- Email: [email protected]
What does environmentally sustainable higher education institution mean?
Available online at www.sciencedirect.com Available online at www.sciencedirect.com
ScienceDirect ScienceDirect Energy Procedia 00 (2018) 000–000 Energy Procedia 00 (2018) 000–000 ScienceDirect ScienceDirect
Availableonline onlineatatwww.sciencedirect.com www.sciencedirect.com Available www.elsevier.com/locate/procedia www.elsevier.com/locate/procedia
Energy Procedia Procedia 00 147(2017) (2018)000–000 42–47 Energy www.elsevier.com/locate/procedia
International Scientific Conference “Environmental and Climate Technologies”, CONECT 2018 International Scientific Conference “Environmental and Climate Technologies”, CONECT 2018
What The does environmentally sustainable higher education 15thenvironmentally International Symposium on District Heating andeducation Cooling What does sustainable higher institution mean? institution mean? Assessing the feasibility of using the heat demand-outdoor Davis Freidenfelds*, Silvija Nora Kalnins, Julija Gusca
temperature function for a long-term heatGusca demand forecast Davis Freidenfelds*, Silvija Nora district Kalnins, Julija Institute of Energy Systems and Environment, Riga Technical University, Azenes iela 12/1, Riga, LV-1048, Latvia Institute of Energy Systems and Environment, Riga Technical University, Azenes iela 12/1, Riga, LV-1048, Latvia
I. Andrića,b,c*, A. Pinaa, P. Ferrãoa, J. Fournierb., B. Lacarrièrec, O. Le Correc a IN+ Center for Innovation, Technology and Policy Research - Instituto Superior Técnico, Av. Rovisco Pais 1, 1049-001 Lisbon, Portugal Abstract b Veolia Recherche & Innovation, 291 Avenue Dreyfous Daniel, 78520 Limay, France Abstract c Département Systèmes Énergétiques et Environnement - IMT Atlantique, 4 rue Alfred Kastler, 44300emphasized Nantes, France Sustainable development, environmental protection and climate change definitions are increasingly globally. As analyses on development, global warming shows, all stakeholders in society act todefinitions reduce their impact. With increasing Sustainable environmental protection and climatemust change are environmental increasingly emphasized globally. As concerns on about resource use, shows, transport wasteinmanagement and issues their affecting the environment, a need to analyses global warming allimpacts, stakeholders society must actother to reduce environmental impact.there Withisincreasing respond toabout climate change. education institutions (HEi) as the leaders are prepared,there mustisprovide concerns resource use,Higher transport impacts, waste management andplace otherwhere issues future affecting the environment, a need an to Abstract understanding of environmental issues and sustainable development stakeholders and decision makers, both must at theprovide level ofana respond to climate change. Higher education institutions (HEi) as theforplace where future leaders are prepared, theoretic framework as well as showing the best practices in management of HEi. The aim the work is to establish an indicatorunderstanding of environmental issues and sustainable development for stakeholders and of decision makers, both at the level of a District heating networks are commonly addressed in the literature as one of the most effective solutions for decreasing the based framework foras assessing the long-term environmental sustainabilityofofHEi. HEi.The Considering UNisSustainable theoretic framework well as showing the best practices in management aim of thethe work to establishDevelopment an indicatorgreenhouse gas emissions from the building sector. These systems require high investments which are returned through the heat Goals,framework the World Bank development indicators, UI Green Metric indicators of andHEi. Sustainability index, 26 indicators areDevelopment selected and based for assessing the long-term environmental sustainability Considering the UN Sustainable sales. Due to the changed climate conditions and building renovation policies, heat demand in the future could decrease, analysed potential in the environmental assessment of HEi. Goals, thefor World Bankuse development indicators, performance UI Green Metric indicators and Sustainability index, 26 indicators are selected and prolonging the investment return period. analysed for potential use in the environmental performance assessment of HEi. The main scope of this paper is to assess the feasibility of using the heat demand – outdoor temperature function for heat demand © 2018 The Authors. Published by Elsevier Ltd. forecast. The districtPublished of Alvalade, locatedLtd. in Lisbon (Portugal), was used as a case study. The district is consisted of 665 © 2018 The Authors. by This is an open accessPublished article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/) © 2018 The Authors. by Elsevier Elsevier Ltd. This is an open the CC period BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/) buildings that access vary inarticle both under construction and typology. Three weather scenarios (low, medium, high) and three district Selection and access peer-review responsibility of the scientific committee of the International Scientific Conference ) This is an open article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/ Selection andscenarios peer-review under responsibility of the scientific committee of estimate the International Scientific Conference ‘Environmental renovation were developed (shallow, intermediate, deep). To the error, obtained heat demand values were ‘Environmental and Climate Technologies’, CONECT 2018. Selection and peer-review under responsibility of the scientific committee of the International Scientific Conference and Climate Technologies’, CONECT 2018. compared with results from a dynamic heat demand model, previously developed and validated by the authors. ‘Environmental and Climate Technologies’, CONECT 2018. The results showed that when only weather change is considered, the margin of error could be acceptable for some applications Keywords: sustainability; green university; rating; indicators (the error in annual demand was lower than 20% for all weather scenarios considered). However, after introducing renovation Keywords: sustainability; green university; rating; indicators scenarios, the error value increased up to 59.5% (depending on the weather and renovation scenarios combination considered). The value of slope coefficient increased on average within the range of 3.8% up to 8% per decade, that corresponds to the 1. Introduction decrease in the number of heating hours of 22-139h during the heating season (depending on the combination of weather and 1. Introduction renovation scenarios considered). On the other hand, function intercept increased for 7.8-12.7% per decade (depending on the The importance sustainable development climate changethe issues is nowparameters clearly recognized at globalconsidered, and national coupled scenarios). of The values suggested could and be used to modify function for the scenarios and The importance of sustainable development and climate change issues is now clearly recognized at global and national levels. With increasing concerns about inefficient resource use, fossil fuel-based transportation vehicles, waste improve the accuracy of heat demand estimations.
