Thursday 31 August, 2pm Raeburn Room, Old College … · Michelle Brown, Head of SRS Programmes ......

If you require this agenda or any of the papers in an alternative format please contact Jane Rooney on 0131 650 4375 or email [email protected]

Social Responsibility and Sustainability Committee Thursday 31 August, 2pm

Raeburn Room, Old College

AGENDA 1 Minute

To approve the minute of the previous meeting on 16 March 2017

A

2 Matters Arising To raise any matters arising not covered on the agenda or in post-meeting notes

STRATEGIC AND SUBSTANTIVE ITEMS

3 Community Engagement Strategy Progress Report

To discuss a paper and receive a presentation from the Assistant Principal Community Relations

B

4 Strategy for Engaging the Public with Research To discuss a paper from the Assistant Principal Community Relations

C

5 Youth and Student Employment Strategy To discuss and endorse a paper from the Senior HR Partner - Resourcing

D

6 Revising SOAG – Proposed New Membership & Remit To discuss and endorse a paper from the Director of SRS

E

7 Draft Widening Participation Strategy To discuss a paper from the Deputy Secretary, Strategic Planning

F

8 Annual Programmes Update – Progress & Next Steps To receive a report from the Head of SRS Programmes

G

9 SRS Staff and Student Survey To receive a report and presentation from the Communications Coordinator

H

10 University Climate Change Strategy 2016-2026 – Progress and Next Steps To receive an update from the Climate Policy Manager

I

11 Integrating SRS into the Mainstream- Next Steps To discuss and endorse a paper from the Director of SRS

J

12 SRS Strategy Review Update To discuss a progress report from the SRS Programme Manager

K

ITEMS FOR FORMAL APPROVAL/NOTING 13 Sustainable Campus Fund Performance Update

To note a paper from the Head of SRS Programmes

L

14 Modern Slavery Statement To note a paper from the Head of SRS Programmes

M

15 Responsible Investment To receive an update from the Director of SRS

Verbal

16 Any Other Business To consider any other matters from Group members

Verbal

1

UNIVERSITY OF EDINBURGH A MINUTE OF A MEETING of the Social Responsibility and Sustainability Committee held in the Elder Room, Old College on Thursday 16 March 2017.

Present: Lesley McAra (in chair), Assistant Principal Community Relations Michelle Brown, Head of SRS Programmes Laura Cattell, Head of Widening Participation Moira Gibson, Head of External Affairs, Communications & Marketing Dave Gorman, Director of Social Responsibility and Sustainability Pete Higgins, Dean of Students, CAHSS Gary Jebb, Director of Estates Jenna Kelly, Students’ Association Vice President Services Phil McNaull, Director of Finance Janet Philp, Joint Unions Liaison Committee George Sked, Acting Director of Procurement In attendance: Sarah Anderson, Project Officer (Beltane), for Heather Rea Pauline Jones, Head of Strategic Performance and Research Policy, for item 6 Jennifer McGregor, Senior Strategic Planner, for item 6 Matthew Lawson, SRS Programme Manager, for items 9 & 10 Apologies: Charlie Jeffery (Convenor), Senior Vice Principal Gavin Douglas, Deputy Secretary Student Experience Hugh Edmiston, Director of Corporate Services Zoe Lewandowski, Director of Human Resources Jane Norman, Vice-Principal People and Culture Heather Rea, Project Lead, Beltane Public Engagement Network James Smith, Vice Principal International

1 In the absence of the Senior Vice-Principal, the Vice Convenor chaired the meeting. The minute of 17 October 2016 was approved as a correct record.

A

2 Matters Arising There were no matters arising not covered on the agenda or in post-meeting notes.

STRATEGIC AND SUBSTANTIVE ITEMS

3 SRS: Curricular and Co-Curricular Pathways

The AP Community Relations introduced a vision for further integration of SRS issues into the cross-University curriculum, building on the student social enterprise pathways paper discussed in June 2016. The model could be implemented within existing resources. Members recognised progress to date, emphasising that these opportunities should be made available to all students, regardless of core programme of study. Building the social enterprise pathway in collaboration with staff in the Business School had increased activity in the area, generating new research bids and connections, which should be replicable elsewhere. SRSC noted the SPHEIR (Strategic Partnerships for Higher Education Innovation and Reform) bid to build capacity in universities for more online teaching. A postgraduate certificate was proposed, bringing together all three Global Academies. There was also potential for the further development of MOOCs and the option to add credit-bearing elements. SRS Committee endorsed the initial structure and approved extension of the pathways model for onward transmission to the Learning and Teaching Policy Group and Senatus Learning and Teaching Committee.

B

2

4 Community Engagement Strategy Update A business case had been developed and funding secured for two Community Engagement posts. Sarah Anderson had been appointed Project Manager, with a Communications Officer to follow in April. The posts would help achieve a strategic overview of CE activity, helping decide where to deploy learning and teaching. A community of practice had been established, research synergies were emerging, and funding was being generated, including an ESRC impact accelerator grant. A reactive service was envisioned, launching student projects around issues brought to the University. The Committee noted potential linkages to the work of the Vice-Principal Philanthropy and Advancement. Action – LM & MG to bring an annual report to the October meeting.

5 Widening Participation Update The Head of Widening Participation updated members on progress, including a paper to PSG in November to ask for support for a strategy and a meeting with Professor Peter Scott, Commissioner for Fair Access. There was more work to be done to demonstrate the range of activities and shape the scope of the commission, due to report by 2018. Efforts were ongoing across the sector to make for a more efficient learner journey. Better articulation in accordance with SQA levels of attainment would facilitate progression, allow learners to exit and return more easily, and access quality education to the maximum possible attainment. Provision between FE and full degree was needed, delivered by universities and colleges working in partnership. There were currently not enough students with the minimum attainment to meet WP targets. Only three universities had achieved 10%, with a 2% increase within the sector against a falling demographic in Scotland. If targets were not going to be met, discussions around them needed to change. The Commissioner for Fair Access had placed emphasis on getting WP students through the door, regardless of subsequent dropout rates. This had been challenged in UoE’s response to the Scottish Government consultation. SRSC recognised that WP work needed to align with the wider agenda of tackling social deprivation. Underlying problems were created at ages 0-5 and creative solutions were needed, including investing in supporting nursery education. There was an enormous amount of voluntary resource that UoE could commit. Identifying and mapping current involvement with schools would help guide decisions about how best to intervene. The social route needed to be cleared to facilitate study for learners with families, part-time jobs, and caring responsibilities, as current timetabling and programme structures impeded part-time provision. SRSC noted linkages to 2030 Sustainable Development goals 1 and 2 (no poverty and zero hunger) and the need to be mindful of goals and metrics, with reporting starting in 2019. These initiatives should be mentioned in all strategy documents to demonstrate how UoE was addressing the issues. WP strategy was now going into a period of consultation, to include a workshop with SRS Committee.

C

6 Measuring the Social Impact of the University There was an opportunity to develop a new performance framework and baseline to assess UoE’s benefit to society. Academic expertise would help identify priorities and develop tools and techniques. The focus initially would be on the city, before looking at global benefits. There were potential linkages to the WP and CE strategies, but this would be a long term process. These metrics would also be useful if UoE went ahead with the social finance options discussed under item 8. SRSC recommended that the Sustainable Development Goals be kept as a lens to communicate impact, and that negative impacts also be considered. Members welcomed development of a rigorous process, would find the baseline particularly helpful, and looked forward to hearing further developments. Action – PJ to follow up with Francis Greene in the Business School.

D

3

7 University Climate Change Strategy 2016-2026 The new plan put UoE in a stronger position, with absolute targets established via a solid process, on an evidence base, taking into account what other universities were doing. Positive feedback had been received from the staff and student community following launch in the autumn. The Sustainable Campus Fund was running well, funding savings, and would report back to Estates Committee in May. The utilities target was a 10% reduction from baseline, and progress was currently at 7%. The fund was uncovering general energy issues around data and design, and offered opportunities to work with Estates on a longer term vision. Sustainable travel work was progressing and further investment could be made in UoE’s VC suites to make for a more immersive experience. There was a potential leadership opportunity for UoE to start a virtual conference programme. The Renewable Energy and Low Carbon Options Review Group was on track to deliver robust recommendations by autumn. More work was needed looking into adaptation and metrics. Targets were in place to 2025, but a pathway still needed to be developed, with input from the Committee. The launch would continue with SRS writing to Schools and Departments offering to present on the new Strategy. Action – DG to bring back an update on work inventorying VC assets. Post-meeting note: to be presented at the meeting on 12 October.

E

8 Investing for Good- The Case for Social Finance Investment Options were being developed to go to CMG in April and Court by the summer. With the focus initially on divestment, efforts were made to balance this by looking at positive investment including renewables. The proposed approach offered a third way - not just investing in the stock market, but accepting a lower return for social benefit. Cash balances could be used that were currently seeing less than 1% return, securing a higher return while building up expertise in a growing area. With a blended return, having covered funds to pay back the loan and running costs, UoE could afford to include some riskier investments. SRS Committee welcomed the proposals, found the basic concepts sound and the data well presented, though more work was needed to shape the narrative, including an elevator pitch and cutting overall length. Strong student interest should be flagged in the revised paper as the opportunity could be transformative for the student experience. It should include recognition of the social and environmental impact and links to related goals. Members noted opportunities for synergies, including a proposal from the City Council for a Scottish Social Stock Exchange. Action – All to send their comments to DG.

F

9 SRS Strategy Review Update The Programme Manager updated the Committee on progress since approval of the project plan in October. A revised strategy would be delivered by spring 2018. The first of five workstreams had been completed and a staff/student workshop held to discuss the issues. Scoping best practice across the sector highlighted examples including Manchester, UBC, and Glasgow Caledonian. SRS were working with students completing courses or dissertations in the area. A workshop would be set up to discuss the new strategy with Committee members and key stakeholders. The Sustainable Development Goals would provide a theoretical framework. It was proposed to explore options for a Chancellor’s Fellow in SRS with a particular focus on action research. Members agreed with the approach, emphasising that the Strategy should make clear how what it was saying was specific and material to the work of the University. Messages should be high level and consistent. Linkages to research, learning and teaching should be better articulated, and traction built up with learning and teaching committees. The new strategy should provide practical opportunities as well as leadership and vision.

G

4

ITEMS FOR FORMAL APPROVAL/NOTING 10 ESSA Project Report

The aim of this Erasmus+ funded project in partnership with the Students’ Association was to further develop sustainability benchmarking, carrying out audits across participating universities and developing open educational resources. Using the SLICC model, students would receive academic credit. This was the first SLICC with an international component, and would influence the next set of USR benchmark standards. Outcomes from the project would feed in to the SRS Strategy Review and SRSC would be kept up to date on progress.

H

11 SustainEd Festival 2017 The Festival, which closed National Green Week, offered a way to centralise and celebrate SRS activity on campus over the last year. It had been a success with 33 events held, over 2,000 attendees at the three flagship events, and 27,000 people reached on social media. The Festival was run in partnership with the City Council, building a foundation to work together to promote these issues. Feedback was being pulled together and an impact report would be circulated. The hope was to develop the event into an annual festival. The VPS thanked the Principal’s Office and SRS Department for their support. Action – JK to circulate the impact video. Post-meeting note: circulated on 21 March.

12 Any Other Business A new VP Community role had been added following a referendum last spring, increasing the number of Students’ Association sabbatical posts to five. The role should increase focus on SRS and community engagement. SRSC thanked outgoing VPS Jenna Kelly for her substantial contribution. The VP Community would be the principal point of contact in future. The Procurement Strategy presented to SRSC in October went to Court in December and was published on the University website, as required by the Procurement Reform Act. Next steps involved formal reporting on how UoE was performing against the strategy. An update would come back to the Committee. A Business Development Executive had been hired on a 12 month contract to work with SRS and ERI, focusing on raising income particularly in the Living Lab space, with the aim of demonstrating that this was worth doing in the longer term. A progress report would come back to the Committee. The Dean of Students and Head of SRS Programmes had met with the VP People & Culture to discuss staff learning and development on SRS issues and would come back with a revised proposal. Senate Learning and Teaching Committee had approved the optional course embedding SRS in learning and teaching and the Convener would write to Heads of School to ask for their support.

5

B

Social Responsibility and Sustainability Committee

Thursday August 31, 2017

Progress Report: Community Engagement Strategy

Description of paper 1. This paper updates the Committee on progress made in implementing the Community Engagement Strategy. It is structured around three strategic themes: enhancing community relations through research, teaching and learning; building and strengthening relationships between the University, city and communities; and enhancing interaction and understanding between the University and its communities Action requested 2. For discussion only Recommendation 3. The Committee is invited to provide feedback on progress Background and strategic context 4. The re-shaping of the funding landscape for higher education in the UK is creating new drivers for Universities to engage with their communities and seek more actively to contribute to economic, social and environmental prosperity in their locality and beyond. Within Scotland, as a result of the Community Empowerment (Scotland) Act 2015, Scottish Higher Education Institutions now actively participate in community planning partnerships with the aim of ‘delivering better services which make a real difference to the lives of individuals’1. Similarly the Scottish Funding Council is pressing Universities to identify more clearly how they intend to contribute to the Scottish Government’s Economic Strategy, Strategic Objectives for Scotland and its National Performance Framework.2 The City Deal in development for Edinburgh and its City Region, together with the 2050 Vision which is currently being evolved by the City of Edinburgh Council in consultation with communities, also underscore a direction of travel for institutions of higher education, in terms of key audiences and partnerships with, and for whom, knowledge is produced, purveyed and deployed. Across the UK, the Research Excellence Framework has laid emphasis on the impact of research, with the Stern Review (2016) recommending that, in the next REF cycle, institutions be enabled go showcase interdisciplinary and collaborative impacts via institutional level impact case studies, and that the scope of impact is broadened to include public engagement and understanding, impacts on cultural life, as well as impacts on teaching. The intersection between research and teaching also features in Teaching Excellence Framework, which highlights linkages between teaching and learning, and scholarship, research or professional practice3. Global competitor institutions (including Oxford, and Stanford), have long recognised that strong local partnerships support pathways to maximise research impact, and that community engagement is one important way in which to promote the integration of research into teaching, develop student skills (for employability) and provide a learning and teaching

1 http://www.gov.scot/Topics/Government/PublicServiceReform/CP 2 http://www.sfc.ac.uk/priorities 3 Whether or not the University agrees to participate in TEF in future years, key metrics linked to TEF are publically available and league tables will be constructed by the media. Failure to address TEF imperatives, therefore, will be reputationally damaging.

