2010. p. 1–10. Available from: 〈http://ieeexplore.ieee.org/stamp/ stamp.jsp?tp ¼&arnumber ¼ 5453792&isnumber ¼5453775〉. [Accessed 16.03.2012]. [4] Denny E, O’Malley M. Building a sustainable energy future: supply and demand options, power and energy society general meeting – conversion and delivery of electrical energy in the 21st century, 2008 IEEE. 20–24 July, 2008. p. 1–5. Available from 〈http://ieeexplore.ieee.org/stamp/stamp.jsp? tp ¼&arnumber ¼ 4596260&isnumber ¼ 4595968〉. [Accessed 24.01.2012]. [5] Popović-Gerber J, Oliver J, Cordero N, Harder T, Cobos JA, Hayes M, et al. Power electronics enabling efficient energy usage: energy savings potential and technological challenges. Power Electron IEEE Trans 2011;27(5):2338–53. 〈http://ieeexplore.ieee.org/stamp/stamp.jsp?tp ¼&arnumber ¼ 6045347&

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎ isnumber ¼ 6159241〉 [Accessed on 16.03.2012]. [6] Lightfoot HD. A Strategy for adequate future world energy supply and carbon emission control, eic climate change technology, 2006 IEEE. vol., no.. 10–12 May, 2006. p. 1–10. Available from: 〈http://ieeexplore.ieee.org/stamp/stamp. jsp?tp¼ &arnumber ¼ 4057295&isnumber ¼4057291〉. [Accessed 16.03.2012]. [7] Singh Randhir, Sood YR, Padhy NP, Venkatesh B. Analysis of renewable promotional policies and their current status in Indian restructured power sector. In: Proceedings of the transmission and distribution conference and exposition, 2010 IEEE PES. vol., no.. 19–22 April, 2010. p. 1–8. Available from: 〈http:// ieeexplore.ieee.org/stamp/stamp.jsp?tp ¼ &arnumber ¼5484406&isnumber ¼ 5484192〉. [Accessed 16.03.2012]. [8] Liu Y, Yu B, Jiang L. On the value composition and pricing model of renewable energy source, management science and engineering (ICMSE). In: Proceedings of the 2010 international conference on. vol., no.. 24–26 Nov., 2010. p. 200– 4. Available from: 〈http://ieeexplore.ieee.org/stamp/stamp.jsp? tp¼ &arnumber ¼ 5719805&isnumber ¼ 5719775〉. [Accessed 16.03.2012]. [9] Uddin N. Advancement of renewables and the role of CDM in developing Asian nations, developments in renewable energy technology (ICDRET). In: Proceedings of the 2009 1st international conference, 17–19 Dec., 2009. p. 1–4. Available from: 〈http://ieeexplore.ieee.org/stamp/stamp.jsp? tp¼ &arnumber ¼ 5454194&isnumber ¼ 5454174〉. [Accessed 24.02.2012]. [10] Jahdi S, Lei-Lai L, Nankoo D. Grid integration of wind-solar hybrid renewables using AC/DC converters as DG power sources, sustainable technologies (WCST), 2011 World Congress. 7–10 Nov., 2011. p. 171–7. Available from: 〈http://ieeexplore.ieee.org/stamp/stamp.jsp?tp ¼ &arnumber ¼6114219& isnumber ¼ 6114209〉. [Accessed 24.02.2012]. [11] Bossel U. On the way to a sustainable energy future, telecommunications conference. 2005, INTELEC ‘05. twenty-seventh international. vol., no.. Sept., 2005. p. 659–68. Available from: 〈http://ieeexplore.ieee.org/stamp/stamp.jsp? tp¼ &arnumber ¼4134417&isnumber ¼ 4134292〉. [Accessed 16.03.2012]. [12] Pechak O, Mavrotas G, Diakoulaki D. Investigating the role of the clean development mechanism within the global green energy market: the case of wind energy, energy market (EEM). In: Proceedings of the 2010 7th international conference on the European. 