levels. With increasing concerns about inefficient resource use, fossil fuel-based transportation vehicles, waste © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the Scientific Committee of The 15th International Symposium on District Heating and * Corresponding author. Cooling.
E-mail address:author. [email protected] * Corresponding E-mail address: [email protected] Keywords: Heat demand; Forecast; Climate change 1876-6102 © 2018 The Authors. Published by Elsevier Ltd. This is an open access under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/) 1876-6102 © 2018 Thearticle Authors. Published by Elsevier Ltd. Selection under responsibility of the scientific of the International Scientific Conference ‘Environmental and Climate This is an and openpeer-review access article under the CC BY-NC-ND licensecommittee (https://creativecommons.org/licenses/by-nc-nd/4.0/) Technologies’, CONECT 2018. Selection and peer-review under responsibility of the scientific committee of the International Scientific Conference ‘Environmental and Climate 1876-6102 © 2017 The Authors. by Elsevier Ltd. Technologies’, CONECT 2018. Published 1876-6102 2018 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the Scientific Committee of The 15th International Symposium on District Heating and Cooling. This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/) Selection and peer-review under responsibility of the scientific committee of the International Scientific Conference ‘Environmental and Climate Technologies’, CONECT 2018. 10.1016/j.egypro.2018.07.031
2
Davis Freidenfelds et al. / Energy Procedia 147 (2018) 42–47 Author name / Energy Procedia 00 (2018) 000–000
43
management and other issues affecting the environment, there is a need to respond to climate change also at institution levels. HEi is a place, firstly, where future leaders are educated, and, secondly, where the best environmental practices are demonstrated. Thus, HEi plays the role of environmental pioneers in society. Since the 1970s, HEi have tried to improve environmental commitment and sustainable development in their system, including institutional systems, education, research, campus management [1]. In this context, several policy papers (declarations, charters and initiatives) for higher education for sustainable development have been developed [1] so that HEi provide a framework for better implementation of sustainable development in their systems. Some mentionable policy papers are Tailloires Declaration (Presidents Conference, France), Halifax Declaration (Conference on University Action for Sustainable Development), Global Higher Education for Sustainability Partnership and more [2]. Many studies have been published on this topic, which deal with education and the management of campuses [1]. Cantalapiedra et al. in a case study analyzed institutional framework and campus operations [3], Jain in a case study analyzed education [4], Alshuwaikhat and Abubakar in a framework proposal analyzed campus operations, education, research and outreach [5]. The creation of environmentally friendly HEi can be defined as a process that reduces the environmental impact both within and outside the HEi, as well as raising awareness of the environment in the communities of higher education [6]. There is a belief that higher education is considered to be the best place to start environmentally friendly activities, because, at the same time, it can teach principles of understanding and management [6]. The public’s perception of an environmentally friendly or green HEi is quite different (for example “green campus initiative” might mean to use natural light instead of electricity during the day, make a greener student campus or to make campus sustainable [6]). The core obstacle slowing down the creation and further development of environmentally sustainable HEi is linked with the fact that global standards or guidelines for such a term has not yet been clearly defined. According to Wright et al. [7] and Fien et al. [8], also summarized by Yuan et al. [9], a sustainable university should be oriented towards sustainable campus operations, sustainable research, public outreach, cooperation between/among institutions, sustainable curricula and sustainability reporting. The green university concept developed and implemented by China Green University Network [9] defines the following directions:
Interdisciplinary cooperation between green campuses; Policy decisions towards energy efficiency actions in campus; Innovations in green building technologies; Awareness raising on green campus and energy efficiency management; Demonstration projects of green campus; Further development of ‘Green Universities’ in China.
Meanwhile Yuan et al. [9] stresses in their paper once again that the concept of green or environmental university cannot be focused only on analysis of ecological aspects of sustainability. It needs to cover the broader sustainability aspects as research and development, education processes and staff rewards. The aim of the study is to identify environmental indicators for ensuring the environmental sustainability of HEi. Within the present paper, the term “green university” is represented as a university considering the sustainable development, climate change and adaptation, environmental protection goals to minimize university’s effect to environment at the same time ensuring the general goals of HEi, i.e. provision of excellence in education and science through effective and sustainable management. 2. Methodology A clear framework is needed in order to be able to achieve well-defined goals for sustainable development. The research methodology is shown in Fig. 1.
Davis et al. / Energy00Procedia 147 (2018) 42–47 AuthorFreidenfelds name / Energy Procedia (2018) 000–000
44
3
Fig. 1. HEi environmental sustainability research methodology.