6

http://www.gov.scot/Topics/Government/PublicServiceReform/CP

http://www.sfc.ac.uk/priorities

2

environment which simply cannot be replicated in a classroom setting. They have also recognised that for international students the local University environment is their ‘international experience’. Moreover such institutions have benefited from income streams attached to community programmes, derived from philanthropic giving. In responding to these challenges, the University of Edinburgh’s strategic plan (Delivering Impact for Society, 2016) includes ‘contributing locally’ as one of its four development themes (defined as ‘key areas for change’). Core aims under this particular theme are: to build and strengthen relationships and information exchange between the University, the City and its communities; to put the University’s research and teaching at the service of local communities; to open up access to University buildings and facilities to the City and its residents, and to communicate what the University does and how it works with the City to enable its residents to interact with the University in an informed way. As part of the University’s wider commitment to generating greater social impact, a detailed Community Engagement Strategy (including implementation plan), was approved by Central Management Group on 17th May 2016. This was followed by a decision of the University Court (September 2016) to sign up to the Scottish Government’s ‘Social Impact Pledge’, which committed public bodies and Universities (on an annual rolling basis) to undertaking three activities which would make a difference in the local community. Under the leadership of the Assistant Principal Community Relations, the University pledged to increase its outreach work with local primary schools (specifically on literacy and numeracy); to expand and sustain student social enterprise activity; and to upscale the digital ambassadors pilot project (run during Spring and early Summer 2016 in partnership with the Charteris Community Centre, with trained students supporting digital skills development amongst older people) (see http://www.communityscot.org.uk/social-impact-pledge/who-has-made-pledge/pledges-made-so-far/university-edinburgh/). In December 2016 a business case was presented to, and approved by, the Senior Vice Principal, the Vice Principal Planning, Resources and Research Policy, and the Director of Corporate Services. This case was for two posts (each 0.5 FTE) to support the delivery of the community engagement strategy (a communications officer and a community engagement manager, both now in post) and a small community grants fund of £50K per annum. Resource implications 5. There are no resource implications. Equality & Diversity 6. Each of the substantive programmes being implemented as part of the community engagement strategy are subject to an Equality Impact Assessment as they come on stream. The strategy itself will enhance equality of opportunity and make a positive contribution to the wider community. Further information 7. Author and Presenters Professor Lesley McAra, Assistant Principal Community Relations Moira Gibson, Head of External Affairs Freedom of Information 8. Open

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http://www.communityscot.org.uk/social-impact-pledge/who-has-made-pledge/pledges-made-so-far/university-edinburgh/

http://www.communityscot.org.uk/social-impact-pledge/who-has-made-pledge/pledges-made-so-far/university-edinburgh/

3

Progress on Implementation of Community Engagement Strategy

Strategic Theme

Service/Project Output Benefit Performance Measure/Key Targets

Progress against targets

Enhance community relations through research, teaching and learning

Community of Practice Led by AP Community Relations in collaboration with Director of IAD and Dr Andy Cross

- Resource for academic staff: repository for information on best practice, a forum for exchange of ideas

- Supports deep learning around community engagement and experiential learning - Provides context in which new inter-disciplinary synergies (linked to research, teaching and impact) can be forged - Ensures that there is no duplication of effort across the university, maximising value for money

-Funding for the Community of Practice to be secured by summer 2017 -Formal launch in Autumn 2017

- Funding secured: Successful PTAS application (by Dr Andy Cross and team) to support project developing and testing evaluation framework for experiential learning in communities Successful ESRC impact accelerator grant application (£25K) to provide resource to develop the community of practice, in collaboration with IAD, and Living Lab team: theme of students as agents of social change, staff about to be appointed - Planning in progress for launch of Community of Practice

The Learning City Broad concept to increase opportunities for high quality engagement between the University and the citizenry in schools and lifelong learners. Phase 1 projects nominated as part of University’s social impact pledge (2016/17)

-Research-informed engagement with schools and community groups across the city region, to be undertaken in 4 phases. Phase 1 (2016/17): Implementation of two projects: (i) Read, Write, Count (led by Dr Gale MacLeod): students working with families of primary school children across the city encouraging them to include easy and fun reading, writing and counting activities in their everyday lives, as a means of

- Raising of pupil aspiration and attainment and supporting lifelong learning, including supporting pathways into Further and Higher Education. - Research impact on teaching within the University - Research spin off potential - Enhanced student experience through experiential learning opportunities and increased skills Phase 1: (i) Read, Write, Count - Enhanced skills for students in teaching, communication, and evaluation of impact

- Rolling programme of city-region schools’ engagement building towards institutional-wide REF impact case study for REF 2021 - Contribution to literacy and inclusion linking to imperatives of City Deal Phase 1: (i) Read, Write, Count > 80% student satisfaction with the learning and teaching components of

Phase 1: (i) Read, Write, Count -Successfully implemented- PGDE students worked with families, interviews with student participants indicates

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Strategic Theme




Led by AP Community Relations, Head of External Affairs, Community Engagement Project Manager, in collaboration with Moray House School of Education, the Widening Participation Team and other Schools across the University

enhancing pupil literacy and numeracy (developed in collaboration with the Scottish Book Trust and City of Edinburgh Council). Programme to be evaluated by Education students for credit as part of their dissertation research. (ii) Student Digital Ambassadors (led by Community Engagement Project Manager): students (for Edinburgh Award or for credit via SLICC) support older people to develop basic digital skills. Run through the Charteris Community Centre and Edinburgh City Libraries in collaboration with the University’s WEEE Recycling programme (with i-pads provided). Service builds on the successful pilot undertaken Spring/Summer 2016 in the Charteris Centre, funded by ISG, in consultation with SCVO, in which a bespoke training package was developed and evaluated. (Pilot found that self-efficacy increased across all basic digital skills for all participants, with users feeling most confident using Google, email and online tutorials/MOOCs)

- Evaluation will lead to enhancements in pupil support - Increased attainment in literacy and numeracy amongst primary school pupils which is the First Minister’s top priority, and the primary task of Mr Swinney who is also in charge of HE in Scotland - Opportunities to assist in delivering the University’s commitment to meeting Widening Participation targets (ii) Student Digital Ambassadors - Empowerment of older people and other groups with limited digital literacy - Students are trained and gain skills in teaching, communication, leadership, resilience etc. which enhances employability

the phase 1 programme (PGDE students) -Production of evaluation data to support enhancement and sustainability of the literacy and numeracy programme beyond year 1 (ii) Student Digital Ambassadors - Recruit and train a further 20 student ambassadors by August 2017: -Increase (by >90%) in basic digital skills for service users, using measurement tool developed in the pilot

100% student satisfaction with the learning opportunity - Evaluation data on efficacy of the project produced by BEd (Primary) students as part of their fourth year dissertation research, results being used by the City of Edinburgh Council to inform ways of scaling up the initiative (ii) Student Digital Ambassadors -Training of new cohort of Ambassadors successfully completed August 2017 -DA service in Edinburgh Central Library to begin 8 September 2017 - DA service in Charteris Community Centre to re-commence 25 September 2017 -Charteris DA service to be extended to Muslim Women’s group in Autumn 2017 -Aim in 2017/18 to up-scale the project to support expansion of digital skills in city-region schools (key priority of Fintech community), with greater co-ordination across the University to maximise strategic impact (linking and learning from best practice in work being undertaken, inter alia, in Informatics, Moray House, AQMeN research centre)

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http://www.ed.ac.uk/procurement/sustainableprocurement/weee

5

Strategic Theme




The Learning City cont.

Phase 2 (2017-19): Supporting ongoing development of the Edinburgh Cityscope project (led by Professor Jonathan Silvertown, School of Biological Sciences in collaboration with Prof Karen Forbes, ECA) as a data hub at the service of Edinburgh and its communities. It is planned to develop 100 multi-disciplinary student projects (for credit within the curriculum) in partnership with community groups, with the aim of building content for Cityscope. The Cityscope data hub will also be used to facilitate adult learning (through the Centre of Open Learning) and research evaluation (providing a unique resource through which to track the impact of major infrastructure projects including the City Deal).

Phase 3 (2018/19) Providing further opportunities for lifelong learners to benefit from the University’s learning and teaching, focusing on pathways into education for ‘at risk’ groups experiencing social/educational exclusion. Emphasis on experimentation with digital resources including new ways of utilising Massive Open Online Courses to promote inclusion. Links with the work of Prof Jarvie (Moray House) who is exploring links with football clubs as a means of supporting educational inclusion. And will be undertaken in collaboration with APs Digital Education, the Director of WP, and Cowgate project (for at-risk young people), to explore pedagogic pathways

Phase 4 (2019/20): Supporting leadership development within city schools (building on the Business School’s coaching of Headteachers), and developing bespoke leadership training for community and third sector groups.

Phase 2: - Community benefit from co-produced projects - Research impact on teaching within the University - Enhanced student experience through experiential learning opportunities and increased skills - Infrastructure and pathways to impact to support research grant applications for Cityscope - Resource for open-learning course development - Resource to support evaluation of interventions Phase 3: - Improved educational attainment and inclusion - Opportunities to deliver on the University’s commitment to Widening Participation - Opening up pathways to research impact Phase 4: - Enhanced leadership development and beneficial impact on service planning and delivery - Opening up pathways to research (on leadership) impact

Phase 2: -Implementation of pilot projects in 2017/18 -Implementation of 100 projects by summer 2019 > 80% student satisfaction with the learning and teaching components of the Phase 2 programme Phase 3: Implementation of two new inclusion projects > 80% satisfaction amongst phase 3 programme participants Phase 4: -Implementation of two new leadership development programmes - > 80% satisfaction amongst Phase 4 programme participants

Phase 2: Planning for pilot complete: - Prof Karen Forbes (ECA) first semester course (level 8, 20 credits) Drawn from the City, will implement circa 10 pilot projects - Dr James Stewart (SSPS) second semester course Data Design and Society will implement circa 10 pilot projects - Learning from pilot to inform long term plans to upscale no. of projects to meet target of 100 projects by summer 2019

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Strategic Theme




Social Transformation through Entrepreneurship Nominated as one of University’s social impact pledge programmes (2016/17) Led by AP Community Relations, Community Engagement Project Manager in collaboration with Business School, ERI (Launch.ed), EUSA, Edinburgh Social Enterprise Network, Converge Challenge, Charteris Centre

- Create eco-system within the University to support and sustain student social enterprise -Project involves one of five ‘co-curricular pathways’ linked to SRS themes Social Enterprise Co-Curricular Pathway: - Taster seminar/workshop series with high profile external speakers (including those from local social enterprise network) to raise awareness of social entrepreneurialism amongst students new to the University; - Creation of bespoke course in social entrepreneurship open to all students across the University, and a managed portfolio of elective courses focusing on business acumen, leadership and innovation, resilience and risk management, as well as communication and community engagement; developing the SLICC (student-led individually created course) model to support reflective learning re social enterprise development as part of electives within the curriculum, or SE as part of the co-curricular Community Engagement Edinburgh Award - Enhanced mentoring and placement scheme so students gain wider practical experience of social entrepreneurship (drawing on skills/experience of alumni); - Bursaries to support sabbaticals and research projects to develop social enterprises, and a bespoke fund to support student social enterprise start-ups and new projects developed by existing student social enterprises, with students pitching to a panel of experts for small grants. - An SE support service run by students (for credit as elective linked to reflective learning) offering free legal advice, evaluation of impact, business planning, green audit (see also Link-ED below)

- Enhanced skills for students (mindset, resilience, business acumen, communication, leadership) - Enhanced opportunities to undertake experiential learning for credit, SRS Award, or Edinburgh Award - Increased numbers of student SE start-ups - Sustainability of student SEs over the longer-term - An eco-system of student peer support and learning - Enhanced alumni relationships and opportunities for philanthropic giving -Social/community benefit deriving from specific projects -Research spin off potential

-Increase the number of funded start-ups annually from 2016/17 baseline of five -25% of new start-ups are still in business after two years - > 80% student satisfaction with the learning and teaching components of the SE pathway

-CSG supported Dragon’s Den with £5K funding in 2016/17; eight grants awarded -Follow-up event with community groups (including Charteris Centre and the Edinburgh Social Enterprise Network) to showcase work of funded SEs and feedback on use of monies -ERI have agreed to provide £5K funding in 2017/18 and will support the Dragon’s Den, including follow-up and evaluation of impact; ERI also bid for dedicated post to support SE (outcome awaited) -Bespoke courses in SE now developed by Chancellor’s Fellow in Business School including level 8 course open to all students in the University, will run 2017/18 -Taster seminar/workshop series implemented and supported by SRS for 2016/17 and will be run again in 2017/18 (see also co-curricular pathways below) - EUSA have developed a service to support SE to be piloted in 2017/18 which will include advice on: banking and insurance, room booking, funding, and marketing support. - D & A progressing funding opportunities

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Strategic Theme




Social Transformation through Entrepreneurship cont.

- In development: Edinburgh Honey Collective – partnership Grassmarket/Charteris community centre/Edinburgh College. Homeless people trained in bee-keeping, hives in city centre locations, students to run the business Research spin-off ‘Tackling poverty through social enterprise’ – collaboration between University’s Business School, Charteris Centre, Edinburgh Social Enterprise Network, application to European Social Innovation Fund (£150K), decision expected Sept 2017

Design for Wellbeing Led by AP Community Relations in collaboration with ECA, HCA and Law, and external partners including City of Edinburgh Council, NHS and Police Scotland

This programme of work aims to take a holistic (whole University) approach to design (of, inter alia, policy delivery, service implementation, spatial dynamics and the built environment) drawing on all disciplines across the University which have something to contribute to an understanding of wellbeing and human flourishing, including: human- centred design; criminology; education; medicine; human geography; informatics; engineering, science of climate change; business and entrepreneurialism; sociology and social policy. It is being implemented initially through the development of a ‘responsive design service’ (the Hunter Square project is the first in a series) and through a flag-ship learning and research centre on homeless health and inclusion (see below for details)

- Research impact on university teaching - Catalyst for cross-disciplinary research team building in response to RUK global challenges funding - Opening up conversations with city-region leaders on design for wellbeing (via expert panel, sandpit and ‘Policy-Delphi’ events etc) - Enhanced student experience through experiential learning opportunities and increased skills -Community benefits from impact of specific co-produced projects -Research spin off potential

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Strategic Theme




Design for Wellbeing cont.

(i) Hunter Square project (Pedreschi, McAra, Gibbons) Design project, commissioned by Police Scotland and City of Edinburgh Council, to tackle anti-social behaviour. Builds on the successful Edinburgh and Global Village Design Challenge run during the Festival of Creative Learning. Stages of the project: Stakeholder meeting (residents, businesses, Edinburgh World Heritage Trust, community police, City Council), project brief refined, three-day design challenge (including: desk research; training in interviewing, observation and research ethics; conducting fieldwork, preparing and delivering presentations, stakeholder panel awarded prize for best design) undertaken by multi-disciplinary student teams (from first year UG to PhD), exhibition for general public on outcomes, booklet to be produced, final design distilled (composite of best features of all designs), follow-up event with Police, City Council and Edinburgh World Heritage Trust to review implementation plans (ii) Centre for homeless health and inclusion Working collaboratively with, and located in, the ‘NHS Access Practice for Homeless People’, this Research and Teaching Centre will be led by the School of Health in Social Science in partnership with NHS Lothian, City of Edinburgh Council, the Scottish Government, Cyrenians, and Heriot-Watt University. It will bring together academics from a range of disciplines across the University of Edinburgh (including inter alia medicine (primary

(i) Hunter Square project - Users of the Square benefit through increased safety including homeless people, other residents and businesses, tourists - Enhanced student experience through experiential learning opportunities and increased skills -Building new multi-disciplinary research networks (ii) Centre for homeless health and inclusion -Users of the Access Practice (homeless people) will benefit from the wide portfolio of services and support offered -The Access Practice will benefit as the Centre will help support the

(i) Hunter Square project > 90% stakeholder satisfaction with design challenge >90% student satisfaction with design challenge - At least one element of student design is implemented (ii) Centre for homeless health and inclusion Processes for approving the Centre complete by December 2017 Legal Advice, Critical Literacy, and Digital Education services piloted by April 2018

(i) Hunter Square project Design challenge and exhibition complete Five students will be applying for an SRS award Follow-up event planned for Sept 2017 with Police and City Council Learning from project to be used in a wider programme of engagement on ways of tackling anti-social behaviour in the context of the ‘Southside corridor’ in consultation with the SE Locality Research spin-off Humanities in the European Research Area (HERA) call (circa £2m) Public spaces: culture and integration in Europe Proposed four-city project (Edinburgh, Berlin, Barcelona, Warsaw) (first stage application deadline October 2017, led by Ed Hollis, ECA) (ii) Centre for homeless health and inclusion Centre proposal finalised and to be submitted for approval to College P&R Committee Autumn 2017 Free legal advice service to commence 22 September 2017

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Strategic Theme




Design for Wellbeing Cont.

care), nursing, veterinary medicine, social work, law, psychology, art and design, and education) and it will house the nascent Scottish Faculty of Homeless and Inclusion Health. The objectives of the Centre are to: -Produce high quality, collaborative and inclusive interdisciplinary research relevant to finding out ‘what works’ for different groups of homeless people; -To provide a community environment outwith the classroom (Living Lab) to enhance teaching and learning, and develop student skills for employment; -Build capacity of the Access Practice and The Access Point GP practices through collaborative working between the University of Edinburgh, third sector organisations, NHS Lothian, City of Edinburgh Council, and Scottish Government; -Act as a nodal point, and promote and facilitate a network for all those with an interest in homeless and inclusion health; -Develop pathways for people who are ‘experts by experience’ to contribute to teaching, learning and research in homeless and inclusion health; -Provide opportunities for Social Enterprise and Leadership through Innovation. It will involve: Learning, teaching and volunteering opportunities; Free Legal Advice Clinic (housing, employment, benefits, family, criminal law); Vets for Pets (free medical service for pets of people who are homeless); Critical Literacy Lab (extension of Moray House: Read, Write, Count); Psychological Therapies and Counselling Service (School of Health in Social Science);

development of its business case for a new building to host the practice -Students will benefit from the experiential learning opportunities through: -Placements for credit as part of core programmes (medicine, nursing, law, social work, clinical psychology, education); -Group-based projects for elective credit (via SLICCs) and the MA Health, Science & Society ‘Learning From the Lives of Others’ course based on volunteering; -Projects undertaken for the Edinburgh Award (Community Engagement); -Projects undertaken for the SRS Award (Pathways in Global Citizenship and Design for Wellbeing, see below). Researchers will benefit by enabling the construction of new multi-disciplinary collaborations, opportunities to build new income streams, and to undertake scholarship which will have immediate and potentially far-reaching impact on the lives of the most dispossessed and excluded citizens.