23–25 June, 2010. p. 1–6. Available from: 〈http://ieeexplore.ieee.org/stamp/stamp.jsp?tp ¼ &arnumber ¼ 5558674& isnumber ¼5558663〉. [Accessed 24.02.2012]. [13] Van der Schoor T, Scholtens B. Power to the people: local community initiatives and the transition to sustainable energy, renewable and sustainable energy reviews. vol. 43. March, 2015. p. 666–75. ISSN 1364-0321. Available from: 〈http:// www.sciencedirect.com/science/article/pii/S1364032114009149〉. [Accessed 04. 12.2015]. [14] Aini MS, Chan SC, Syuhaily O. Predictors of technical adoption and behavioural change to transport energy-saving measures in response to climate change. J Energy Policy 2013;61:1055–62. 〈http://www.sciencedirect.com/science/arti cle/pii/s0301421513004795〉 [Accessed 10.11.2013]. [15] Corradi N, Prifitis K, Jacucci G, Gamberini L. Oops, i forgot the light on! the cognitive mechanisms supporting the execution of energy saving behaviours. J Econ Psychol 2013;34:88–96. 〈http://www.sciencedirect.com/science/article/ pii/s0167487012001390〉 [Accessed 10.11.2013]. [16] Viklund M. Energy policy options – from the perspective of public attitudes and risk perceptions. J Energy Policy 2004;32(10):1159–71. 〈http://www.sci encedirect.com/science/article/pii/s030142150300079X〉 [Accessed 03.12.2013]. [17] Institution of Mechanical engineers (IMechE). Promoting sustainable energy use and the engineering of sustainable energy supply: key messages. institute of mechanical engineers. 2015. Available from: 〈http://www.imeche.org/pol icy-and-press/energy-theme/energy-theme-policies-and-campaigns〉. [Accessed 17.04.2016]. [18] European Commission. 2030 climate and energy framework. 2016. 〈http://ec. europa.eu/clima/policies/strategies/2030/index_en.htm〉. [Accessed 17.04.2016]. [19] De-Wilde P, Coley D. The implications of a changing climate for buildings. J Build Environ 2012;55:1–7. 〈http://www.sciencedirect.com/science/article/pii/ s0360132312001060〉 [Accessed 13.09.2013]. [20] Han Q, Nieuwenhijsen I, De-Vries B, Blokhuis E, Schaefer W. Intervention strategy to stimulate energy-saving behaviour of local residents. J Energy Policy 2013;52:706–15 [Accessed 10.11.2013] http://www.sciencedirect.com/ science/article/pii/s0301421512008890. [21] Wood G, Newborough M. Dynamic energy-consumption indicators for domestic appliances: environment, behaviour and design. J Energy Build 2003;35(8):821–41. 〈http://www.sciencedirect.com/science/article/pii/ s0378778802002414〉 [Accessed 03.12.2013]. [22] Mizobuchi K, Takeuchi K. The influences of financial and non-financial factors on energy-saving behaviour: a field experiment in Japan. J Energy Policy 2013;63:775–87. 〈http://www.sciencedirect.com/science/article/pii/ s0301421513008689〉 [Accessed 10.11.2013]. [23] Sardianou E. Estimating energy conservation patterns of Greek households. Energy Policy 2007;35(7):3778–91. 〈http://www.sciencedirect.com/science/ article/pii/S0301421507000262〉 [Accessed 27.02.2014]. [24] Wang W, Li X, Li H. Empirical research of the environmental responsibility affected on the urban residential housing energy saving investment behaviour. In: Proceedings of the 2010 international conference on energy, environment and development. Journal of Energy Proceedia. vol. 5. 2011. p 991–7. SN-18766102. Available from: 〈http://www.sciencedirect.com/science/article/pii/ s1876610211011118〉. [Accessed 10.11.2013]. [25] Ma G, Andrews-Speed P, Zhang J. Chinese consumer attitudes towards energy