The first step in assessment of HEi environmental sustainability relates to screening analysis of existing indicators in the field of green university and sustainable university. Within the present paper four data bases were used:
UN Sustainable Development Goals indicators [10]; World Bank indicators [11]; UI Green Metric indicators [12]; Sustainability index [13].
The second step of the methodology corresponds to the definition of general goals of the HEi. To identify the scope of the environmental sustainability analysis, it is important to understand, if the university is more education-oriented or science-oriented and how the university is providing social function of university – demonstrating of best practices in green developments. The third step is focused on understanding the management system of the assessed HEi. It is important to understand, if and how the environmental and sustainability goals are included in the policy of the HEi, if and who provides management, analysis and actions of environmental and sustainability data. The final step covers definition of main stakeholders of the HEi. By defining and involving stakeholders two issues are tackled – education about sustainable development will improve for those who take part in decision making and consensus should be acquired in decision-making bodies to ensure more efficient implementation of environmental management system in the HEi. 3. Results and discussions 3.1. Definition of analyzed impact categories Dagiliute et al. [14], based on statements from [14–19], defined that while analysing sustainable campus such categories as energy consumption, water consumption, waste management, and transport, construction and refurbishment, as well as products and services purchasing practices are traditionally observed. Within the present paper, the authors have identified five environmental impact categories significant for observation within the green university context:
Energy (electrical and thermal energy); Water; Transport; Waste; Behaviour and management. In each specific category several indicators are defined (Chapter 3.3).
4
Davis Freidenfelds et al. / Energy Procedia 147 (2018) 42–47 Author name / Energy Procedia 00 (2018) 000–000
45
3.2. Definition of indicative measure Based on the methodology, the second step includes definition of indicative measure and referral to the corresponding category. The following considerations need to be considered in order to determine the indicators: HEi internal development strategy goals. Since nowadays universities are combining two main directions within their operation (provision of higher education and scientific research), the indicative measure used for these needs might be referred to “…/student” (HEi activities driven to higher education provision) and “…/researcher” (HEi activities driven to research and development). Meanwhile, in both these cases, the administrative personnel responsible for overall management of the HEi activities needs also to be taken into account; What is the objective of the HEi environmental sustainability analysis (or Who is the final user of the provided results?)? There are several potential reasons to perform the HEi environmental sustainability analysis such as: assurance of effective resource management at HEi, promotion of HEi external profile and attraction of new students, etc. In the case when the sustainability analysis is a part of the resource management plan, it is feasible to refer the impacts to the occupied area, i.e. “…/m2”. 3.3. Definition of indicators As stated in the introduction, several documents and research papers [3–5] define the indicators significant in terms of sustainability and green university. Considering five impact categories (energy, water, transport, waste, behaviour and management) (Chapter 3.1), and based on the discussions on selection of indicative measures (Chapter 3.2), 26 indicators were proposed for the sustainability analysis of HEi (Table 1). Table 1. Proposed HEi environmental sustainability indicators. Indicator category
Indicator
Trend
Energy
Amount of heat generated/consumed from renewable energy sources per total amount of heat energy generated/consumed (Qrenewable/Qtotal), %
Increasing
Self-sufficient heat energy amount (Qself-sufficient/Qtotal), %
Increasing
Heat energy produced/consumed per square meter, MWh/time unit/m
Decreasing
Heat energy produced/consumed per student, MWh/time unit/ number of students
Decreasing
Heat energy produced/consumed per administrative and scientific personnel, MWh/time unit/ personnel
Decreasing
Amount of electricity generated/consumed from renewable energy sources per total amount of electricity generated/consumed, (Erenewable/Etotal), %
Increasing
Self-sufficient electricity amount (Eself-sufficient/Etotal), %
Increasing
2
Electricity produced/consumed per square meter, kWh/time unit/m
Decreasing
Electricity produced/consumed per student, kWh/time unit/ number of students
Decreasing
Electricity produced/consumed per administrative and scientific personnel, MWh/time unit/ personnel
Decreasing
CO2 emissions associated with energy category per student, administrative and scientific personnel, tonnes CO2/person
Decreasing
Share of recycled water amount per the total water consumption, %
Increasing
2
Water consumption
Cold/hot water consumption per square meter, m /time unit/m
Decreasing
Cold/hot water consumption per student, m3/time unit/number of students
Decreasing
Cold/hot water consumption per administrative and scientific personnel, m3/time unit/number of personnel
Decreasing
CO2 emissions associated with water category per student, administrative and scientific personnel, tonnes CO2/person (excl. hot water preparation CO2 emissions since included in the category “Energy”)
Decreasing
3
2
Davis Freidenfelds et al. / Energy Procedia 147 (2018) 42–47 Author name / Energy Procedia 00 (2018) 000–000
46 Transport
Waste
Distance travelled to HEi (classified by mode of transport – personal cars, public transport, bicycles, etc.), km/time unit
Neutral, but with increased share of use of public transport
Distance travelled by environmentally friendly vehicle (including electric car, bikes etc.) against total HEi distance, %