Placements as part of professional degree programmes to commence 2018/19

Carnegie Trust providing support (circa £15K) to underpin development phase of Centre Building case with D&A for endowed Chair in Homeless Health and Inclusion, doctoral bursaries and post-doctoral bursaries by Autumn 2017 Review with EUSA SE opportunities by September 2017

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10

Strategic Theme




Design for Wellbeing cont.

Digital Education (expansion of Digital Ambassadors programme); Art Lab (art and design as therapeutic practice). Research themes: Data driven policy innovation and service delivery; Identity, citizenship and place; Health and social care integration; Transitions and life course development (pathways into and out of homelessness); Harm reduction and trauma informed practice (substance misuse, mental health, head injury and other forms of cognitive impairment); Risk, resilience and asset-based approaches Business development: Run extant SE – Slurp (soup production and cooking skills); Offering opportunities for social enterprise start-ups and business partnerships.

Link-ED Will form key element of the second phase of the University’s social impact pledge Led by the AP Community Relations, Community Engagement Project Manager, in collaboration with Schools across the University and the

This project will develop, co-ordinate, implement and evaluate a package of services in support of local community groups (with the possibility of creating a future Social Enterprise within the University) It is planned that the package of support will include: - Pro bono legal advice service (provided by Law Students in partnership with local solicitors, for which students gain credit as part of their degree programmes). - Green audit (provided by students supervised by the SRS department). - Review of business plans (to be undertaken by the University’s Finance Department in partnership with Business School students).

-Collaboration to reduce inequalities, and build strong and inclusive communities; -Sustainability for local community groups; -Enhancements to student experience, through experiential learning opportunities and increased skills.

-Implementation of service in 2018/19 -Once implemented: > 80% student satisfaction with the learning and teaching components of Link-ED > 90% satisfaction with services offered to community groups

-Free Legal Advice Centre already developing work in this area -Ongoing discussions with SPS (HoS), Business School and with SRS re other elements

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11

Strategic Theme




‘Edinburgh Compact/Third Sector Interface’: a partnership of Edinburgh’s Third Sector - charities, social enterprises, local community groups

- Evaluation service(s) provided by students in the School of Social and Political Science (for credit within their degree programmes) - to enable community groups to monitor and assess the impact of their work.

Co-curricular Pathways linked to SRS issues Led by AP Community Relations, the Community Engagement Project Manager and academics across the University

In addition to the co-curricular pathway linked to SE set out above, four additional pathways will be launched in 2017 on the themes of: sustainability; global citizenship; leadership through innovation; and design for wellbeing. The pathways involve: a series of workshops for students interested in learning more about SRS issues; a curated portfolio of courses building skills and knowledge which can be taken as electives within degree programmes and opportunities to undertake SLICC project work (based on reflective learning and a portfolio mode of assessment) linked to thematic activities; a programme of placements and mentoring, with involvement from Alumni; a capstone community-based project (undertaken over one year as part of an SRS Award) supervised by the Assistant Principal Community Relations in collaboration with SRS. The students who have completed the capstone project will receive their awards at the annual SRS ceremony and aim is that the pathway accreditation will be included in their Higher Education Achievement Record.

Will deliver two key dimensions of the University’s Learning and Teaching Strategy: support a culture of active and engaged students by providing varied opportunities for independent and student-led learning within and beyond students’ main programmes of study; and develop opportunities for experiential learning on campus, in the community, and in businesses and other organisations, nationally and internationally Communities will benefit from the co-produced projects

-Implementation of pathways in September 2017 > 90% student satisfaction with the pathways > 90% community group satisfaction with capstone projects

Approval for Pathways given at SRS and Senatus Learning and Teaching Committees Application to enable SRS pathways awards to be recognised in HEAR by November 2017

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12

Strategic Theme



Build and strengthen relationships between the university, city and communities

Critical Issues Engagement Events Led By AP Community Relations, Community Engagement Project Manager, Dr Adam Budd (HCA) and academic experts from Law, SPS and HCA, IASH and Beltane

Series of engagement events responding to critical issues as they arise Panel of academic experts in discussion and dialogue with the community and/or city council

-Improved understanding of critical issues within the community -Rehabilitation of experts and improved reputation for academics Pathway to impact for researchers (in support of grant applications and REF impact case studies) Community planning benefits from expert input and empowered participative communities

- Increased footfall (by 20% for subsequent events) - Inclusion by protected characteristics - >80% satisfaction in impact survey for individual events

-First two events focused on: ‘Brexit and You’ (75 attendees at Leith community centre) and ‘What does Donald Trump Mean?’ (200 attendees at University); -Brexit and You January 2017 (20 attendees); -Resources provided by IASH, Beltane, SRS and HCA to support Next events to be run Autumn with University and City of Edinburgh Council on the themes of: -Health and Wellbeing -Mobilities/Transportation -Capacities of city to absorb more tourism, business, students, others –Open Data Show and Tell

Tackling Social Exclusion Led by AP Community Relations, with SRS, HR

(i) Promoting rehabilitation through prisoner placements (ii) Language support for asylum seekers and other excluded groups Working with LLC, Dynamic Earth and the Pilton Community Health Project to evolve a Language Ambassadors scheme (iii) Life mentoring – students and disengaged young people

-Increased inclusion for vulnerable groups -Opportunities for experiential learning -Opportunities for research impact on teaching and the wider community

TBC

(i) Prisoner placement proposal presented to CMG, 2016. Further work on training and liaison elements to be developed with HR and SRS (ii) Student language ambassador supporting outreach at Pilton Community Health Project, development in liaison with the Centre for Open Learning, the Global Academies, LLC and EUSA (iii) To be undertaken in liaison with the South East Locality.

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13

Strategic Theme



Build and strengthen relationships between the university, city and communities

Mapping and co-ordinating activity

-Map existing community engagement activity to provide base-line information - Develop a system to track future engagement activity which integrates with other data-gathering mechanisms (such as PURE) -Ensure that the social impact survey, which is part of GaSP’s economic impact survey, can contribute to base-line information

- Better co-ordination of current engagement - Guaranteeing high quality and sustainable engagement - identifying duplication and gaps in engagement - ability to be more strategic in engagement -Infrastructure provided to record and evaluate engagement and craft impact -Evaluation of impact enables strategic approach to future planning (REF/TEF)

-Mapping completed by Autumn 2017 -CRM or other solution agreed and implemented by end of 2017 -Social impact survey (funded by GASP) instruments developed by December 2017, first phase of fieldwork to commence January 2018

- Student experience project began mapping in 2013/14, not completed - SRS provided 11 days for intern to update mapping - GASP to fund the social impact survey - ISG to support exploration of appropriate software including CRM and to fund data infrastructure

Enhance interaction and understand-ing between the university and its communities

Communications Plan Collating information on various kinds of engagement activity, signposting to services and facilities, flagging key initiatives, events and opportunities Led by Head of External Affairs, the Community Engagement Communications Officer, in collaboration with CAM, SRS and with input from IS

- Development of ‘top line’ Local section of the University website to showcase local projects, initiatives and events; to signpost to services and facilities which the community can use/share; to offer opportunities including Youth Employment, lifelong learning, summer schools and other things relevant to local people - Local website supported by e-newsletter to drive traffic to the site - development of social media for Local agenda, including Facebook and Twitter, with feed-in to the University channels - Portal for community ‘in-reach’ to encourage two-way communication and easier public navigation of University structures and offering

- the Local public will have a better understanding of what the University is and does - local people will have an enhanced understanding and appreciation of the educational, economic, social, cultural and international benefits the University brings to the city-region - increased support for and goodwill towards the University in the city - funding applications are often required to demonstrate local/public benefit and this website will do that - the public will more easily access information about the University, and the services and support it provides for individuals and community groups

-Website and other elements of communications strategy implemented by September 2017 -numbers of those receiving and opening the e-newsletter - numbers of click-throughs and hits on the website - increased public attendance at University events - Repeat of the perceptions survey of 2016 shows increased understanding and appreciation of the University

-Workshop for website held -Local website in development with support from IS Website programme -meetings to source content from across the University have taken place with CAM, D&A, SRS, EUSA; further meetings planned with CSE, CMVM, EUSU, Collections etc. - social media outlets created - workshop for e-newsletter planned

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14

Strategic Theme



Website Programme


Community liaison Opportunities to liaise with stakeholders and partners: vary from strategic opportunities to contribute to policy development and good practice, to opportunities to demonstrate our neighbourly credentials. Led by Head of External Affairs with colleagues

(i) SELLT The University is now represented on the South East Locality Leadership Team, comprised of strategic partners, which is tasked with improving the quality of life in the south-east quadrant of the city in which most of our campuses are located. (ii) Good Neighbour Forum This group, comprising representatives of the University, EUSA, the Council and local rescue services, aims to encourage and support students to be better neighbours, and to address Estates-related issues. (iii) Local Community Groups As many opportunities as possible, resources permitting, will be taken to build relationships with key local groups including community councils, local residents associations etc.

This embeds the University of Edinburgh as a key partner in ‘our’ neighbourhood, contributing where it can to enhancing health and wellbeing, employment initiatives, improved places (see Hunter Square initiative above) and so on. This initiative aims to share information and good practice, to open and support a dialogue and increase understanding directly between town and gown. -Enhanced understanding by the community of what the University is and does. -Opportunity to feedback on concerns anxieties, and direct route into problem-solving on community issues

Incorporate into the Local Improvement Plan some elements contributed by the University, e.g. mentoring unemployed youths, sharing knowledge. Fewer complaints about student behaviour; fewer students whose bikes are stolen; fewer students fined for putting waste in the wrong place. Perceptions survey shows enhanced understanding by the public of the University .

Regular partnership meetings convened by SELLT Manager. University has hosted one meeting so far and made a presentation about the potential for closer working and collaboration. City of Edinburgh Council restructuring delayed progress but the next in a series of meetings is planned -Regular attendance at Southside bodies, as per previous five years -will seek to enhance spread of visits/liaison once Local part of website is live and once Small Grants initiative is live

Events for the Community Opportunities to enhance the visibility and approachability of the University to encourage dialogue and understanding

(i) Doors Open Day This annual event, co-ordinated across the city by the Cockburn Association, showcases the architectural and cultural heritage. CAM co-ordinates University venues, produces a booklet and promotes the event. (ii) Meadows Festival This annual event on our doorstep, i.e. the Meadows, enhances our visibility in the local community amongst many who never otherwise

Both initiatives raise the profile of the University as part of the city. Both offer opportunities for interaction, dialogue, exchange of views.

Numbers of people visiting over the course of the Doors Open Day weekend were around 7,000 in 2016. Aim to increase that to 7,500. Attendance at the stall during 2016 and 2017 averaged 500 each year. Aim to increase that in

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Strategic Theme



Led by Head of External Affairs with colleagues

interact with us. Enquiries range from UG/PG/COL courses to sports facilities and animal research and our Estates developments. Alumni come and say hello.

2018 to 700 (weather-dependent).


Resources for the Community University-wide (iv) and (v) led by AP Community Relations, Head of External Affairs and Community Engagement Project Manager

(i) St Cecilia’s Hall This new asset rehabilitates a rather run-down building, offers a free tourist attraction, does outreach to schools and community groups, puts on a concert programme, offers an attractive venue for hire. Local people, politicians and businesses have been in on visits and tours, thus building good community relations. (ii) Edinburgh Gaelic Festival Previously known as Gaelic Week, this city-wide week-long festival is blossoming and supported by the Lord Provost. Our Gaelic Officer chairs the volunteer committee of partner organisations – including NMS, NGS, NLS, St Giles, Greyfriars Church - which curates the festival. (iii) Centre for Open Learning The content and outreach of courses and programmes is constantly being reviewed and developed, with bold new plans for promotion, including a presence at our Meadows Festival stand. (iv) Small Grants Scheme This is in development. We are examining other grant schemes within the University (e.g. D&A IIG, SRS) and similar schemes operated by other universities. (v) Sharing space The process of investigating and identifying facilities and spaces to share with the community has not yet been started due to lack of resource, but is an objective we would wish to achieve before end 2017, if possible.

Initiatives (i), (ii) and (iii) portray the University as contributing to the educational and cultural – even social – life of the city. The very positive perception is welcomed across the spectrum of stakeholders. Depending on the model adopted, these grants will provide an opportunity for developing relationships with a range of primarily third sector and community groups, possibly advancing opportunities for learning and research. As with all the above, this is a further opportunity to ‘give back’ to the community, and to strengthen goodwill.

-Via perceptions survey, measure knowledge of all these offerings and the extent to which they are seen to be associated with the University. -other measures could include increased footfall/participation. -measure number and quality of applications -evaluate quality of outputs and outcomes from funded projects Number of spaces available and bookings received

A proposed model for the small grants scheme will be brought to the next SRS Committee meeting. ongoing

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C


Thursday August 31 2017

Strategy for Engaging the Public with Research

1. Description of paper This paper sets out a strategy for engaging the wider public with research. It is based on a draft strategy developed by former Vice Principal Mary Bownes in collaboration with key stakeholders across the University and beyond (namely: the Beltane Public Engagement Network; senior public engagement staff within each of the Colleges; IS; the Assistant Principal Community Relations; a Chancellor’s Fellow with expertise in public engagement from CSE; and a representative from National Museums Scotland). This draft has now been updated to ensure that it better articulates with, and adds value to, other engagement strategies and activities (including the Community Engagement Strategy, approved in May 2016 and now in the process of implementation). The updated Public Engagement Strategy is attached at Appendix 1. 2. Action requested The Committee is invited to discuss the paper and consider next steps. 3. Background and strategic context The re-shaping of the funding landscape for higher education in the UK is creating new drivers for Universities to engage with their wider publics and seek more actively to contribute to economic, social and environmental prosperity in their locality and beyond.

The Research Excellence Framework, in particular, has laid emphasis on the impact of research, with the Stern Review (2016) recommending that, in the next REF cycle, institutions be enabled to showcase interdisciplinary and collaborative impacts via institutional level impact case studies, and that the scope of impact is broadened to include public engagement and understanding, impacts on cultural life, as well as impacts on teaching. The significance of public engagement with research is now recognised by RCUK, and funding applications require a clear pathways to impact strategy. Indeed, compliance with instruments such as the RCUK Concordat for Engaging the Public with Research1 is likely to be an important indicator of the quality of the research environment for REF purposes. New bespoke funding opportunities for public engagement are also emerging, such as the recent RCUK SEE-PER Call with a total funding pot of £700K2, and the Natural Environment Research Council’s call for projects to support stronger engagement between members of the public, environmental science and researchers3. Furthermore, in recognition of the importance of public engagement to research and education, the National Coordinating Centre for Public Engagement has recently launched the ‘Engage Watermark’4 which recognises excellence in institutional support for public engagement.

Over the past decade, the University of Edinburgh has been a leader in public

engagement, with the strong partnerships built up with the other HEIs in Edinburgh through the 1 http://www.rcuk.ac.uk/pe/Concordat/ 2 http://www.rcuk.ac.uk/media/news/170420/?mc_cid=3e14784c91&mc_eid=1e769a2c3c 3 http://www.nerc.ac.uk/about/whatwedo/engage/public/ 4 https://www.publicengagement.ac.uk/work-with-us/engage-watermark/engage-watermark-award-levels 21

http://www.rcuk.ac.uk/pe/Concordat/

http://www.rcuk.ac.uk/media/news/170420/?mc_cid=3e14784c91&mc_eid=1e769a2c3c

http://www.nerc.ac.uk/about/whatwedo/engage/public/

https://www.publicengagement.ac.uk/work-with-us/engage-watermark/engage-watermark-award-levels

auspices of the Beltane Beacon for Public Engagement (one of 6 funded by RCUK and the Wellcome Trust). The Beacons were established in 2008 to bridge the gap between researchers working at the cutting edge of science and the people that their research will affect. The success of the Edinburgh Beltane Beacon is exemplified by the deployment of public engagement professionals in a number of Schools across the University, the large number of REF impact case studies which referenced public engagement as one their pathways to impact (circa 50 out of 227 case studies and worth around £4m per annum to the University over the current REF cycle); and a strong income stream of research monies and sponsorship (of some £1.5m) since the inception of Beltane. Importantly, public engagement with research is one way in which the University’s strategic objectives in research leadership can be achieved by: helping our research discoveries to be used, [and] realising the social, cultural, health and wealth benefits of our research, beyond its direct value to global knowledge and other academic researchers5. 4. Discussion: What added value will a Public Engagement Strategy bring? (i) Short-comings in current models of delivery Compliance with the RCUK Concordat for Engaging the Public with Research requires HEIs to develop a central University public engagement strategy, one which is seamlessly integrated into strategic planning and research support structures, and one which is predicated on strong and visible leadership within senior management. Recent reviews of support structures for researcher public engagement within the University of Edinburgh 6, indicate that our leadership position amongst HEIs is somewhat fragile, and is not likely to be sustainable over the longer term. Particular risks identified are as follows:

• Quality control is a key issue in a context where there is limited systematic evaluation of engagement. Further work is need to determine ‘what works’ in supporting high-quality and high-impact public engagement, including critical reflection on the purposes of public engagement, how different disciplines define and measure success and the implications of this for evaluating interdisciplinary interventions. Furthermore, feedback from public engagement professionals in the University has consistently raised the question of how public engagement activities can be evaluated robustly enough to be able to contribute to pathways to impact statements in research grant applications and REF Impact case studies.