[26]

[27]

[28]

[29]

[30]

[31]

[32]

[33]

[34]

[35]

[36]

[37]

[38]

[39]

[40]

[41]

[42]

[43]

[44]

[45]

[46]

[47]

[48]

13

saving: the case of household electrical appliances in Chongqing. J Energy Policy 2013;56. 〈http://www.sciencedirect.com/science/article/pii/ s0301421513000311〉 [Accessed 10.11.2013]. Na Na K, Sung HC, Jeong TK. The energy-saving effects of apartment residents’ awareness and behavior. Energy Build 2012;46:112–22. 〈http://www.science direct.com/science/article/pii/S0378778811005020〉 [Accessed 27.02.2014]. Wells VK, Taheri B, Gregory-Smith D, Manika D. The role of generativity and attitudes on employees home and workplace water and energy saving behaviours. Tour Manag 2016:63–74. http://dx.doi.org/10.1016/j.tourman.2016.03.027 [Accessed 14.04.2016]. Gilg S, A.W, Ford N. The household energy gap: examining the divide between habitual and purchase related conservation behaviours. Energy Policy 2005;33:1425–44 ISSN 0301-4215. Available from: 〈http://www.sciencedirect. com/science/article/pii/s0301421512008890〉. Gilg A, Barr S. Behavioural attitudes towards water saving? Evidence from a study of environmental actions Ecol Econ 2006;57:400–14 ISSN 0921-8009. Available from: 〈http://www.sciencedirect.com/science/article/pii/ s0921800905002193〉. Brounen D, Kok N, Quigley JM. Energy literacy, awareness and conservation behaviour of residential households. Energy Econ 2013;38:42–50 ISSN 01409883. Available from: 〈http://www.sciencedirect.com/science/article/pii/ S0140988313000327〉. Nisiforou OA, Poullis S, Charalambides AG. Behaviour, attitudes and opinion of large enterprise employees with regard to their energy useage habits and adoption of energy saving measures. Journal of Energy and Buildings. vol. 55. December 2013. p 299–311. SN-03787788. Available from: 〈http://www.scien cedirect.com/science/article/pii/S0378778812004380〉. [Accessed 10.11.2013]. Yue T, Long R, Chen H. Factors influencing energy-saving behaviour of urban households in Jiangsu Province. Energy Policy 2013;62:665–75 ISSN 03014215. Available from: 〈http://www.sciencedirect.com/science/article/pii/ s0301421513006940〉. Sütterlin B, Brunner TA, Siegrist M. Who puts the most energy into energy conservation? A segmentation of energy consumers based on energy-related behavioural characteristics Energy Policy 2011;39:8137–52. http://dx.doi.org/ 10.1016/j.enpol.2011.10.008 [Accessed 14.04.2016]. Spence A, Leygue C, Bedwell B, O’Malley C. Engaging with energy reduction: does a climate change frame have the potential for achieving broader sustainable behaviour? J Environ Psychol 2014;38:17–28 ISSN 02072-4944. Tabi A. Does pro-environmental behaviour affect carbon emissions? J Energy Policy 2013;63:972–81. 〈http://www.sciencedirect.com/science/article/pii/ s0301421513008537〉 [Accessed 03.12.2013]. Lindén AL, Carlsson-Kanyama A, Eriksson B. Efficient and inefficient aspects of residential energy behaviour: what are the policy instruments for change? Energy Policy 2006;34(14):1918–27. http://dx.doi.org/10.1016/j.enpol.2005.01.015 [Accessed 27.02.2014]. Cagno E, Worrell E, Trianni A, Pugliese G. a novel approach for barriers to industrial energy efficiency. J Renew Sustain Energy Rev 2013;19:290–308. 〈http://www.sciencedirect.com/science/article/pii/s1364032112006181〉 [Accessed 03.12.2013]. Martínez-Espiñeira R, García-Valiñas MA, Nauges C. Households’ pro-environmental habits and investments in water and energy consumption: determinants and relationships. J Environ Manag 2014;133:174–83. 〈http://www. sciencedirect.com/science/article/pii/S0301479713007378〉 [Accessed 27.02.2014]. Naylor LJ. The Justification for further research into energy saving behaviour in the UK: a literature review. In: Proceedings of the European conference on sustainability, energy and environment conference proceedings. 2014. paper no 1168. Runhaar. Tools for integrating environmental objectives into policy and practice: what works where? Environ Impact Assess Rev 2015;59:1–9. http: //dx.doi.org/10.1016/j.eiar.2016.03.003 [Accessed 14.04.2016]. Lyons P, Bandura RB. Learning to identify employees that are engaged, helpful and proactive. Ind Commer Train 2016;48(3):163–9. http://dx.doi.org/10.1108/ ICT-09-2015-0065 [Accessed 14.04.2016]. Schultz PW. The structure of environmental concern: concern for self, other people and the biosphere. J Environ Pschol 2001;21:327–39. http://dx.doi.org/ 10.1016/j.envp.2001.0227 [Accessed 14.04.2016]. Snelgar RS. Egoistic, altruistic and biospheric environmental concerns: measurement and structure. J Environ Psychol 2006;26:87–99. http://dx.doi.org/ 10.1016/j.envp.2006.06.003[ Accessed 14.04.2016]. Hansla A, Gamble A, Juliusson A, Gärling. The relationships between awareness of consequences, environmental concerns and value orientations. J Environ Pschol 2008;28:1–9. http://dx.doi.org/10.1016/j.envp.2007.08.004 [Accessed 14.04.2016]. Hirsh JB. Personality and environmental concern. J Environ Psychol 2010;30:245–8. http://dx.doi.org/10.1016/j.envp.2010.01.004 [Accessed 14.04.2016]. Milfont TL, Sibley CG. The five big personality traits and environmental engagement: associations at the individual and societal level. J e ¼ Environ Psychol 2012;32:187–95. http://dx.doi.org/10.1016/j.envp.2011.12.006 [Accessed 14.04.2016]. Dóci G, Vasileiadou E. “Let's do it ourselves” individual motivations for investing in renewables at community level. Renew Sustain Energy Rev 2015;49:41–50 ISSN 1364-0321. Available from: 〈http://www.sciencedirect. com/science/article/pii/S1364032115003214〉. [Accessed 04.12.2015]. Kastner I, Matthies E. Implementing web-based interventions to promote