Increasing
CO2 emissions associated with transport category per student, administrative and scientific personnel, tonnes CO2/person
Decreasing
Amount of sorted/recycled waste against total generated waste (divided by flows), %
Increasing
Availability of containers for sorted waste, number /m
Reaching the defined comfort number
CO2 emissions associated with waste category per student, administrative and scientific personnel, tonnes CO2/person
Decreasing
Number of local initiatives in the field of resource consumption reduction (separately for thermal energy, electricity, transport, water consumption and waste management) per total number of initiatives, %
Increasing
Investment volume separately for improvement of energy efficiency of buildings, to reduce water consumption, heat loss prevention, Euro/time unit
Increasing
Number of local initiatives for the use of more environmentally friendly transport, number/time unit
Increasing
Number of green procurement procedures per total number of procurement, %
Increasing
2
Behaviour and management
5
Indicator category “Behaviour and management” should be viewed with other category values due to the fact that initiatives towards resource consumption should reduce resource consumption, thus showing the response actions of behaviour change. There are many aspects that could influence indicator values. Goals of HEi are linked with institutions specifics that should be represented in the goals of HEi. These goals also set the direction of research and HEi specialization. For example, electricity consumption for a technical HEi most probably will be much higher than in HEi that specializes in social sciences. Same goes for management structure – it influences the values of indicators. Essential part of reducing impact on environment is to provide clear HEi environmental policy that is included in the HEi strategy and followed in everyday life. It is also vital to carry over these strategic goals set in environmental policy to all the stakeholders – students, researchers and staff members and broader society. Only by providing education on the issue of environmental protection will it be possible to reduce the HEi environmental impact that would be shown as better values in the developed indicators. Indicators in each category should be viewed all together as only then the real direction of HEi could be understood, either reducing the impact on environment or increasing it. For example, water consumption per square meter declines, but the rest of the indicators remain the same. That means that the total water consumption has stayed the same and square area has been reduced. 4. Conclusions As the pursuit of sustainable development continues to growth, higher education institutions should take action towards meeting the goals of sustainable development. Environmental sustainability analysis in HEi provides necessary frame to conduct quantitative and qualitative evaluation that indicates strength and weakness in each specific case. Furthermore, benchmarking of HEi performance, similar to that used in the industry sector, should be carried out to reach a comparative analysis of HEis environmental sustainability and to be able to identify the best practices in the management of universities. References [1]
Lozano R, Ceulemans K, Alonso-Almeida M, Huisingh D, Lozano FJ, Waas T, Lambrechts W, Lukman R, Huge J. A review of commitment and implementation of sustainable development in higher education: Results from a worldwide survey. J. Clean. Prod. 2015;108:1–18.
6 [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19]
Davis Freidenfelds et al. / Energy Procedia 147 (2018) 42–47 Author name / Energy Procedia 00 (2018) 000–000
47
Lozano R, Lukman R, Lozano FJ, Huisingh D. Declarations for sustainability in higher education : becoming better leaders, through addressing the university system. J. Clean. Prod. 2013;48:10–9. Cantalapiedra IR, Bosch M, Lo F. Involvement of final architecture diploma projects in the analysis of the UPC buildings energy performance as a way of teaching practical sustainability. J. Clean. Prod. 2006;14:958–62. Jain S, Aggarwal P, Sharma N, Sharma P. Fostering sustainability through education, research and practice : a case study of TERI University. J. Clean. Prod. 2013;61:20–4. Alshuwaikhat HM, Abubakar I. An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. J. Clean. Prod. 2008;16:1777–85. Hooi KK, Hassan F, Mat MC. An Exploratory Study of Readiness and Development of Green University Framework in Malaysia. Procedia, Soc. Behav. Sci. 2012;50:525–36. Wright TSA. Definitions and frameworks for environmental sustainability in higher education. Int. J. Sustain. High. Educ. Pol. 2002;15(2):105–20. John F. Advancing sustainability in higher education: issues and opportunities for research. Higher Education Policy 2002;15(2):143–152. Yuan X, Zuo J, Huisingh D. Green Universities in China - What matters? J. Clean. Prod. 2013;61:36–45. United Nations. SDG indicators. Available: https://unstats.un.org/sdgs/indicators/indicators-list/ The World Bank. Indicators. Available: https://data.worldbank.org/indicator?tab=all UI Green Metric. Criteria and Indicators. Available: http://greenmetric.ui.ac.id/criterian-indicator/ SlideShare. Sustainability index. Available: https://www.slideshare.net/Ilgtspeja Renata D, Genovaite L, Audrone M. Sustainability at universities: Students’ perceptions from Green and Non-Green universities. J. Clean. Prod. 2018;181:473–82. Huo X, Yu ATW. Analytical review of green building development studies. J. Green Build. 2017;12:130–48. Velazquez L, Munguia N, Platt A, Taddei J. Sustainable university: what can be the matter ? Journal of Cleaner Production 2006;14:810–9. Liobikiene R, Genovaite D. University contributions to environmental sustainability: challenges and opportunities from the Lithuanian case. 2015;108:891–9. Adams R, Martin S, Boom K. University culture and sustainability: Designing and implementing an enabling framework. J. Clean. Prod. 2018;171:434–45. Pacheco-Blanco B, Bastante-Cece MJ. Green public procurement as an initiative for sustainable consumption. An exploratory study of Spanish public universities. J. Clean. Prod. 2016;133:648–56.