• There is limited coordination of effort across the University. Each College has a different approach to public engagement and has evolved a different strategy; there is a need for greater clarity regarding the level of central institutional support that is required to deliver key priorities (and to ensure that this support is delivered effectively and efficiently) and for better articulation to enable more agile responses to funding calls and engagement opportunities involving cross-College and inter-disciplinary research teams.

• Poor communication and lack of information (for both internal and external audiences) about engagement risks multiple requests from different parts of the University going to same ‘publics’, and confusion amongst potential publics as to where to locate relevant researchers and to find out about forthcoming events. Relatedly there are major overlaps in terms of the ‘publics’ and ‘communities’ with which the University engages, with a great deal of researcher-public engagement focused on the community and community groups and a need for clear articulation between the community engagement strategy and support for researcher public engagement.

5 http://www.ed.ac.uk/governance-strategic-planning/strategic-planning/strategic-plan/strategic-objectives/leadership-in-research 6 Three reviews have been undertaken: most recently by the AP Community Relations in assessing the future of the Beltane Network in the University of Edinburgh and in support of a bid to the SEE-PER call, completed July 2017; in 2015 as part of the entry requirements for the Biotechnology and Biological Sciences Research Council’s Excellence with Impact Challenge, in which the University was ‘runner-up’; and in 2012 for the purposes of the final report of the Edinburgh Beltane Beacon. 22

http://www.ed.ac.uk/governance-strategic-planning/strategic-planning/strategic-plan/strategic-objectives/leadership-in-research

http://www.ed.ac.uk/governance-strategic-planning/strategic-planning/strategic-plan/strategic-objectives/leadership-in-research

• There are myriad Memoranda of Understanding (MOUs) with external institutions, some of which are not registered centrally nor monitored by the University and some of which overlap. There is a risk that MOUs become personal fiefdoms, narrowing inappropriately the nature of engagement and opportunities for other staff members to become involved.

• Whilst the Beltane Network hosts a community of practice for public engagement professionals, this does not cover all researchers involved in outreach work.

• Much engagement that is underway is dependent on the motivation and creativity of individual staff members, and this raises issues of sustainability, particularly where researcher engagement involves vulnerable groups or those with protected characteristics.

(ii) How a public engagement strategy can address these shortcomings The public engagement strategy is intended to bring greater articulation to extant activity (including the range of engagement strategies/activities which have now evolved across the university such as knowledge exchange; community and industry engagement), to ensure that PE is of highest, sustainable, quality. It will also drive a more tactical approach to interconnections with our wider publics and audiences for research, such that the reciprocal benefits from these interconnections can be maximised in terms of transformative impact for the public good, income generation, and institutional reputation. Delivery of the strategy involves:

• A community of practice for researchers, to support deep learning around public engagement, highlight best practice and provide a context in which new inter-disciplinary synergies can emerge and flourish

• A communications strategy which maps extent activity, communicates it effectively internally and externally, and provides a portal for the various publics to ‘in-reach’ to the University;

• An operational team to: provide expert advice on pathways to impact and REF impact case studies predicated on PE; build and monitor strategic partnerships and curate opportunities for PE; evaluate the wider impact of PE activities and cascade the learning from this to Schools and Colleges.

• A portfolio of bespoke training for public engagement professionals and researchers at all levels

• Promoting, celebrating and incentivising PE with research by recognising such activity in workload allocation models, ensuring that it achieves its appropriate weighting in promotion criteria, and instigating prizes for PE.

(iii) Links to other strategic imperatives Whilst the public engagement strategy links overtly to research, it also has the potential to support other key strategic initiatives. These include: Widening Participation (researcher-schools engagement can support the raising of attainment and aspiration amongst young people from the most impoverished communities, with the implementation of the public engagement strategy enabling better understanding of where and how to deploy our rich research resources to maximum effect); the outreach and engagement activities of the Edinburgh Futures Institute (the AP Community Relations is a member of the new ‘Studio’ group tasked with implementing the EFI vision); catalysing deeper researcher engagement (through skills development) between the University, industry, public sector partners and localities in support of the delivery of the City Deal. 5. Governance of public engagement The implementation of the public engagement strategy will be led by the AP Community Relations who reports directly to the Senior Vice Principal. A Strategic Coordinating Group will 23

be formed comprising the directors of public engagement in each of the Colleges, together with an operational team to oversee the day to day delivery of the strategy. Progress in implementing the strategy will be reported to the SRS committee and the AP Community Relations will ensure alignment with the University’s Research and KE and other strategic priorities. 6. Critical success factors For the University’s publics

• The University works with its wider publics to co-design, produce and communicate research which solves real life problems and is transformative

• External stakeholders know how to access research based information from the University, and find relevant researchers

• The wider public have access to information about events, public lectures and other engagement activities

For the University

• The University evolves stronger and clearer pathways to research impact, with increased success rates in funding applications

• Public engagement activities contribute to a range of institution-wide research impact case studies

• The public engagement operational team is a strategic resource to kick-start new inter-disciplinary research initiatives that have a public engagement component and to provide the training in support of a new cadre of researchers who can drive the deeper forms of engagement needed to deliver major projects

7. Resource implications A business case in support of the public engagement strategy has been developed and is currently being shared with the Colleges. 8. Equality & Diversity By maximising the impact of research and ensuring its accessibility, the public engagement strategy will enhance equality of opportunity and make a positive contribution to wider society. 9. Further information Author and Presenter: Professor Lesley McAra, Assistant Principal Community Relations 10. Freedom of Information Open

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APPENDIX 1

STRATEGY FOR SUPPORTING PUBLIC ENGAGEMENT WITH RESEARCH SCOPE This document sets out a strategy for supporting public engagement with research across the University of Edinburgh. It contributes to the University’s aim of ‘Delivering Impact for Society’ by putting in place the mechanisms to enable the widest possible range of audiences to understand and make use of our research, and to ensure that our research is placed in the service of communities locally and internationally (an attribute of a civic University that sets the cultural tone for engagement)7. Whilst PE can be considered as a form of knowledge exchange (KE), the target audience is more diverse than typical KE activities and the core-objectives of the engagement are more wide-ranging. This diversity requires the researcher to understand and assess the best means of engagement and to seek the most appropriate University support.

AIM The overall aim is to embed a culture of public engagement with research at the University of Edinburgh and, in so-doing, to enable the University to have a reputation for engagement and impact that matches its reputation for world-class research.

WHO ARE THE PUBLIC(S)? The public is diverse and plural, and includes but is not limited to: individuals, political groups and leaders; business and business leaders; civil servants and policy makers; charities; community-based and voluntary groups (see Annex 1). Whilst the appropriate public(s) will differ for each research programme, we will actively seek to engage with people, institutions and communities who can directly benefit from the research, those most affected by the research outcomes, those who can act as translators or facilitators, and those who are generally curious about the research area.

HOW WILL WE ENGAGE? Public engagement encapsulates diverse approaches including communication, consultation, participation and co-creation: approaches which need to be tailored to the needs of particular audiences and research programmes and delivered to a high standard to be effective. A key feature of public engagement activities is that they should be accessible and mutually beneficial for the researcher(s) and the public groups involved, enabling people to make informed decisions in their private, professional and public lives and providing researchers with new perspectives on, and stakeholders in, their work. As such, PE activity will lead directly to the development of the long-term and deeper relationships and partnerships that are needed to create meaningful positive impact. Engagement, therefore, is intended to be a transformative process. Methods of engagement will include:

• Science shops8 and citizens’ science • Deliberative, interactive and participatory methods, including citizens’ juries • Festivals, shows, exhibitions and performance • Bespoke and co-curated community events and public group sessions • Broadcast, film and print media • Popular publications • Social media, blogs, and websites • Massive Open Online Courses (MOOCs) • Policy delphi9

In essence, our excellent researchers will be found not only on campus, but also online, at festivals, in museums and galleries, on TV and radio, at shopping and community centres, in schools and colleges, in cafés and pubs, and in Scottish and other parliamentary think tanks.

7 http://www.ed.ac.uk/files/atoms/files/strategic_plan_2016.pdf 8 http://www.livingknowledge.org/science-shops/about-science-shops/ 9 https://www.projectsmart.co.uk/delphi-technique-a-step-by-step-guide.php 25

http://www.ed.ac.uk/files/atoms/files/strategic_plan_2016.pdf

http://www.livingknowledge.org/science-shops/about-science-shops/

https://www.projectsmart.co.uk/delphi-technique-a-step-by-step-guide.php

OUR VISION FOR 2021: KEY OBJECTIVES

PUBLICS RESEARCHERS MANAGEMENT

• Are aware of the value to them of the relevant world class research being carried out by the University

• Can find and access this research and researchers from across the University

• Are engaged in dialogue, (where possible and appropriate) about research that affects them directly

• Have their views respected and sought out by our researchers

• Individuals, communities, and institutions, both at home and internationally, can benefit from being involved in research relevant to them

• Are confident, able and keen to engage stakeholders and publics with their work in some form

• Understand the reasons for and value of engagement activities for their research area and society and be able to track its impact

• Feel supported to undertake public engagement activities and that quality engagement is recognised, rewarded and incentivised by their colleagues, school and college

• Are able to develop sustainable and meaningful relationships and partnerships with public group(s)

• Provides senior leadership and role models

• Recognises, celebrates, rewards, incentivises and promotes high quality public engagement

• Coordinates the recording and development of engagement activities, outputs and outcomes by ensuring that our research activities, outputs and (where appropriate) our researchers are accessible to the public both online and in person

• Supports the professional development of researchers and professional PE staff to enable quality engagement activities

HOW? ACHIEVING THE VISION

OBJECTIVE ACTIONS Providing senior leadership and role models

• The appointment of a new “champion” at VP/AP level who will also work closely with the Community Engagement and Edinburgh Global agendas

• Institute a Strategic Coordination Group chaired by the new champion which will include the directors of public engagement in each of the three Colleges. This group will work with the College public engagement and knowledge exchange and impact committees, and the Social Responsibility and Sustainability Committee to ensure the embedding of the PE strategy and that it articulates with other engagement strategies (including KE and community engagement)

• Create a central operational team (comprising a Public Engagement Coordinator and a Public Engagement Officer, located in IAD in the first instance) to provide expert advice, training and support for public engagement professionals and researchers, and form strategic networks and alliances with the aim of curating opportunities for engagement.

• Ensure public engagement is a standing item on the agenda of University research and knowledge exchange committees (at all levels including Schools)

Collaborate across Schools, Colleges, institutes and services to share resources and good practice and deliver a positive experience for members of the public

• Maintaining extant support networks (including the Edinburgh Public Engagement Forum (for public engagement professional staff) and the Beltane Public Engagement Network and extending them to develop a community of practice for all research active staff and doctoral students

Celebrating and incentivising good practice

• Ensure public engagement activities are appropriately weighted in promotion cases

• Provide prizes University-wide, such as the Tam Dalyell Prize for Science Communication

• Provide prizes at school level for public engagement activities, as already practised by the School of Biological Sciences and the Roslin Institute

• Recognise staff and students who win external prizes and awards in both internal and external newsletters

Recognising the time commitment • Ensure job descriptions include public engagement activities • Ensure public engagement activities and development is clearly

accounted for in academic workload models

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Support funding applications and REF impact case studies

• Provide a central university service to support pathways to impact components of funding applications and REF impact case studies which involve PE

Map, monitor and record activities and evidence of impact

• Enable each researcher to record all relevant public engagement activity and outcomes on PURE

• Develop and monitor impact of memoranda of understanding with key local and Scottish institutions and beyond

• In collaboration with the Community Engagement Programme create a “public” portal for the University web pages; this will highlight public facing information about research, public-focused events and related activities

Map and show what support is available in staff resources, personal development and opportunities

• In collaboration with the Community Engagement Programme, create school and university wide intranet pages showing PE staff contacts and where to find support

• Include and clearly identify public engagement training and personal development opportunities on the IAD web pages, create a regular cycle of training opportunities to support researcher career development and planning

WHEN? ACTIVITY PLAN ACTIVITY START DATE REVIEW DATE COMPLETION DATE University Strategic Coordination Group

October 2017 – membership to be established

Nov 2017 – Group to have had first meeting

n/a

Operational Team Business case for appointments to be agreed by Colleges (who are to provide the resource) and contracts issued by September 2017

Oct 2017 – Group to have had first meeting

n/a

Public engagement activities recorded on PURE

Spring 2018 – Schools to establish routine methods for recording public engagement activity

Oct 2018 – HEBCI return date to provide a check of the information recorded in PURE

Oct 2019 – All public engagement activities to be recorded on PURE

Create a “public” portal for the University’s web pages

January 2017 – Strategic Coordination Group to develop requirements in collaboration with the Community Engagement Programme

June 2018 –version of PE components of the portal ready for test

Dec 2018 – Web portal to be launched

Ensure public engagement is integrated into the academic workload model

March 2018 Strategic Coordination Group to develop requirements

June 2018 – draft recommendations available

Dec 2019 – public engagement integrated into all Schools’ workload models

KEY PERFORMANCE INDICATORS (KPIS) Suggested KPIs include:

• Time allocation reported • Number of staff undergoing/requesting training or personal development to support PE activities • Number of academic job descriptions with public engagement responsibilities • Public engagement activities captured on PURE • Income generation targets linked to funding applications with ‘pathways to impact’ components • Number of REF impact case studies which feature PE

27

ANNEX 1 Who are the publics?

Source: https://www.publicengagement.ac.uk/explore-it/who-are-public

28

https://www.publicengagement.ac.uk/explore-it/who-are-public

D


Thursday August 31st 2017

Youth and Student Employment Strategy Description of Paper

1. This paper outlines the Youth and Student Employment Strategy developed following endorsement by the People Committee. The Strategy is designed to align with the new HR Strategy and wider University Strategic Plan, in particular the development theme of Contributing Locally.

Action Requested

2. The SRS Committee are asked to review the Youth & Student Employment Strategy (appendix 1) and provide suggestions of other methods to help embed the Strategy and initiatives to encourage engagement across the University.

Recommendation 3. The Strategy demonstrates the University’s support of Scottish Government’s

plans for Developing the Young Workforce (DYW); our commitment to work within the Edinburgh Guarantee and the Scottish Business Pledge; and institutionally provides clear direction and plans for increasing youth and student employment initiatives across the University.

Background 4. The University’s new Strategic Plan outlines our responsibility to increase

community engagement. As one of the largest employers in Edinburgh, we are well placed to support young people into employment and continue our aim to be an inclusive and diverse employer.

5. One of the HR Work Themes, within the HR Strategy, focuses on supporting the evolution of the workforce – differentiated attraction and recruitment strategies, succession planning and talent management, soft and hard skills development (e.g. leadership skills & digital skills), employee engagement and change management. The Youth and Student Employment Strategy will help deliver on a number of strands within this theme.

6. Apprenticeship Levy – the cost to the University this year is c. £2.1m (based on 0.5% of wage bill). The Scottish Government has confirmed it is not changing the funding structure and it is unlikely we will receive any additional funding to support youth employment. The Scottish Government, via Skills Development Scotland (SDS), are keen to develop Graduate Level Apprenticeships (GLA’s). This development presents the University with an opportunity to become a training provider and receive funding to recoup some of the money outlaid by the Levy, however recent indications suggest the funding allocated to GLAs will be nominal (c. 2% of the Scottish Governments

29

budget). Internal discussion is ongoing with Senior Colleagues to establish the viability and strategic justification for pursuing this.

7. Financial support for the training provision of Modern Apprenticeships (typically for those aged 16-24) is available to employers. The UHRS Resourcing Team have coordinated and actively managed a pilot Modern Apprenticeship Programme, which closed for applications on 20th August 2017.