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i

14

[49]

[50]

[51] [52]

[53]

[54]

[55]

T. Al-Shemmeri, L. Naylor / Renewable and Sustainable Energy Reviews ∎ (∎∎∎∎) ∎∎∎–∎∎∎ energy efficient behaviour at organisations – a multi-level challenge. J Clean Prod 2014;62:89–97. 〈http://www.sciencedirect.com/science/article/pii/ s095965261300348X〉 [Accessed 03.12.2013]. Harvey F, Rogers S. Data reveals carbon footprint of public sector buildings. The Guardian Data Blog. 2011. Last edited 07.03.2011. Available from: 〈http:// www.theguardian.com/environment/datablog/2011/mar/07/public-buildingcarbon-emissions-footprint〉. [Accessed 16.03.2012]. Environmental Association for Universities and Colleges (EAUC. The life index. EAUC UK Office, University of Gloucestershire. 2011. 〈www.thelifeindex.org. uk/about-life/performance-accrediation.html〉. [Accessed 27/07/2011]. Mochizuki Y, Fadeeva Z. Competences for sustainable development and sustainability. Int J Sustain Higher Educ 2010;11:391–403. Abolarin SM, Gbadegesin AO, Shitta MB, Tussuff A, Eguma CA, Ehwerhemuepha L, et al. A collective approach to reducing carbon dioxide emission: a case study of four University of Lagos halls of residence. J Energy Build 2013;61:3180–322. 〈http://www.sciencedirect.com/science/article/pii/ s0378778813001291〉 [Accessed 13.09.2013]. Sheau-Ting L, Mohammed AH, Weng-Wai C. What is the optimum social marketing mix to market energy conservation behaviour: an empirical study. J Environ Manag 2013;131:196–205. 〈http://www.sciencedirect.com/science/ar ticle/pii/s0301479713006452〉 [Accessed 03.12.2013]. Chiang T, Mevlevioglu G, Natarajan S, Padget J, Walker I. Inducing [sub]conscious energy behaviour through visually displayed energy information: a case study in university accommodation. Energy Build 2014;70:507–15. 〈http://www.sciencedirect.com/science/article/pii/S0378778813006828〉 [Accessed 27.02.2014]. Webley P, Nyhus EK. Parents' influence on childrens's future orientation and saving. J Econ Psychol 2006;27(1):140–64. 〈http://www.sciencedirect.com/sci

ence/article/pii/s0167487005000577〉 [Accessed 03.12.2013]. [56] Paillé P, Mejía-Morelos JH. Antecedents of pro-environmental behaviours at work: the moderating influence of psychological contract breach. J Environ Psychol 2014;38:124–31. 〈http://www.sciencedirect.com/science/article/pii/ S0272494414000073〉 [Accessed 27.02.2014]. [57] Carrico AE, Riemer M. Motivating energy conservation in the workplace: an evaluation of the use of group-level feedback and peer education. J Environ Psychol 2011;31(1):1–13. 〈http://www.sciencedirect.com/science/article/pii/ S0272494410001015〉 [Accessed 27.02.2014]. [58] Carbon Trust. Energy efficiency and carbon saving advice for the further and higher education sector. 2016. Available from: 〈http://www.carbontrust.com/ resources/guides/sector-based-advice/further-and-higher-education〉. [Accessed 24.04.2016]. [59] Ntona E, Arabatzis G, Kyriakopoulos GL. Energy saving: views and attitudes of students in secondary education. Renew Sustain Energy Rev 2015;46:1–15. 〈http://www.sciencedirect.com/science/article/pii/S1364032115001215〉 [Accessed 04.12.2015]. [60] Ary D, Jacobs Cl, Sorensen C, Razavich A. An introduction to research in education. 8th ed.. Wadsworth, USA; 2009. [61] Martinsson J, Lundqvist LJ, Sundstrӧm. Energy saving in Swedish households. The (relative) importance of environmental attitudes. J Energy Policy 2011;39 (9):5182–91. 〈http://www.sciencedirect.com/science/article/pii/ s03014215111004460〉 [Accessed 10.11.2013]. [62] The University of Nottingham. The survey unit. 2006. Available from; 〈http:// www.nottingham.ac.uk/survey-unit/surveyFAQs.htm〉. [Accessed 30.04.2016]. [63] Al-Shemmeri TT. Energy audits: a workbook for energy management in buildings. West Sussex, United Kingdom: Wiley-Blackwell Publishers; 2011.

Please cite this article as: Al-Shemmeri T, Naylor L. Energy saving in UK FE colleges: The relative importance of the socio-economic groups and environmental attitudes of.... Renewable and Sustainable Energy Reviews (2016), http://dx.doi.org/10.1016/j.rser.2016.08.004i