ScienceDirect ScienceDirect Energy Procedia 00 (2018) 000–000 Energy Procedia 00 (2018) 000–000 ScienceDirect ScienceDirect
Availableonline onlineatatwww.sciencedirect.com www.sciencedirect.com Available www.elsevier.com/locate/procedia www.elsevier.com/locate/procedia
Energy Procedia Procedia 00 147(2017) (2018)000–000 42–47 Energy www.elsevier.com/locate/procedia
International Scientific Conference “Environmental and Climate Technologies”, CONECT 2018 International Scientific Conference “Environmental and Climate Technologies”, CONECT 2018
What The does environmentally sustainable higher education 15thenvironmentally International Symposium on District Heating andeducation Cooling What does sustainable higher institution mean? institution mean? Assessing the feasibility of using the heat demand-outdoor Davis Freidenfelds*, Silvija Nora Kalnins, Julija Gusca
temperature function for a long-term heatGusca demand forecast Davis Freidenfelds*, Silvija Nora district Kalnins, Julija Institute of Energy Systems and Environment, Riga Technical University, Azenes iela 12/1, Riga, LV-1048, Latvia Institute of Energy Systems and Environment, Riga Technical University, Azenes iela 12/1, Riga, LV-1048, Latvia
I. Andrića,b,c*, A. Pinaa, P. Ferrãoa, J. Fournierb., B. Lacarrièrec, O. Le Correc a IN+ Center for Innovation, Technology and Policy Research - Instituto Superior Técnico, Av. Rovisco Pais 1, 1049-001 Lisbon, Portugal Abstract b Veolia Recherche & Innovation, 291 Avenue Dreyfous Daniel, 78520 Limay, France Abstract c Département Systèmes Énergétiques et Environnement - IMT Atlantique, 4 rue Alfred Kastler, 44300emphasized Nantes, France Sustainable development, environmental protection and climate change definitions are increasingly globally. As analyses on development, global warming shows, all stakeholders in society act todefinitions reduce their impact. With increasing Sustainable environmental protection and climatemust change are environmental increasingly emphasized globally. As concerns on about resource use, shows, transport wasteinmanagement and issues their affecting the environment, a need to analyses global warming allimpacts, stakeholders society must actother to reduce environmental impact.there Withisincreasing respond toabout climate change. education institutions (HEi) as the leaders are prepared,there mustisprovide concerns resource use,Higher transport impacts, waste management andplace otherwhere issues future affecting the environment, a need an to Abstract understanding of environmental issues and sustainable development stakeholders and decision makers, both must at theprovide level ofana respond to climate change. Higher education institutions (HEi) as theforplace where future leaders are prepared, theoretic framework as well as showing the best practices in management of HEi. The aim the work is to establish an indicatorunderstanding of environmental issues and sustainable development for stakeholders and of decision makers, both at the level of a District heating networks are commonly addressed in the literature as one of the most effective solutions for decreasing the based framework foras assessing the long-term environmental sustainabilityofofHEi. HEi.The Considering UNisSustainable theoretic framework well as showing the best practices in management aim of thethe work to establishDevelopment an indicatorgreenhouse gas emissions from the building sector. These systems require high investments which are returned through the heat Goals,framework the World Bank development indicators, UI Green Metric indicators of andHEi. Sustainability index, 26 indicators areDevelopment selected and based for assessing the long-term environmental sustainability Considering the UN Sustainable sales. Due to the changed climate conditions and building renovation policies, heat demand in the future could decrease, analysed potential in the environmental assessment of HEi. Goals, thefor World Bankuse development indicators, performance UI Green Metric indicators and Sustainability index, 26 indicators are selected and prolonging the investment return period. analysed for potential use in the environmental performance assessment of HEi. The main scope of this paper is to assess the feasibility of using the heat demand – outdoor temperature function for heat demand © 2018 The Authors. Published by Elsevier Ltd. forecast. The districtPublished of Alvalade, locatedLtd. in Lisbon (Portugal), was used as a case study. The district is consisted of 665 © 2018 The Authors. by This is an open accessPublished article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/) © 2018 The Authors. by Elsevier Elsevier Ltd. This is an open the CC period BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/) buildings that access vary inarticle both under construction and typology. Three weather scenarios (low, medium, high) and three district Selection and access peer-review responsibility of the scientific committee of the International Scientific Conference ) This is an open article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/ Selection andscenarios peer-review under responsibility of the scientific committee of estimate the International Scientific Conference ‘Environmental renovation were developed (shallow, intermediate, deep). To the error, obtained heat demand values were ‘Environmental and Climate Technologies’, CONECT 2018. Selection and peer-review under responsibility of the scientific committee of the International Scientific Conference and Climate Technologies’, CONECT 2018. compared with results from a dynamic heat demand model, previously developed and validated by the authors. ‘Environmental and Climate Technologies’, CONECT 2018. The results showed that when only weather change is considered, the margin of error could be acceptable for some applications Keywords: sustainability; green university; rating; indicators (the error in annual demand was lower than 20% for all weather scenarios considered). However, after introducing renovation Keywords: sustainability; green university; rating; indicators scenarios, the error value increased up to 59.5% (depending on the weather and renovation scenarios combination considered). The value of slope coefficient increased on average within the range of 3.8% up to 8% per decade, that corresponds to the 1. Introduction decrease in the number of heating hours of 22-139h during the heating season (depending on the combination of weather and 1. Introduction renovation scenarios considered). On the other hand, function intercept increased for 7.8-12.7% per decade (depending on the The importance sustainable development climate changethe issues is nowparameters clearly recognized at globalconsidered, and national coupled scenarios). of The values suggested could and be used to modify function for the scenarios and The importance of sustainable development and climate change issues is now clearly recognized at global and national levels. With increasing concerns about inefficient resource use, fossil fuel-based transportation vehicles, waste improve the accuracy of heat demand estimations.