8. The cohort approach to the programme allows central support to help managers navigate the complex landscape of Modern Apprentice frameworks, identify training providers, support and synchronise recruitment activity to gain maximum efficiency. This assistance is aimed to encourage more staff to recruit Modern Apprentices and reduce the perceived and actual administrative time involved in the process. As at 14th August 2017 there were 19 MA opportunities advertised to start in October 2017.

9. There are many benefits to employing apprentices in the University: • There is a need for succession planning for hard to fill roles (due to

national skills shortages e.g. STEM). • It provides an opportunity for the University to grow our own talent with

the specific skill sets needed e.g. technicians, Information Services staff.

• There are cost savings hiring at UE01-03 and developing staff versus hiring experienced/temporary workers.

10. Identified during our research is a need to change historical perceptions of staff towards apprenticeships and promote the new flexible modern apprenticeships that are now available. There are over 80 different frameworks to choose from and many are work-based training programmes and therefore do not require any time out of the office for study. Full funding towards training is available for the majority of the apprenticeships via Skills Development Scotland (dependant on the age of the apprentice).

11. In addition to the Modern Apprenticeship Programme, the Resourcing team in UHRS have researched and scoped various other youth initiatives and worked closely with the Careers Service on the student element.

12. Taking into consideration the University’s commitment to diversity and the current workforce profile, we have identified some interesting and relevant initiatives we would encourage the University to support. Each initiative involves different time and cost commitments and allows individuals and managers to engage with multiple target audiences to fit their circumstances and strategic objectives e.g. school children, young people (aged 16-24), those furthest removed from employment and students from the University.

13. There are a number of initiatives and organisations involved in this area, in part due to the high importance the Scottish Government has put on youth employment for economic and social reasons. Despite record levels of investment in education and training, youth unemployment rates in Scotland

30

http://www.ed.ac.uk/news/staff/2017/modern-apprenticeship-programme-launched

http://www.ed.ac.uk/news/staff/2017/modern-apprenticeship-programme-launched

remain high, ranking 21st of the 35 Economic Cooperation and Development (OECD) countries that measure the economic potential of young people. To address this issue Scotland has pledged to reduce youth unemployment by 40% by 2021. Employers across Scotland are being encouraged to engage with the Developing the Young Workforce (DYW) agenda, to be more involved in shaping and recruiting youth talent – “It is about employers playing an active role, both shaping and benefiting from Scotland’s education system by helping to create the talent pool they need and recruiting young employees.” Roseanna Cunningham MSP, Cabinet Secretary for Fair Work, Skills & Training

Discussion: Things to celebrate so far

14. In addition to the Modern Apprentice Programme described above the University has been involved in the following youth employment initiatives.

15. We are piloting (September 2016 - April 2018) the Career Ready mentoring programme. The initial intake has seen 15 staff become mentors to S5 and S6 school pupils over a two-year period including a four-week paid work placement in the first year (£5 p/h paid by the mentors department). Overall the programme has been a success, particularly for staff’s personal development. We are promoting this programme for a second intake and have 17 staff signed up for the programme starting in September 2017.

16. From August 2017 we are piloting the JET programme, run by Edinburgh Council, which is an early intervention programme which aims to prepare young people aged 14-16 in Edinburgh for the world of work. They provide pupils with the opportunity to gain work experience, national qualifications to develop employability skills and aims to ensure that students enter a positive destination after school. This is normally completed one-day a week (typically a Friday). Starting this year, we have three placements organised.

17. Our first ever Graduate Trainee is due to start in September 2017 via the Ambitious Futures programme. The selected Trainee is a recent graduate who studied a MA in Chinese at the University. Centralised funding has been provided for this pilot programme which will see the trainee undertake three work placements (five months each), two with us and one with a partner institution.

18. Professor Jane Norman, Vice-Principal People and Culture, instigated an initiative to offer work experience opportunities to those with a disability. We have worked with ‘Inclusion Scotland’, who provide funding to employers who can offer a 3-6 month work placement. We have two intern placements within the Business School and the School of Health in Social Science.

Resource Implications 19. The UHRS Resourcing team have a dedicated part-time resource focussing

on the development of youth initiatives, this will help:

• Maintain contacts and relationships with stakeholders e.g. training providers, youth employment organisations, staff and apprentices

31

https://www.edinburghchamber.co.uk/dyw

https://careerready.org.uk/

https://www.ambitiousfutures.co.uk/

• Develop an annual Modern Apprenticeship programme • Develop and facilitate targeted training in partnership with the Learning

& Development team • Encourage participation and engagement • Offer centralised advice and support for the various initiatives • Organise and deliver promotional events and outreach activities • Administer and evaluate the success of initiatives within the agreed

timelines set out in the strategy

20. A fundamental dependency for the success of this strategy sits with management at the University incorporating youth and student employment into their workforce planning, budgeting and personal development plans for staff. This should be seen as a recognised opportunity for:

• Managing succession planning and creating a sustainable talent pipeline by recruiting Modern Apprentices

• Filling part-time/short-term opportunities with students instead of traditional methods such as agency workers

• Completing project work with student interns (undergraduates or PhD from the UoE)

• Offering staff personal development opportunities with mentoring and/or hosting work experience placements

Risk Management

21. As centralised funding is limited, we are reliant on staff engaging with the Strategy and understanding the longer-term benefit of the investment needed in salary funding and management time. The reliance on local budgets supporting the costs associated with the different initiatives, may have an impact on the success of the Strategy. We are keen that Modern Apprentices and student employees becomes integral to resource planning and funding is available to support this.

Equality & Diversity

22. An Equality Impact Assessment has been undertaken. Given the breadth of the Youth and Student Employment Strategy, we do not think it will raise any equality and diversity issues. Rather, it will increase and advance our equality and diversity practices by encouraging participation from different groups and promote a more inclusive recruitment strategy for staff.

Next steps 23. The Union representatives at the University have expressed an interest in the

scoping work completed to date and we plan to work together as we take the Strategy forward. An initial meeting is scheduled for the end of September.

24. Within the proposed Strategy document, five goals are outlined. The goals are designed to help the University achieve a more structured and progressive offering.

1. Increase the number of 16-24 year olds employed at the University

32

2. Increase our participation in initiatives targeted at those furthest from the labour market and those underrepresented

3. To make a sustained and enhanced local impact for society through our outreach activity and engagement with industry

4. To embed youth and student opportunities as part of a recognised high quality talent pipeline for succession planning

5. To develop a strong and vibrant community of young staff who are supported, valued, developed and engaged.

25. To ensure successful delivery of the goals, a number of targets and key deliverables have been identified (details on page 8 of the Strategy document). These will enable clear evaluation of staff involvement/feedback, review quality outcomes for the University and monitor growth over the next four years. The baseline figures we are working with are limited, partly due to lack of data available and in some cases we are only starting to work with some of the youth initiatives, so are unsure of the longevity of the programmes. This is why a pilot approach has been adopted for many.

26. The strategy will be a live document with initiatives shaped to fit the changing needs of the institution and the external market. We have identified an initiative managed by the Prince’s Trust, the ‘Get Into’ programme, which would be a great opportunity for the University to engage with those furthest from employment. They ask for c.12 unpaid work placements for 4-weeks, with the outcome the employer is able to offer a minimum of 50% further employment. After discussion with UoE staff and Prince’s Trust, we are not currently in a position to guarantee additional employment opportunities, however in the future this could act as a ‘feeder’ to a more established apprenticeship cohort programme, along with other initiatives mentioned that target those leaving education.

27. The Strategy document is being developed in collaboration with CAM to

deliver a more user-friendly booklet to share with colleagues and key stakeholders. This will involve the following communication channels:

• Making the Strategy available to the internal University community using the channels available

• Updating all relevant information to the HR website • Utilising Social Media • Informing devolved HR teams via roadshows on different campuses • Engaging with external audiences to demonstrate our commitment to

‘Developing the Young Workforce’ • Potential poster campaign on staff notice boards

Consultation

28. The proposed Youth & Student Employment Strategy has been discussed with Ruth Donnelly, Assistant Director Careers Service and Zoe Lewandowski, Director of HR and the People Committee.

33

Further information 29. Author, Jennifer Dixon, HR Partner – Resourcing, August 2017

30. Presenter, Craig Hennessy, Senior HR Partner, Resourcing

Freedom of Information

31. This paper is open.

Appendix 1: Youth and Student Employment Strategy (draft)

34

1The University of Edinburgh | Youth and Student Employment Strategy 2017 – 2021

Youth and Student Employment Strategy

2017 – 2021

35

2 The University of Edinburgh | Youth and Student Employment Strategy 2017 – 2021 3The University of Edinburgh | Youth and Student Employment Strategy 2017 – 2021

The city

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Our scale and ambitions

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Leadership in research

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Introduction

“I am pleased to launch the Youth and Student Employment

Strategy 2017–2021, which presents our whole-institution

approach to this important agenda. In this strategy, we commit to long-

term goals that will ensure we are taking a forward-thinking role in

creating, promoting and delivering opportunities that enhance the employability of young people

and our students. Generating a sustainable pipeline of talent,

providing access to the right tools and support for staff and giving

individuals the platform they need to excel is critical to our long-term

success and also helps us make a vital contribution to our local community.

I would strongly encourage any member of staff to get involved and see what difference you can make.”

Professor Jane Norman, Vice-Principal People and Culture

The University of Edinburgh has a long and proud history of contributing to our local community. Youth1 and student2 employment is not new and there are some well-established practices across the institution. Much of this existing practice has been developing independently without a clear vision, centralised support or associated performance indicators to measure success.

This strategy focusses on why more young people and students should be employed at the University, highlighting the external drivers that affect our future workforce, the options available to staff and how we can achieve a more focussed approach together by aligning to the University’s strategic plan.

1 In line with Investors in Young People Framework and Scottish Government classifications, the definition of a youth or young person is someone aged 16 to 24.2 Students are not age-specific; the definition is any individual currently matriculated at the University of Edinburgh.

36


Vision, mission and goals

VisionTo be a leading employer in Edinburgh for youth and student employment, inspiring and developing the next generation workforce.

MissionTo advance the delivery of meaningful youth and student employment opportunities across the University that will make a significant, sustainable and socially responsible contribution for individuals, our workforce and the local community.

Goals1. Increase the number of young people aged 16 to 24 employed at the University.

2. Increase our participation in initiatives targeted at those furthest from the labour market and those under-represented.

3. To make a sustained and enhanced local impact for society through our outreach activity and engagement with industry.

4. To embed youth and student opportunities as part of a recognised high-quality talent pipeline for succession planning.

5. To develop a strong and vibrant community of young staff who are supported, valued, developed and engaged.

“I think it is really good that the University wants to develop more modern apprenticeships for young

people. It is an amazing opportunity.”

Kerrie Gallagher, Modern Apprentice, Accounts Payable

Where we are now

Key driversSeven per cent of the University staff population are aged 16 to 24. There are some areas where there will be future skills gaps and potential succession planning challenges that need to be addressed now.

A driver for the University is therefore safeguarding for the future and building a sustainable talent pipeline, which addresses current and future skills requirements. This is particularly important for sectors with national skills shortages such as science, technology, engineering and mathematics (STEM) but broadly, there is also an opportunity to ‘grow our own’ in other areas.

We were the first university to sign up to The Scottish Business Pledge, a partnership with the Scottish Government to commit to fair and progressive policies that boost productivity, recognise fairness and increase diversity. In keeping with the pledge’s nine components, the University has agreed to invest in youth, the community and innovation.

The National Student Survey (NSS) and Edinburgh Student Experience Survey (ESES) results have highlighted areas for improvement in recent years. Developing more student employment opportunities is one way to improve the student experience and expands the employment prospects of our graduates.

The University is one of the largest local employers, covering multiple sectors and job roles. We have the scope to offer interesting and varied career opportunities to more young people in our community, supporting the development theme within the University’s strategic plan of contributing locally.

Our relationships with the citizens of Edinburgh are key to our continued

success, and we seek ever stronger engagement with the communities

that we serve.

The University Strategic Plan 2016

37


External factorsYouth unemployment is a major social, political and economic challenge for Scotland. The Scottish Government has set out an ambition to reduce youth unemployment by 40 per cent by 20211.

The Scottish Government set out its aspirations to ensure that Scotland’s young people have the best opportunities – whether at university, college, vocational training or employment – in its 2016 election manifesto. One of their key aims is to increase the number of Modern Apprenticeships to 30,000 a year by 2020 – 5,000 of them in ‘highly skilled careers’.

To address this locally, Edinburgh City Council developed a cross-partner initiative in 2011 – The Edinburgh Guarantee. Working with The Edinburgh Guarantee the University has signed up to:

• sustainably increase the number of job opportunities targeted towards young people leaving school, and to provide development in these roles to enhance future employability;

• work in partnership with our external skills and learning partners to provide school leavers with the opportunities to secure industry-recognised qualifications.

The introduction of the Apprenticeship Levy in April 2017 has resulted in the University paying 0.5 per cent of our pay bill towards the levy annually. There is an opportunity to recoup some of this financial outlay by engaging with Modern Apprenticeships and receiving funding towards the training element via recognised training providers.

1Commission for Developing Scotland’s Young Workforce.

Career Ready (see page 8) mentees at Easter Bush

Business benefitsSupporting young people and students to gain work experience and future employment provides a number of benefits to individuals, the University and the wider community.

Opportunity to grow our own talent within the University. Particularly useful for areas where it is difficult to find experienced staff and there are skills gaps.

Increasing the diversity of the workforce, e.g. age, gender, ethnicity, widening participation.

Students give a unique perspective on many University projects and part-time support during semester.

Provides mentoring and development opportunities for staff.

Cost effective way of hiring staff, therefore reducing overall budget spend.

Gaining fresh insight and new skills.

Positive impact on young people’s lives and careers.

Created by H Alberto Gongorafrom the Noun Project

Created by Agnifrom the Noun Project

Created by Arafat Uddinfrom the Noun Project

Created by Loka Mariellafrom the Noun Project

Created by artworkbeanfrom the Noun Project

Created by Gregor Cresnarfrom the Noun Project

Created by ChangHoon Baekfrom the Noun Project

Icons courtesy of www.thenounproject.com

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How you can get involved

Youth talent programmes

Career Ready A charitable organisation that links local schools and students with employers to provide a two-year programme for those aged 15 to 18, which sits alongside school studies during S5 and S6.

JET Academy Job Education & Training Academy (JET) run by Edinburgh Council. It gives high school pupils aged 14 to 16 the opportunity for one day a week work experience during term time to develop employability skills.

Work experience for high school pupils This gives fourth-year pupils a short time with an employer (e.g. one or two weeks) to learn directly about work and the working environment by watching and learning.

Developing the Young Workforce (DYW) Educators and employers working together using an online digital platform called Marketplace which helps employers engage with local schools.

Prince’s Trust GET INTO Aims to give young people who are work-ready but do not have vocational skills, the chance to work. The University would offer 12 to 15 work placements for four to six weeks.

Early careers

Modern Apprenticeship scheme Full-time on-the-job training for current or new employees that leads to an industry-approved qualification. Funding for training is available via Skills Development Scotland (SDS) and is typically open to people aged 16 to 24.

Internships and part-time student employment Part-time semester work for current students, and full-time internships (Employ.ed on Campus) during the summer months. There are also part-time internships for PhD students (Employ.ed for PhDs). See the Careers Service for more details.

Graduate training scheme In 2017–2019, the University is piloting a graduate trainee programme with Ambitious Futures, specifically for the higher education sector, to gauge appetite internally.

Entry-level jobs for those aged 16 to 24 Often involving basic or administrative tasks, entry-level positions are a good way to bring in young talent and progress through your area rather than opting for experienced hires.

Inclusion Scotland A consortium of organisations for disabled people and disabled individuals. Employers are asked to offer 455 hours of work experience over a three- to six-month period. Payment is funded by Inclusion Scotland.

Find out more @ www.edin.ac/youth-talent

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Age category Secondary school 15–18 years Young people 16–24 years Young people (16-24) facing barriers to

employment Students and graduates (any age)

Initiatives

A week of work experience for S4 pupils. Employers advertise these unpaid placements online at Marketplace.

Career Ready - a mentoring programme for school pupils 12 times over two years at your place of work, and a four-week paid placement.

JET - one day a week unpaid placement, usually Friday.

Modern Apprentice (MA) programme for new and existing employees. MAs learn on the job for one to four years, depending on the selected framework, and do additional training at work and/or externally.

Create more entry-level jobs at grades UE01 to UE03.

The Prince’s Trust ask employers to provide 10 to 15 young people with a four-week placement at any time of year, as a cohort.

Inclusion Scotland ask employers to provide three- to six-month work placements for disabled young people.

Modern Apprentice (MA) programme - see previous column.

Internships and part-time work on campus via Careers Service.