levels. With increasing concerns about inefficient resource use, fossil fuel-based transportation vehicles, waste © 2017 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the Scientific Committee of The 15th International Symposium on District Heating and * Corresponding author. Cooling.
E-mail address:author. [email protected] * Corresponding E-mail address: [email protected] Keywords: Heat demand; Forecast; Climate change 1876-6102 © 2018 The Authors. Published by Elsevier Ltd. This is an open access under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/) 1876-6102 © 2018 Thearticle Authors. Published by Elsevier Ltd. Selection under responsibility of the scientific of the International Scientific Conference ‘Environmental and Climate This is an and openpeer-review access article under the CC BY-NC-ND licensecommittee (https://creativecommons.org/licenses/by-nc-nd/4.0/) Technologies’, CONECT 2018. Selection and peer-review under responsibility of the scientific committee of the International Scientific Conference ‘Environmental and Climate 1876-6102 © 2017 The Authors. by Elsevier Ltd. Technologies’, CONECT 2018. Published 1876-6102 2018 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of the Scientific Committee of The 15th International Symposium on District Heating and Cooling. This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/) Selection and peer-review under responsibility of the scientific committee of the International Scientific Conference ‘Environmental and Climate Technologies’, CONECT 2018. 10.1016/j.egypro.2018.07.031
2
Davis Freidenfelds et al. / Energy Procedia 147 (2018) 42–47 Author name / Energy Procedia 00 (2018) 000–000
43
management and other issues affecting the environment, there is a need to respond to climate change also at institution levels. HEi is a place, firstly, where future leaders are educated, and, secondly, where the best environmental practices are demonstrated. Thus, HEi plays the role of environmental pioneers in society. Since the 1970s, HEi have tried to improve environmental commitment and sustainable development in their system, including institutional systems, education, research, campus management [1]. In this context, several policy papers (declarations, charters and initiatives) for higher education for sustainable development have been developed [1] so that HEi provide a framework for better implementation of sustainable development in their systems. Some mentionable policy papers are Tailloires Declaration (Presidents Conference, France), Halifax Declaration (Conference on University Action for Sustainable Development), Global Higher Education for Sustainability Partnership and more [2]. Many studies have been published on this topic, which deal with education and the management of campuses [1]. Cantalapiedra et al. in a case study analyzed institutional framework and campus operations [3], Jain in a case study analyzed education [4], Alshuwaikhat and Abubakar in a framework proposal analyzed campus operations, education, research and outreach [5]. The creation of environmentally friendly HEi can be defined as a process that reduces the environmental impact both within and outside the HEi, as well as raising awareness of the environment in the communities of higher education [6]. There is a belief that higher education is considered to be the best place to start environmentally friendly activities, because, at the same time, it can teach principles of understanding and management [6]. The public’s perception of an environmentally friendly or green HEi is quite different (for example “green campus initiative” might mean to use natural light instead of electricity during the day, make a greener student campus or to make campus sustainable [6]). The core obstacle slowing down the creation and further development of environmentally sustainable HEi is linked with the fact that global standards or guidelines for such a term has not yet been clearly defined. According to Wright et al. [7] and Fien et al. [8], also summarized by Yuan et al. [9], a sustainable university should be oriented towards sustainable campus operations, sustainable research, public outreach, cooperation between/among institutions, sustainable curricula and sustainability reporting. The green university concept developed and implemented by China Green University Network [9] defines the following directions:
Interdisciplinary cooperation between green campuses; Policy decisions towards energy efficiency actions in campus; Innovations in green building technologies; Awareness raising on green campus and energy efficiency management; Demonstration projects of green campus; Further development of ‘Green Universities’ in China.
Meanwhile Yuan et al. [9] stresses in their paper once again that the concept of green or environmental university cannot be focused only on analysis of ecological aspects of sustainability. It needs to cover the broader sustainability aspects as research and development, education processes and staff rewards. The aim of the study is to identify environmental indicators for ensuring the environmental sustainability of HEi. Within the present paper, the term “green university” is represented as a university considering the sustainable development, climate change and adaptation, environmental protection goals to minimize university’s effect to environment at the same time ensuring the general goals of HEi, i.e. provision of excellence in education and science through effective and sustainable management. 2. Methodology A clear framework is needed in order to be able to achieve well-defined goals for sustainable development. The research methodology is shown in Fig. 1.
Davis et al. / Energy00Procedia 147 (2018) 42–47 AuthorFreidenfelds name / Energy Procedia (2018) 000–000
44
3
Fig. 1. HEi environmental sustainability research methodology.