Graduate trainee programme.

Pay and funding

Career Ready placements are paid £5 an hour (2017) via casual workers forms.

Not funded but practical support from University HR Services (UHRS) for all three initiatives.

New roles and MA not funded, but Scottish Government contributes to MA training costs.

Practical support from UHRS.

Princes Trust - unpaid but employer must offer half of the young people paid employment after the placement (not funded).

Inclusion Scotland pays the intern a living wage.

MA - see previous column.

Paid but not funded.Practical support from Careers Service and UHRS.

Placement - general introductory work experience for young people; may be paid or unpaid and can range from one day a week to several months.

Internship - paid project-led role for student or graduate and lasting at least eight weeks when full-time but longer when on a part-time basis.

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Creating a sustainable pipeline of talent

How we can help to contribute locally

School children (15 – 18) Young people (16 – 24)

Work experience week via Marketplace

Career Ready

JET

Modern Apprenticeships

Entry-level jobs (G1 – 3)

Additional barriers (16 – 24)

Prince’s Trust GET INTO

Inclusion Scotland

Modern Apprenticeships

Students and graduates (any age)

Part-time work on campus

Employ.ed on Campus, summer internships

Employ.ed for PhDs

Graduate trainee programme

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Measuring success – where we want to be by 2021

The delivery of the Youth and Student Employment Strategy is a University-wide endeavour. Engagement from our colleges and support groups is key in achieving the goals outlined to improve youth and student employment at the University.

The following qualitative and quantitative targets will determine the key measures of success for the strategy:

1. Increase the proportion of employees aged 16 to 24 by 2021 to 15 per cent of the total employee headcount.

2. Establish a cohort approach for the Modern Apprenticeship programme and recruit at least 150 new apprentices by 2021.

3. Support young people with high potential by achieving an 80 per cent retention rate of apprentices at the completion of their apprenticeship.

4. Develop a staff network for apprentices and managers to share experiences and learning.

5. Increase the number of on-campus part-time student employment opportunities to at least 1,500 a year by 2021.

6. Increase the number of on-campus student internships organised by the Careers Service to at least 100 a year by 2021.

7. Introduce and grow a graduate trainee programme.

8. Take positive action and increase the proportion of (self-reported) disabled employees aged 16 to 24, year on year by one per cent.

9. Raise awareness of the Marketplace online platform with the aim of establishing five new skills session, work placement and inspiration or career events to enhance links with local schools.

10. Take part in outreach initiatives that motivate the future generation workforce within their early years, and in particular influence and improve the gender gap imbalances for particular sectors, including care, engineering and IT.

11. Achieve an average of 10 new Career Ready mentors a year.

12. Increase the number of JET work placements for senior phase pupils to five a year.

Employ.ed On Campus undergraduate summer interns at the Edinburgh Award ceremony

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16 The University of Edinburgh | Youth and Student Employment Strategy 2017 – 2021

Get in touch

If you would like to get involved or find out more about any of the youth and student employment initiatives, please get in touch:UHRS Resourcing E: [email protected] T: 0131 650 9667 W: www.ed.ac.uk/human-resources/recruitment

For student recruitment:

Careers Service E: [email protected] T: 0131 650 4670 W: www.ed.ac.uk/careers/university-staff/supporting-your-students

Published by: Communications and Marketing The University of Edinburgh E: [email protected] T: +44(0)131 650 2252

Designed by: Graphic Design Service The University of Edinburgh www.ed.a.uk/is/graphic-design

Illustrations by Edinburgh College of Art graduate Victoria Rose Ball, BA (Hons) Illustration.

If you require this document in an alternative format (for example, large print, on coloured paper, etc.) please contact Communications and Marketing using the contact details above.

© The University of Edinburgh 2017 The University of Edinburgh is a charitable body registered in Scotland with registration number SC005356.

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E


Thursday 31st August 2017

Revising SOAG – Proposed New Membership & Remit Description of paper This paper sets out proposed changes to the Sustainability Operations Advisory Group. Action requested SRS Committee is asked to discuss and endorse the new remit and membership. Background and context Evolving from the Utilities Steering Group, the group was established in 2010 as the Sustainability and Environmental Advisory Operations Group, (Sustainability Operations Advisory Group from 2014), to deliver operational aspects of the University's Sustainability action plans and programmes, seeking to continuously improve the environmental performance of all operational areas of the University. Discussion 1. New Name and Purpose

It is proposed that the revised group be called the Sustainability Strategy Advisory Group (SSAG). Discussions indicated during 2016 and early 2017 that the existing SOAG group was not functioning effectively in its current format. To ensure involvement of key staff, group membership had been kept large, however this resulted in extended discussion during group meetings on issues that should have been dealt with offline. At the same time the size and format of the group meetings obscured a focus on larger issues, and prevented a fully effective scrutiny and oversight function. The model adopted for the new group reflects the twin purpose of setting a strategic direction for the sustainability issues listed below and having a more focussed means of providing advice and a performance review function. It is intended that the group operates in a way that fully respects existing governance and departmental functions. No changes are proposed to the executive functions of the relevant departments (Estates, Finance and Procurement, SRS, ACE). The group will both assist in setting strategy (whilst respecting line management arrangements) and in receiving regular reports on performance and data. In order to maintain involvement of key staff it is expected that they would attend regularly to report on performance and issues, and that they would have involvement via the new sub-groups proposed on waste and transport led by Estates Department.

44

2.Proposed SSAG Remit On behalf of the SRS Committee, to provide advice on the development of integrated strategies, plans and programmes for operational sustainability across all University functions including broader social aspects where relevant. Operational sustainability is taken to include the sustainability aspects of estates development and operations, waste and resources policy and practice, water provision and use, transport sustainability including aviation, climate strategy emissions and reporting, energy management strategy and delivery energy issues, biodiversity policy and climate adaptation, laboratories, food policy and practice, impacts of information technology, accommodation services, and procurement including supply chains. To provide advice on the identification of, development and delivery of agreed policies and programmes and provide assessment of progress and the fulfilment of statutory, corporate, external and compliance reporting as required. To provide integrated and strategic advice on opportunities, performance, and risk to the SRS Committee and other relevant committees as required including staff, student and community engagement within programmes. Advise on engagement and communication strategies for integration of social responsibility and sustainability with staff and students and living lab projects. Advise on and prepare financial advice on the costs, benefits and risks associated with operational sustainability across the full range of University activities. 2. Revised Group Membership Dave Gorman (chair) Director of Social Responsibility and Sustainability Graham Bell Depute Director – Estate Development (TBC) Michelle Brown Head of SRS Programmes Michelle Christian Assistant Director (Property & Residential Services), ACE Grant Ferguson Assistant Director and Head of Estates Operations Ollie Glick Students’ Association Vice President Community Lee Hamill Deputy Director of Finance George Sked Director of Procurement Jane Rooney Secretariat

Gary Jebb Director of Estates ex officio Hugh Edmiston Director of Corporate Services ex officio

45

3. Summary of Issues and Responsibilities

Issue Lead Department

Supporting departments

Role of SSAG Relevant Sub-Committee

Climate change strategy, emissions, reporting and statutory duties

SRS Estates, ACE, Finance, Procurement

Advise on strategies, oversee preparation of implementation plan and delivery, oversee quarterly emissions and statutory reporting

None

Energy management strategy

Estates SRS, Finance, ACE

Advise on strategies, oversee quarterly reporting of energy use (as currently) for sustainability impacts Estates focus on standards, infrastructure and operations; SRS focus on advice and behaviour change

None

Sustainable energy infrastructure, renewables and sustainable heat

Estates SRS, ACE, Finance

Advise on strategies for sustainable energy infrastructure, renewables and sustainable heat

None

Delivery of energy efficiency programmes and targets

Joint SRS-Estates

Finance, ACE Propose energy efficiency targets, receive progress reports as required on progress, shape strategic direction of energy saving including priorities, expenditure needs and behaviour change

Energy challenge delivery group (revised name to be confirmed- currently Utilities Working Group) Jointly chaired by Estates and SRS.

Transport sustainability - land based

Estates SRS, ACE, Finance, Procurement

Provide advice on strategies and priorities, ensure integration with other strategies, ensure timely sustainability reporting, oversee annual reporting of emissions

Convene transport sustainability group- membership to be confirmed. Chaired by Estates

Transport sustainability - aviation

SRS Estates, ACE, Finance, Procurement, ISG

Oversee strategies to reduce impact of aviation, agree targets, oversee progress and ensure integration with other programmes

Include within transport sustainability group

46

Environmental performance of estates and grounds including biodiversity and adaptation policies

Estates SRS ACE

Oversee preparation of biodiversity and adaptation policies, and delivery of agreed programmes Advise on Environmental Management System and approaches

*Consider biodiversity sub-group dependent on resources

Sustainable and socially responsible procurement (incl. Fair Trade)

Finance and Procurement with SRS

Estates, ISG, ACE

Provide advice on and oversee relevant aspects of responsible procurement including policies, contract management, and integration with other programmes along with staff and student engagement

None

Estates development - sustainability

Estates SRS, Finance, Procurement, ACE

Provide advice on implementation of guidelines and standards for sustainability in new building construction, refurbishments, ongoing building operation and maintenance, and building materials recovery

None

Sustainability aspects of food policy, procurement and delivery of services

ACE SRS, Finance, Procurement

Provide advice on preparation of food policy, delivery of projects, advice on accreditation, staff and student engagement

None

Sustainable and socially responsible IT

ISG SRS, Procurement College IT

Advise on opportunities across the University to identify, implement and promote sustainable Information Technology

Sustainable IT Group (as current). Chaired by SRS

Waste and resource policy including waste minimisation, circular economy and re-use

Estates SRS, Finance, Procurement, ISG, ACE

Provide advice on development of waste and resources policies, oversee delivery of programmes and ensure integration. Oversee quarterly reporting of waste and recycling data (as currently)

Convene Waste and Resources Sustainability Group (Membership to be confirmed).Chaired by Estates

Sustainable laboratories - delivery

SRS and Estates

H and S Schools- academic and technical staff

Oversee and advise on sustainable labs programme including policies and strategies on design standards for labs, engagement and communication laboratory operation, and best practice (key topics include energy, waste and reuse)

Sustainable Laboratories Steering Group (as current). Chaired by SRS.

47

4. Governance

Resource Implications The proposed changes can be met within existing resources. Equality & Diversity Due consideration has been given to equality and diversity as a key element of the SRS agenda. An Equality Impact Assessment is not required. Consultation The proposals outlined above have been discussed with the Head of Estates Operations and Assistant Director of Estates. Further information Author & Presenter Dave Gorman, Director of Social Responsibility & Sustainability 7 August 2017 Freedom of Information This is an open paper.

SRS Committee

Sustainability Strategy Advisory

Group*DG

Sustainable IT Group

*DG

Sustainable Labs Group

*DG

(New) Sustainable

Travel Group*GF

(New) Waste & Resources

GroupGF*

Utilities Working Group Rename 'Energy

Challenge Delivery Group' or similar

GF/DG

48

G

Social Responsibility & Sustainability (SRS) Committee 31 August 2017

SRS Programmes Q4 Report 16/17

Description of paper This paper provides a report on SRS Programmes 2016/17. Action requested SRS Committee is invited to review and comment on this paper. Background Progress has continued across 7 priorities: carbon and energy savings; resource efficiency; supply chain SRS; responsible investment; localised advice and projects; community / public engagement and links to learning and teaching. We facilitate, manage and coordinate programmes and projects to catalyse action and collaboration across campus. While the SRS Department is reporting on these programme areas, progress is due to working in partnership and collaboration with others (i.e. Estates, Procurement, Finance, HR, CAM, Colleges, Schools and the Students’ Association as well as numerous individuals). We review our outcomes, outputs and inputs on a quarterly basis with monthly internal updates. The University measures performance in relation to carbon; energy; waste and recycling and other material sustainability issues. The purpose of this document is to report on how the programmes of work are performing in relation to the strategic ambitions of the University and invite further input. Discussion Annex 1 provides a 1 page snapshot of highlights and current measurable indicators. This will be reviewed in Q1 2016/17 with further edits based on updated programme metrics. Energy Engagement and Communications The University’s new Climate Strategy 0by2040 was launched in Autumn 2016. Staff worked to promote the Strategy to staff and students. The energy used for electricity and heat in our buildings accounts for approximately 80% of the University’s carbon footprint. The Climate Strategy launch and the commitment by the University to invest in energy efficiency and the senior support for this agenda has helped further build support across campuses.

The Sustainable Campus Fund was a key project supported in 2016/17 within the Energy programme. Estates and SRS worked closely together to develop a pipeline of projects as well as a streamlined online platform for application and review. 27 projects were approved for funding with a combined payback at 3.4 years estimated carbon savings of 1,253 tCO2e and cash saving of £248,800 identified. At end of Q4 £821k was allocated.

Generally on target with agreed actions. Some delay in year with

energy campaign but back on track by July 2017.

52

2

148 Energy Coordinators, 79% of whom are ‘active’, took practical action within their work units to identify savings opportunities. 33 new coordinators joined the network in 16/17 bringing us 2 short of our target. An internship in spring 2017 supported an evaluation of materials and provided support for trialling student volunteering matched to staff coordinators.

SWITCH and save visual materials were rolled out. SWITCH reports supported via walk-around reviews from the Security Section have continued to help identify opportunities for savings in some locations. Lack of data prohibits ability to understand impact of activities such as the winter holiday shutdown campaign. A refreshed strategy was agreed with the Utilities Working Group. An Energy video was developed for launch (emphasising ways that staff and students can get involved).

Following the launch of the climate strategy, specific carbon targets for the programme can be clarified and communicated. Priorities in the coming year will be to work closely with the Energy Office to ensure a joined up approach and that Campus Fund and other targets are met and to build a culture of energy efficiency through communications and engagement channels including a network of 300 Energy Coordinators spread across the estate by 2020. We seek to strengthen links with researchers (staff and students) for living lab projects linked to energy use on our campuses, and have worked with the interdisciplinary Enhance project looking at energy use and behaviour this year. Sustainable Laboratories In 2016/17 a review of priorities and objectives was undertaken with the Sustainable Labs Steering Group. This enabled a pipeline of lab specific projects to be in place for further consideration for the Sustainable Campus Fund. Ventilation within the labs was identified as a priority area for energy savings and following a detailed screening, a trial of a demand based ventilation system (aircuity) in SCRM has been approved in principle which is estimated to save significant energy, carbon and cost and could be rolled out to other locations.

A detailed Cold Storage Study continues with the Roslin Institute to investigate potential impacts on samples with temperature changes. Changes from -80 to -70 freezers are already well researched and through sharing of ideas with University of British Columbia and others additional behaviour change campaigns are being investigated. The

second portion of the study will last for a minimum of five years and examine the impact of three storage temperatures (-80°C, -70°C and -60°C) on sample viability. Into the future, we hope to investigate innovations in cold storage technologies to ensure a leading and comprehensive approach. SWITCH and save materials specific for laboratories and approaches to engagement were tested with the School of Biological Sciences in the Horsfall laboratories. Data collected was unable to show a correlation between the materials and energy savings but there was interest and discussion generated with lab users. Together with the energy office and researchers we are further testing this in IGMM and in other locations. 12 Labs took part in the Edinburgh Sustainability Awards. The awards include a peer audit to identify opportunities for energy and waste savings within a lab environment. A programme video was also developed to help continue to raise awareness and build engagement with the work. In 2017, the University of Edinburgh hosted a visit by the Wellcome Trust keen to learn from our approach in laboratories. We continue to network with Universities across the UK and internationally.

Generally on target with agreed actions. Some delay in year with campaign materials but back on

track by July 2017.

53

3

Priorities in the year ahead include focusing on increasing energy efficiency in laboratories through identifying practical infrastructure projects, opportunities for savings at development stages and through energy saving behaviours. Cold storage and ventilation specific projects to build our learning in these areas, and reduction of waste through identification and promotion of effective reuse channels. We also continue to support a University wide approach to improve professional development opportunities for technical staff due to their key role in promoting and implementing sustainable lab practices.

Sustainable Travel While the energy and heat used on campus make up the largest proportion of our carbon emissions, the carbon from our business travel is not immaterial and currently accounts for about 10% of our footprint. Business travel is both a rising proportion of the University’s costs and could account for 20% of our emissions by 2025. Air travel is the most polluting way to travel, accounting for 94% of all the University’s travel emissions. We recognise the importance of international travel and collaboration. With this sensitivity in mind, we are carrying out work with a few schools / departments to understand business travel practices in a number of University schools and departments and to develop practical guidance based on feedback. Working closely with the Transport Office, 2 Active Travel Campaigns were supported in 16/17. The ‘Be Bright Be Seen’ campaign, helped hundreds of people around the University access information about safer cycling and get free lights and advice about safer cycling. Spring into Cycling focused on promoting active travel. SRS together with the Transport Office and ECCI organised an Electric Vehicle showcase as part of the Science Festival. Resource Efficiency and Circular Economy Working with Waste and through a network of over 100 champions across the University, we seek to promote reuse (as well as increasing recycling and reduce contamination of waste streams). Through the Waste and Reuse Portal (Warp It), £277,776 has been saved and approx. 25,000kg of waste avoided.

A PC specific reuse project was piloted over the last 18 months with seed funding from Zero Waste Scotland and involving Information Services, Waste, SRS and ECCI. This enabled 544 PCs to be reused bringing in over £100,000 cash savings, diversion of 8,000kg from waste and over 100 tonnes of CO2e saved and additional linkages with the Remakery on Leith Walk providing computers not used internally for community benefit. This also helped to raise funds for a Business School research project into expanding PC reuse further and with the University as a test bed for

sustainability. Although we had hoped to mainstream this project into business as usual within the University via IS this has not yet been possible partially due to inability to find a suitable space. The project recently received international recognition being awarded a Green Apple Award for Best Environmental Practice. Support for the SHRUB has helped them to secure £300k for the Zero Waste Towns project. Priorities for SRS in this area will be to continue to promote reuse and to expand internal and external channels; to roll out communications for the Water Project (with Students’ Association) and to

Amber due to some delays due to scheduling of next steps and follow

up meetings.

Amber due to uncertain nature of PC Reuse Project next steps.

54

4

collaborate with researchers for innovations in circular economy. We will also continue to link with community reuse groups and, look to further support initiatives linked to food waste. SRS in Supply Chains: Fairness in Trade and Sustainable Procurement

Working in collaboration with Procurement, we seek to ensure that all relevant SRS considerations are embedded as business as usual in all main procurement categories, informed by up to date research.

Risks and opportunities in prioritised supply chains have been assessed. The Modern Slavery Working Group has continued to review social responsibilities in relation to modern slavery risks, and to feed into the next Statement. A decision was made to discontinue Workers Rights Consortium (WRC) affiliation partially linked to the fact that the consortium had not been able to further develop for UK context. Research on the issues across higher education and lessons learned have been written and shared. An

academic network meeting on supply chains was held, but turnout was very low. Events and communication campaigns have aimed to increase awareness within staff and students and we seek to continue to develop this in the future. ‘Make ICT Fair - Reforming Manufacture & Minerals Supply Chains through Policy, Finance & Public Procurement’ was successful for EU funding with ten civil society organisations across Europe with implementation to start in 17/18. Responsible Investment As a signatory to the Principles for Responsible Investment, we report annual on how Environmental, Social and Governance (ESG) are integrated into our investments and progress on the principles. Similarly to 2016, we were benchmarked by PRI highly for strategy and governance and also for general integration of ESG in listed equity and property with potential opportunities to improve reporting and clarify engagement with listed equity via proxy voting or otherwise. A student challenge project received support from the department with a planned ‘pitch’ to directors of SRS and finance in autumn 2017. Background work and communications approaches for social finance commitments were also supported in the year.

Community Engagement In Spring 2017 we recruited our new community engagement programme manager and our community engagement communications coordinators. Working closely with the Assistant Principal Community Relations and the Head of External Affairs, key projects have been prioritised for follow up including:

• Digital Ambassadors Project: 20+ Student Ambassadors delivering support to community residents who previously have never used computers to develop their digital skills.

• Small Grant Scheme: Criteria and guidance to be in place early in the next month to support efficient and effective due diligence and funding for community projects.

• Social Impact Pledge: Celebrating the University’s commitment and developing next steps • Co-Curricular Pathways: Highlighting and further developing opportunities for learning. • Green Impact Community Audit: Support for community organisations.

Generally on target with agreed actions.

Generally on target with agreed actions. Some delay with Student Responsible Investment Club but

beyond control of Dept.


55

5

Recognising that so much work happens across different departments at the University and the importance of better telling this story, a project to continue mapping of activity is also in place supported by an internship. Together with CAM, communications tools including a ‘Edinburgh Local’ web section are being developed. Programme definition work was carried out and metrics developed. SRS links to Student Experience, Learning and Research We seek to ensure students and staff are informed about issues and supported in opportunities to integrate social responsibility and sustainability into research, learning, teaching and extra-curricular activities and using the campus as a ‘Living Lab’. Over the last year, 14 work based placements were supported, 48 volunteer roles offered, 7 student projects supported via a small grants fund and both undergraduate and graduate dissertations prizes were awarded.

The University of Edinburgh and the Edinburgh University Students’ Association are part of a 3-year project led by the National Union of Students looking at Benchmark Standards for University Social Responsibility and students as social auditors. The project secured funding of €290,745 from the EU Erasmus+ programme and commenced in September 2016. Other partners include the University of Porto (Portugal), Kaunas University of Technology (Lithuania) and their respective Students’ Associations. 60 students from the three participating universities will be trained as

Social Responsibility Auditors in a student-centred, action-reflection learning based programme, delivering four audits of different European higher education institutions. A SLICC based framework for the assessment of learning outcomes is being created (Institute for Education) for creation of a 5 Credit Certificate in Social Responsibility Auditing (EQF Level 6). We will look to develop further the projects and programmes that support student experience and participation on SRS issues. Our Living Lab project database will enable student and staff projects to build on past learning and link to organisational priorities. SRS Events and Outreach Over the course of the 2016-17 academic year the Department for Social Responsibility and Sustainability delivered or supported over 40 events, reaching over 4500 attendees. As with previous years, the events took a variety of formats, including workshops, lectures, student forum meetings and the annual Sustainability Awards Ceremony. This covered a range of topics related to social responsibility and sustainability, including supply chains, social enterprise, climate change policy and sustainable food.

The department endeavoured to align activities with existing campaigns taking place around the University and the wider sector, such as Fairtrade Fortnight, the Festival of Creative Learning and Environmental Career Opportunities Week (ECO Week), in order to maximise impact and reach. In addition to core series such as Our Changing World and Visions for Change, the department also supported a number of ad-hoc events such as:

Sustain.ED (Edinburgh University Students’ Association), Innovations in Sustainable Investment (Standard Life), Edinburgh Sustainability Conference (Buchanan Institute) and RELCO pop-ups. 85 percent of respondents rated our events as ‘good’ or above. Based on lessons learned, the SRS Student Forums will be run on a more ‘reactive’ basis, rather than pre-planning and we will support student societies to lead on events. We will work to mix up the format, avoiding the standard panel discussions and build networks with wider University departments / schools, particularly those not typically associated with sustainability.



56

http://www.ed.ac.uk/about/sustainability/themes/research-teaching/the-university-as-a-living-lab/projects

6

Through varied communication channels we continue to expand our linkages with staff and with students. Visitors to our websites and our social media channels continues to grow along with subscribers to the SRS newsletter. Our staff and student survey was rolled out in Spring 2017 helping to provide further insights into our messaging.

Edinburgh Sustainability Awards The Sustainability Awards recognise staff and students who make a difference and contribute towards the University becoming more socially responsible and sustainable. Since the Sustainability Awards launched in 2010, an increasing number of staff and students have taken part every year.

35 sections of the University from every campus, group and college are now involved, finding new ways to conserve resources, save energy, streamline scientific and research practices, fundraise for good causes and build links with the local community. The Sustainability Awards are linked to the National Union of Students’ Green Impact environmental accreditation scheme, which runs in over 50 UK further and higher education institutions. The lab awards are also based on the criteria of the international S-Lab programme. Student

specific awards recognise the achievements through links to learning and teaching and in residences. Staff Learning and Development The Department offers training for all staff and students who are interested in learning how to work and live in a more sustainable way and to raise awareness of SRS issues, the climate strategy and key topics. This takes place through:

• The 'Be Sustainable' series, offers practical advice in areas such as energy consumption, sustainable travel, purchasing, and food. In 2015 a simple online course was developed so that people could explore the content in their own time.

• Other introductory workshops and presentations were implemented for various groups across the University.

Ambitious targets have been set to ensure that 100% of staff have ‘SRS’ included in their inductions; that 20% participate in Be Sustainable introductory training (online or workshop) and that 15% participate in the Awards programme and that 10% participate in additional learning and development courses. Further exploratory work on this is taking place building from a 2016 review with Learning for Sustainability Scotland for staff development opportunities.

SRS Reporting and Strategy Development Standalone SRS Reporting for 15/16 and a microsite for online reporting was developed with positive feedback received. Review of indicators in use carried out via a student project. We have worked to support Finance with further integration of SRS within the Annual Report and Accounts (Integrated Reporting). Following discussions with Heads of Professional Services and Heads of Schools we are working to pilot a school ‘benchmarking’ project which would provide schools and professional service



57

7

departments with management on the integration of SRS across operations, learning and teaching where data enables this. Support for the SRS Strategy refresh has involved stakeholder interviews and consultations and student research projects on indicators, staff and student engagement, and the Sustainable Development Goals.

Risk Management Risks in relation to our objectives are monitored and mitigating strategies developed as appropriate. • New projects and capacity: The scope of work and number of projects means there is a slight risk

of limited ‘reactionary’ time available from many staff which has always been a strength of our way of working. However, clear agreement on priorities enables management of this and we will review on an ongoing basis.

• Staff learning and development and succession planning: The department achieved a Silver accreditation under the new (tougher) Investors in People (IIP) framework. Next steps will include further development of staff, pathways for learning and development and future succession planning for various roles within the Programmes Unit and through the Department.

Equality & Diversity Although due consideration has been given to equality and diversity as a key element of the SRS agenda, and we do not currently think than an Equality Impact Assessment is required, we will continue to monitor issues within our programmes. We look forward to moving to an office which is accessible to all staff and for all visitors. Next steps/implications We seek to continuously improve our monitoring and evaluation to ensure programmes, projects and activities are cost effective in their use of time and other resources and that there are quarterly and annual reviews of outputs and outcomes. In 2016 the Department updated its 3 year strategy which provides the opportunity to review the metrics that we use for understanding programme impact. Consultation Quarterly output and outcome reports are prepared for senior management and shared with other interested stakeholders. Further information This report has been based on team and programme and project specific reports. Presented by: Michelle Brown, Head of SRS Programmes, August 2017 Freedom of Information This is an open paper.

58

Resource effiency & circular economy

544PCs reused

Sustainable travel

�Conflict MineralsSector Briefing

Electronics Watch:Factory assessments

SRI Student Volunteering and ImpactInvesting

Modern Slavery research

Supply chains & investments

Catalysing action and collaboration across campus

Social Responsibilityand Sustainability

Q4 highlights2016-17

Energy

£2.75mSustainableCampus Fund

370%averageROI

27projectsapproved

17 locations audited Living lab project

switchAND SAVE ENERGY

70% awareand used

Staff switchcampaign:

(117 Active)148 Energy Coordinators

Labs

113 lab specificengagements

�LaboratoryGuidelines

14 projects approvedinc. helium recovery

17/18

Our ChangingWorld planning

Community, learning & teaching

�186

Academicnetwork

members

Studentvolunteers

Internships &placements

Community Engagement Programme Development

15/168,71316/17

12,882

12,347web visitors

6,721followers

6,896subscribers

24,906kg waste avoided

834Warp It users

(100 Active)125 Waste Coordinators

Research projects and links to learning and teaching

(29 Active)50 Active Travel Champions

4/5 Category Assessments Complete

12 labs

30 offices

42/40 staff target

9 residences

5 student groups

Sustainability awards

Award teams accredited

Be Sustainable

458 people reachedthrough online

training

�189 workshop

participantsSRS in staffinductions

+ New online staff course

Staff champions working across more than 60 departments to cut emissions

cumulative total since project start (other figures absolute or year to date)

www.ed.ac.uk/sustainability

SRS eventattendees

4,564

SRS eventsheld

38 948

Climate and SRS Strategy

Summer 2017 survey

9 undergrad dissertation prize entries 45 masters

ZERO BY

2040

Winter and Spring cycling campaigns supported

(ICT, Labs, Food, Travel, Estates)

other (includes alumni, media & public)Renewable Energy and Low Carbon Options Group

^^^

European Students for Sustainability

Auditing

2016: Launched

as of Q4 2016/17

cash savings£277,776

1.16mpotential energy savings identified

1.8m target

Pilot Business Travel Communications Project

2017: RELCO Review^^

(25% Active)

Fairtrade Fortnightcampaign

FAIRTRADEFORTNIGHT

37% 42% 21%^

27% staff 41% students 32% other

SRS StrategyStakeholderengagement

RefreshedSRS Strategy

2017 2018

154active champions

219total champs

250target

59

H



SRS Staff and Student Survey Description of paper This paper provides an overview of findings from the SRS Staff and Student Survey carried out in May / June 2017. Action requested The Committee is asked to review and discuss the findings and recommendations. Background and context In April 2016 the Department for Social Responsibility and Sustainability conducted its first survey to better understand staff and student involvement in various sustainability and social responsibility programmes as well as interest in different issues. The 2017 survey provides an update and comparison to this baseline to help inform future programming and reporting. Discussion Overview The survey ran from 23rd May – 4th June, later than planned as the UniForum Service Effectiveness Survey was given priority. The survey included a range of ranking questions as well as a few open ended questions. It was developed by the Department with support from the Communications and Marketing (CAM) Market Research Team. The SurveyMonkey portal was used, and it took respondents 10-15 minutes to complete. CAM provided a preliminary analysis to the Department on the findings, which were further analysed by the SRS Communications team. 5% of students and 17% of staff responded, 1% and 2% less than last year respectively. The later date of issue of the survey likely explains this – falling in the busy end of term period. See figures 1-3 for a demographic breakdown of staff and student respondents.

Figure 1 Demographic breakdown of staff survey. 17% of staff responded, and respondents were from a good mix of role types and locations and are thus representative.

59%

23%15%

4% 1%0%

20%

40%

60%

80%

100%

Central Vets &Meds

Kings Moray Other & n/a

Building Locations

60

Figure 2 Demographic breakdown of student survey by personal attributes. Similar to last year, the survey slightly over-represented students who were female, 26-30 years old and from the EU. It is likely those who did respond could be considered as ‘more engaged’, and hence provide a stronger strategic direction.

Figure 3 Demographic breakdown of students by School of study. We recognise the potential limitations of the surveys, including potential self-selection bias (as those who are most interested in SRS may be more likely to complete the survey), and of issues inherent in self-reporting of activity (as respondents may misremember or misreport their feelings and activities). Nonetheless, it has once again been a very useful exercise for the department in relation to our programme planning, and results can also be considered in the context of the wider SRS strategy of the University, as well as the work of other departments. Findings

1. General findings

• 93% of staff and 87% of students said they take action to improve the sustainability of the place they work or study in. Half of these individuals say they always do, showing that our community is sustainably minded.

• Common reasons for staff and students to not act sustainably on occasion were forgetting, having no control over heating / lighting and equipment, and worrying that they might inconvenience others if they turned things off.

• Awareness of our Department has risen amongst staff and students. Staff awareness has risen from 56% to 62%, with academics less likely to be aware than professional staff. Student awareness has stayed constant at 31%, but given the student population has

61

increased, more students were aware of us than last year. Undergraduates are less likely to be aware than postgraduates.1/3 of staff and 2/3 of students are still unaware of our department.

• Awareness of SRS programmes – such as the Sustainability Awards and Switch energy saving campaign – has increased, as has participation in them.1 This is good news given the University population is always growing.

• Awareness of SRS-related activities delivered by other departments (such as fair trade products, recycling, Keep Cups and cycle roadshows) continues to be high.

• The University website, posters and word-of-mouth were still seen as the most important sources of information about SRS. This suggests that getting news items on main University webpages and social media channels is very important for visibility, as is having opportunities to speak at staff and student events, and printing posters. 2. Awareness of services and activities around campus

Awareness of services and activities which enable staff and students to take practical action on sustainability is broadly similar to 2016, and usage has increased slightly. Staff are generally more aware of services and activities than students.

Figure 4 Awareness of sustainability-related services and activities (average between staff and students)

Awareness of the following services was low: Be Sustainable training series (14%), the Academic Network (13%), “Living Lab” projects (13%) and the recycle.ac website (10%).

3. Awareness of the University’s Climate Strategy

1 Staff self-reported participation in the Sustainability Awards has risen by 7%. Staff participation in the Switch campaign has risen by 17%, with student participation rising by 6%.

62

Just under half of staff and students are aware of the University’s Climate Strategy, and staff are more likely to understand how to help achieve it.