The first step in assessment of HEi environmental sustainability relates to screening analysis of existing indicators in the field of green university and sustainable university. Within the present paper four data bases were used:
UN Sustainable Development Goals indicators [10]; World Bank indicators [11]; UI Green Metric indicators [12]; Sustainability index [13].
The second step of the methodology corresponds to the definition of general goals of the HEi. To identify the scope of the environmental sustainability analysis, it is important to understand, if the university is more education-oriented or science-oriented and how the university is providing social function of university – demonstrating of best practices in green developments. The third step is focused on understanding the management system of the assessed HEi. It is important to understand, if and how the environmental and sustainability goals are included in the policy of the HEi, if and who provides management, analysis and actions of environmental and sustainability data. The final step covers definition of main stakeholders of the HEi. By defining and involving stakeholders two issues are tackled – education about sustainable development will improve for those who take part in decision making and consensus should be acquired in decision-making bodies to ensure more efficient implementation of environmental management system in the HEi. 3. Results and discussions 3.1. Definition of analyzed impact categories Dagiliute et al. [14], based on statements from [14–19], defined that while analysing sustainable campus such categories as energy consumption, water consumption, waste management, and transport, construction and refurbishment, as well as products and services purchasing practices are traditionally observed. Within the present paper, the authors have identified five environmental impact categories significant for observation within the green university context:
Energy (electrical and thermal energy); Water; Transport; Waste; Behaviour and management. In each specific category several indicators are defined (Chapter 3.3).
4
Davis Freidenfelds et al. / Energy Procedia 147 (2018) 42–47 Author name / Energy Procedia 00 (2018) 000–000
45
3.2. Definition of indicative measure Based on the methodology, the second step includes definition of indicative measure and referral to the corresponding category. The following considerations need to be considered in order to determine the indicators: HEi internal development strategy goals. Since nowadays universities are combining two main directions within their operation (provision of higher education and scientific research), the indicative measure used for these needs might be referred to “…/student” (HEi activities driven to higher education provision) and “…/researcher” (HEi activities driven to research and development). Meanwhile, in both these cases, the administrative personnel responsible for overall management of the HEi activities needs also to be taken into account; What is the objective of the HEi environmental sustainability analysis (or Who is the final user of the provided results?)? There are several potential reasons to perform the HEi environmental sustainability analysis such as: assurance of effective resource management at HEi, promotion of HEi external profile and attraction of new students, etc. In the case when the sustainability analysis is a part of the resource management plan, it is feasible to refer the impacts to the occupied area, i.e. “…/m2”. 3.3. Definition of indicators As stated in the introduction, several documents and research papers [3–5] define the indicators significant in terms of sustainability and green university. Considering five impact categories (energy, water, transport, waste, behaviour and management) (Chapter 3.1), and based on the discussions on selection of indicative measures (Chapter 3.2), 26 indicators were proposed for the sustainability analysis of HEi (Table 1). Table 1. Proposed HEi environmental sustainability indicators. Indicator category
Indicator
Trend
Energy
Amount of heat generated/consumed from renewable energy sources per total amount of heat energy generated/consumed (Qrenewable/Qtotal), %
Increasing
Self-sufficient heat energy amount (Qself-sufficient/Qtotal), %
Increasing
Heat energy produced/consumed per square meter, MWh/time unit/m
Decreasing
Heat energy produced/consumed per student, MWh/time unit/ number of students
Decreasing
Heat energy produced/consumed per administrative and scientific personnel, MWh/time unit/ personnel
Decreasing
Amount of electricity generated/consumed from renewable energy sources per total amount of electricity generated/consumed, (Erenewable/Etotal), %
Increasing
Self-sufficient electricity amount (Eself-sufficient/Etotal), %
Increasing
2
Electricity produced/consumed per square meter, kWh/time unit/m
Decreasing
Electricity produced/consumed per student, kWh/time unit/ number of students
Decreasing
Electricity produced/consumed per administrative and scientific personnel, MWh/time unit/ personnel
Decreasing
CO2 emissions associated with energy category per student, administrative and scientific personnel, tonnes CO2/person
Decreasing
Share of recycled water amount per the total water consumption, %
Increasing
2
Water consumption
Cold/hot water consumption per square meter, m /time unit/m
Decreasing
Cold/hot water consumption per student, m3/time unit/number of students
Decreasing
Cold/hot water consumption per administrative and scientific personnel, m3/time unit/number of personnel
Decreasing
CO2 emissions associated with water category per student, administrative and scientific personnel, tonnes CO2/person (excl. hot water preparation CO2 emissions since included in the category “Energy”)
Decreasing
3
2
Davis Freidenfelds et al. / Energy Procedia 147 (2018) 42–47 Author name / Energy Procedia 00 (2018) 000–000
46 Transport
Waste
Distance travelled to HEi (classified by mode of transport – personal cars, public transport, bicycles, etc.), km/time unit
Neutral, but with increased share of use of public transport
Distance travelled by environmentally friendly vehicle (including electric car, bikes etc.) against total HEi distance, %
Increasing
CO2 emissions associated with transport category per student, administrative and scientific personnel, tonnes CO2/person
Decreasing
Amount of sorted/recycled waste against total generated waste (divided by flows), %
Increasing
Availability of containers for sorted waste, number /m
Reaching the defined comfort number
CO2 emissions associated with waste category per student, administrative and scientific personnel, tonnes CO2/person
Decreasing
Number of local initiatives in the field of resource consumption reduction (separately for thermal energy, electricity, transport, water consumption and waste management) per total number of initiatives, %
Increasing
Investment volume separately for improvement of energy efficiency of buildings, to reduce water consumption, heat loss prevention, Euro/time unit
Increasing
Number of local initiatives for the use of more environmentally friendly transport, number/time unit
Increasing
Number of green procurement procedures per total number of procurement, %
Increasing
2
Behaviour and management
5
Indicator category “Behaviour and management” should be viewed with other category values due to the fact that initiatives towards resource consumption should reduce resource consumption, thus showing the response actions of behaviour change. There are many aspects that could influence indicator values. Goals of HEi are linked with institutions specifics that should be represented in the goals of HEi. These goals also set the direction of research and HEi specialization. For example, electricity consumption for a technical HEi most probably will be much higher than in HEi that specializes in social sciences. Same goes for management structure – it influences the values of indicators. Essential part of reducing impact on environment is to provide clear HEi environmental policy that is included in the HEi strategy and followed in everyday life. It is also vital to carry over these strategic goals set in environmental policy to all the stakeholders – students, researchers and staff members and broader society. Only by providing education on the issue of environmental protection will it be possible to reduce the HEi environmental impact that would be shown as better values in the developed indicators. Indicators in each category should be viewed all together as only then the real direction of HEi could be understood, either reducing the impact on environment or increasing it. For example, water consumption per square meter declines, but the rest of the indicators remain the same. That means that the total water consumption has stayed the same and square area has been reduced. 4. Conclusions As the pursuit of sustainable development continues to growth, higher education institutions should take action towards meeting the goals of sustainable development. Environmental sustainability analysis in HEi provides necessary frame to conduct quantitative and qualitative evaluation that indicates strength and weakness in each specific case. Furthermore, benchmarking of HEi performance, similar to that used in the industry sector, should be carried out to reach a comparative analysis of HEis environmental sustainability and to be able to identify the best practices in the management of universities. References [1]
Lozano R, Ceulemans K, Alonso-Almeida M, Huisingh D, Lozano FJ, Waas T, Lambrechts W, Lukman R, Huge J. A review of commitment and implementation of sustainable development in higher education: Results from a worldwide survey. J. Clean. Prod. 2015;108:1–18.
6 [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19]
Davis Freidenfelds et al. / Energy Procedia 147 (2018) 42–47 Author name / Energy Procedia 00 (2018) 000–000
47
Lozano R, Lukman R, Lozano FJ, Huisingh D. Declarations for sustainability in higher education : becoming better leaders, through addressing the university system. J. Clean. Prod. 2013;48:10–9. Cantalapiedra IR, Bosch M, Lo F. Involvement of final architecture diploma projects in the analysis of the UPC buildings energy performance as a way of teaching practical sustainability. J. Clean. Prod. 2006;14:958–62. Jain S, Aggarwal P, Sharma N, Sharma P. Fostering sustainability through education, research and practice : a case study of TERI University. J. Clean. Prod. 2013;61:20–4. Alshuwaikhat HM, Abubakar I. An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. J. Clean. Prod. 2008;16:1777–85. Hooi KK, Hassan F, Mat MC. An Exploratory Study of Readiness and Development of Green University Framework in Malaysia. Procedia, Soc. Behav. Sci. 2012;50:525–36. Wright TSA. Definitions and frameworks for environmental sustainability in higher education. Int. J. Sustain. High. Educ. Pol. 2002;15(2):105–20. John F. Advancing sustainability in higher education: issues and opportunities for research. Higher Education Policy 2002;15(2):143–152. Yuan X, Zuo J, Huisingh D. Green Universities in China - What matters? J. Clean. Prod. 2013;61:36–45. United Nations. SDG indicators. Available: https://unstats.un.org/sdgs/indicators/indicators-list/ The World Bank. Indicators. Available: https://data.worldbank.org/indicator?tab=all UI Green Metric. Criteria and Indicators. Available: http://greenmetric.ui.ac.id/criterian-indicator/ SlideShare. Sustainability index. Available: https://www.slideshare.net/Ilgtspeja Renata D, Genovaite L, Audrone M. Sustainability at universities: Students’ perceptions from Green and Non-Green universities. J. Clean. Prod. 2018;181:473–82. Huo X, Yu ATW. Analytical review of green building development studies. J. Green Build. 2017;12:130–48. Velazquez L, Munguia N, Platt A, Taddei J. Sustainable university: what can be the matter ? Journal of Cleaner Production 2006;14:810–9. Liobikiene R, Genovaite D. University contributions to environmental sustainability: challenges and opportunities from the Lithuanian case. 2015;108:891–9. Adams R, Martin S, Boom K. University culture and sustainability: Designing and implementing an enabling framework. J. Clean. Prod. 2018;171:434–45. Pacheco-Blanco B, Bastante-Cece MJ. Green public procurement as an initiative for sustainable consumption. An exploratory study of Spanish public universities. J. Clean. Prod. 2016;133:648–56.