Staff Students

Figure 5 Staff and student responses when asked “Which of the following apply to you?”

4. Volunteering The Department was also asked to include within the survey a few questions on volunteering.

• 56% of our students and 50% of our staff volunteer either sometimes of often in their spare time, similar to last year.

• When asked what sort of practical actions would support further engagement with the community, 81% of staff wanted the option to take a volunteering day (in addition to annual leave) and 79% of staff and 90% of students wanted a database of volunteering opportunities.

• In free text responses, some staff cited long working hours as a reason they did not volunteer more.

5. Priority issues When asked how important it is that the University takes action on each of the following issues, staff prioritised:

I understand how I can

help achieve this strategy,

55%

I do not understand how I can help

achieve this strategy, 43%

I do not care how I can help achieve this strategy, 2%

I understand how I can

help achieve this strategy,

39%

I do not understand how I can help

achieve this strategy, 59%

I do not care how I can help achieve this strategy, 2%

63

Figure 6 Staff “top priorities” Staff prioritised the other issues listed as follows.

Figure 7 Additional staff priorities When asked how important it is that the University takes action on each of the following issues, students prioritised:

Figure 8 Student “top priorities” Students prioritised the other issues listed as follows.

64

Figure 9 Additional student priorities

6. Free text responses In free text boxes, when asked if staff or students knew of any specific problems, notable themes were:

o Poor building design o Poor sustainable habits / lack of effort among the University community o Lack of knowledge / information / equipment to improve sustainability o Issues of diversity / minority groups / access

Words frequently mentioned were recycling, lighting, heating, windows, waste, travel, bins, and water. Proposed next steps The following are a list of steps the department will now take regarding the survey data.

• Compare staff and student prioritisation of issues to our SRS objectives. Integrate learning into SRS Strategy review including metrics for measuring and understanding SRS.

• Share findings with other departments to explore opportunities for next steps and further research.

• Communicate basic findings to staff and students through digital media and thank them for their input.

• Continue to develop the Switch energy campaign and practical investments in energy savings as part of the Zero by 2040 Climate Strategy. Work closely with Estates to align this with new Energy Strategy.

• Continue building awareness of Warp It and promote and facilitate reuse around campus. • Continue to work with procurement and researchers on SRS in supply chains in order to

understand risks and opportunities and develop communications and engagement as appropriate (i.e. Conflict Minerals, Human Rights and Modern Slavery)

• Further develop opportunities for staff learning and development, building on our Be Sustainable Learning series, school SRS inductions, and wider University training opportunities.

65

• Build on current relationships with schools and departments to have a greater presence amongst staff (including academics) and students. Integrate school-specific findings into internal benchmarking reports where possible.

• Raise awareness of the Climate Strategy and the wider SRS Strategy and ways in which staff and students can get involved

Future planning We propose to run the survey again in 2019. Resource implications Findings on services and activities around campus can be integrated into current programming. Understanding of stakeholder interest on particular issues can be integrated into our reporting and communications on social responsibility and sustainability issues. Time for running the survey and analysing findings from within SRS as well as other departments. Risk Management This survey is undertaken to help contribute to risk management through a better understanding of stakeholder interest on social responsibility and sustainability and through participation in current programmes. Equality & Diversity Due consideration has been given to equality and diversity as a key element of the SRS agenda. An Equality Impact Assessment is not required. Consultation SRS Department worked closely with CAM on the survey. Preliminary findings will be shared with various topic leads around the University after the SRS Committee has seen this paper. Further information Prepared by: Sarah Ford-Hutchinson, Communications Coordinator and Joseph Farthing, Communications Manager. Reviewed by Michelle Brown, Head of SRS Programmes, 23 August 2017. Presented by: Sarah Ford-Hutchinson, Communications Coordinator. Freedom of Information This is an open paper.

66

I



Climate Strategy Progress: 2016-2017 Description of paper This paper provides an update on the University Climate Change Strategy 2016-21 progress since the launch in November 2016. Action requested This paper is for noting/information. Discussion

1. Introduction

Significant progress has been made on awareness of the Climate Strategy 2016-2021, project planning and actions since the launch in November 2016. The communications plan has delivered a 50% awareness of the strategy amongst staff and slightly less awareness amongst students, based on 2017 SRS survey results. The University of Edinburgh has been named as a finalist for continuous improvement in the Green Gown Awards 2017 for the Climate Strategy, entering Stage 2 prior to the announcement of winners in November 2017. The University’s Strategy gained finalist shortlisting for the 2017 International Sustainable Campus Awards in the category of campus planning and management.

2. Current Progress

The implementation plan for the Strategy has been developed and is available from the Secretary on request. As part of the GaSP planning framework, interim targets have been defined for 2020/21: absolute carbon emissions to be no higher than 105,000 tonnes and a 30% reduction from 2007/08 baseline of relative emissions (CO2/£m turnover). The absolute emissions target represents an increase on current emissions due to short term growth, but we anticipate emissions reduction interventions to begin to have an effect, combined with continuing grid changes, reducing emissions as planned. The following sections provide brief updates on research, learning and teaching, energy reduction and positive behaviours, estates sustainable design, renewables, adaptation and partnerships. Research, learning and teaching

The ‘Action for the Climate’ campaign has been a catalyst for development of a research information hub that will collate and showcase all climate research being undertaken at the University of Edinburgh, hosted on SRS webpages. SRS is collaborating with Information Services to extract information from PURE, and is also being steered by the needs of ECCI for their Global Energy programme. The hub is

67

http://www.greengownawards.org/2017-finalists

https://www.international-sustainable-campus-network.org/awards/2017-awards

https://www.international-sustainable-campus-network.org/awards/2017-awards

2

in development, with extraction of data expected to be complete by the end of the summer. Course and career offerings relating to climate change and other sustainability issues have been mapped and appear on the SRS webpages, and it is clear that an increasing number of mainstream introductory courses provide sustainability information that includes climate change; for example the first year Introduction to Business course includes framing consideration of global challenges including climate change. The living lab approach has been defined through development of a checklist and toolkit for staff and student reference, with a list of past, current and potential future projects provided. Energy Reduction and Positive Behaviours

The Sustainable Campus Fund (SCF) had a successful first year with funds fully allocated. Financial savings resulting from projects have been estimated at approximately £249K per annum, with approximately 1253 tCO2e potential savings per annum. At the end of the fourth quarter, all projects including those in the conception and development stages in the SCF portfolio have a combined payback of 3.4 years and ROI of 374%, with total costs just under £1.65M. The Business Travel Advice programme has made some initial progress. Small but noticeable reductions in air travel were made as a result of Finance and Procurement Department trialling a pilot with Virgin East Coast to deliver reduced first class ticket prices to London. SRS is currently engaging with nine departments to understand interest in the business travel issue and exploring solutions. Estates Sustainable Design

SRS have been supporting Estates Department in a review of current sustainable design guidelines to provide the University with standards to drive forward sustainability ambitions in a more targeted and effective but achievable manner. A draft design standards framework will be completed by the end of autumn, including a proposal for piloting the standard. These would need to be agreed by Director of Estates and Estates Committee prior to moving forward. Renewables and Low Carbon Options Group (RELCO)

The RELCO group chaired by the Director of Finance was launched as planned at the end of 2016 and has made progress in exploring possibilities for renewables and low carbon investments, which can result in fulfilment of both climate change mitigation and adaptation goals. The task remains complex and challenging in a rapidly changing energy landscape but the review is in track to report by end 2017. Adaptation

Adaptation strategy development began in late Spring, and initial research has been undertaken in preparation for a planned biodiversity strategy review (SRS supporting Estates) that will align with the adaptation strategy. Wide-ranging consultation has been undertaken over the summer to capture University vulnerabilities to climate change (extreme weather events and increasingly warmer, wetter conditions), how

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http://www.ed.ac.uk/about/sustainability/students/degrees-courses

http://www.ed.ac.uk/about/sustainability/themes/research-teaching/the-university-as-a-living-lab

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risks are currently addressed and improvements that could be made. A draft of the strategy has been completed for submission to the replacement SOAG. Partnerships

Internal collaborations have been re-invigorated, through close working with academics and organisations such as ECCI in development of the adaptation strategy and other follow on from the Climate Strategy (e.g. Living Lab projects, Biodiversity Strategy, etc). Existing external partnerships have been strengthened over summer 2017, with input into the Edinburgh Adapts Steering Group, Edinburgh Living Landscape Partnership Board, EAUC on consultations and Scottish Wildlife Trust on a potential funding bid. Other university sustainability departments, relevant Scottish Government contacts and potential international partners are currently being mapped.

3. Future Actions

Key items: Area of action Key project(s) Key dates 2017-19 Communications

Risk register and audience mapping completed Specific College level and executive engagement focus (research strategies, etc)

Fall 2017 Fall 2017- Spring 2018

Research, learning and teaching

Research knowledge hub launch Course and career offerings in climate change – continued mapping and engagement for expansion Living lab embedded in programmes related to sustainability/climate change

Fall/Winter 2017 On-going Fall/Winter 2019

Energy reduction and positive behaviours

Sustainable Campus Fund “brand” produced to increase visibility for the Strategy; further processes to evaluate implemented projects and more detailed estimations of potential carbons savings from projects conducted Sustainable Travel Advice

Summer 2018

Estates development (subject to agreement) Sustainable Design piloting of standard

Summer 2018

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4

Roll out of new standards 2019-2020 Renewables and low carbon investment

Renewables Task Group Approvals for proposals by end 2017

Adaptation planning Comprehensive risk mapping (subject to agreement) Development of an aligned Biodiversity Strategy

Fall 2017 – Fall 2018 Fall 2017 – Summer 2018

Growing partnerships

Development of connections with UK universities in climate change mitigation and adaptation Further focus on partnerships (local, national, international) for funding opportunity collaborations

On-going

Equality & Diversity Due consideration has been given to equality and diversity as a key element of the SRS agenda. An Equality Impact Assessment is not required. Further information Author & Presenter Elizabeth Vander Meer Climate Policy Manager 23 August 2017 Freedom of Information This is an open paper.

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J



Integrating SRS into the Mainstream- Next Steps

Description of paper This paper presents a summary of progress in integrating SRS issues into the mainstream of University life and proposes further ambitions over the next 2 years to make further progress. Action requested SRS Committee is asked to discuss the paper and agree the proposals. Discussion Background: Progress with Mainstreaming and Future Plans Since 2013 considerable progress has been made to further integrate SRS issues into the mainstream of University life. Progress has been made across strategic ambitions, reporting, financial strategy, events and student experience, inductions and training, and a wide range of other topics. This section briefly summarises progress to date, and what further progress we would like to see to 2020. In 2016 the Department for Social Responsibility outlined its vision and strategic plan through to 2020. See http://www.ed.ac.uk/files/atoms/files/srs_department_strategy_digital_low_res_3.pdf. This is to support the wider University Climate Change Strategy (autumn 2016) and the SRS Strategy which is currently being updated (see Paper J - SRS Strategy Review Update).

1) Strategic Ambitions Progress: A key priority has been to ensure that SRS issues remain prominent in the University’s strategic ambitions. The new Strategic Plan 2016 contained the commitment to make a significant social contribution and highlighted work on climate change, estates, local community and supply chains. Since its publication, work has been completed to embed SRS reporting on the strategic plan into GaSP’s reporting framework. Good progress has been made in discussions with Finance Department both to release funds for cost-effective environmental/sustainability investments via the campus fund (in partnership with Estates), and in moving to integrate SRS issues into the mainstream reporting of the University. Strong progress has been made integrating the issues into estates thinking, investment strategy and investment committee remit, and IT strategy.

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http://www.ed.ac.uk/files/atoms/files/srs_department_strategy_digital_low_res_3.pdf

Further Ambition: There are a number of areas where the reporting framework needs to be further elaborated, including on waste and resources, social impact measurement, human rights, modern slavery and SRS issues in supply chains, and community engagement. Finance is pursuing an integrated approach to reporting to incorporate not only financial capital but also human, social, intellectual, and natural capital. More work is required to build the underlying intellectual framework for SRS issues, and the ‘value creation’ model. Further work is required to consider how learning, teaching and research relate to SRS objectives at a strategic level. We also need to ensure a successful outcome for the RELCO group report and recommendations. A clearer link between SRS activities and objectives relevant to the student experience and widening participation is needed. An integrated approach to decision making and reporting should tell the whole story of SRS at the University of Edinburgh. For example, in relation to carbon we need to report on our emissions but could also improve reporting on the positive impact through research, learning and teaching. Further work is also needed to facilitate reporting on supplier SRS progress, in collaboration with the wider sector. It is anticipated that the new SRS strategy due to be published in 2018 will provide an opportunity to explicitly state how SRS directly contributes to the University’s ‘value creation model’, as well as addressing key strategic priorities such as student experience, learning and teaching and research with impact. A long-term vision for SRS at the University needs to be developed, as well as a key set of short term rolling indicators for SRS issues.

2) Communications

Progress: The University of Edinburgh has a decentralized approach to communications. SRS communications is therefore supported through the SRS Department and also in cooperation with Communications and Marketing and Colleges, Schools and Support Groups. Over recent years we have worked to increase the stories and reporting on our activities supported by surveys and customer understanding, evidence-led programmes (e.g. assessments of social media effectiveness), use of IT for events and database/contact management (with a significant internal database of contacts), increasing positive news stories, and improving the relationship with CaM. Further Ambition: In the coming years we need to continue to integrate reporting and communications (so that reporting is not a one-off or once a year activity but is integrated through our communication channels). Community engagement and community benefit will be a priority along with climate change and communications on the ‘Zero by 2040’ ambition, in terms of both internal and external stakeholders. Achieving University targets requires constant, careful and ongoing communications and engagement, and is supported by the SRS Department working with CaM and other partners. This involves traditional communications and marketing channels but also staff and student networks and links with community partnerships to help tell our stories. Going forward we need to work to assist with improving community engagement and CSG communications, increasing the range and number of non-sustainability stories, further increasing growth of channels and usage beyond the 300% increase achieved, and consider how best to support E and D communications going forward.

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3) Governance and Key Committees

Progress: Since 2013 the informal SEAG committee has been replaced with a strengthened and formal SRS committee which is embedded in University governance, with a range of key actors as members and with a clear role performed on behalf of Central Management Group. Sub-Committees have been refreshed and where necessary stood down, and a streamlining of business undertaken. Governance of the new campus fund has been strong and year 1 management successful. A clear definition for SRS was agreed with the Senior Vice-Principal and subsequently agreed by CMG in 2015. New committees are now active on sustainable IT, sustainable labs and programme boards for community engagement and SRS in supply chains have been created. Further Ambition: The Sustainable Operations Advisory Group (SOAG) remit and membership requires a refresh and further work is needed to identify successful value added to some of the ‘newer’ SRS committee themes on fair employer, equality and diversity, widening participation and public engagement. At some point, perhaps via the ongoing review of the SRS strategy, we may need to consider whether the definition of SRS needs further widening to include wellbeing and health issues. We may wish to consider development of further links between the SRS committee and those governance structures covering learning and teaching, as well as research. The links currently seem dependent on individuals and not on formal arrangements. We propose to include a short ‘SRS implications’ as a section in our papers and encourage others to do so as well. In order to support that and to assist, we propose to produce guidance online as to what SRS is and the sorts of issues that should be considered. The aim would be to encourage other committees to adopt such an approach by example rather than trying to mandate.

4) Policies, Guidance and Advice

Progress: Policies related to SRS have been mapped and a gap analysis has shown that we are covering all of the key areas, but are adopting new areas of focus as issues become prominent. Guidance for updating existing policies and developing new ones has been produced. New policies have been drafted and adopted on Good Food (2016), Conflict Minerals (2016), Responsible Investment (2016), and Modern Slavery (2016). A new 10-year Climate Strategy is in place following significant effort in 2015-16. Substantial progress has been made to further integrate SRS into procurement, some progress has been made on advice and guidance for rail and aviation travel, significant progress on labs advice and guidance, and very close and positive working with Estates on design, energy, waste and travel. We've worked closely with the Procurement Office to be the first organisation to make use of a suite of sustainable procurement tools developed by the Scottish Government, to assess SRS risks and opportunities related to five key commodity areas. We are now working on implementing a strategic approach to embedding issues identified into procurement processes, and supplier engagement.

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Further Ambitions: Finalise the new SRS strategy with better indicators and outcomes; further progress on integrating low carbon travel into travel policy, especially aviation. Ambitions on new procurement requirements to be fully integrated, more work to be considered on procurement and estates re community benefit duties, new thinking on design standards for buildings, further progress on sustainable IT, clothing supply chains, an aim for a revised biodiversity policy and further integration of SRS into procurement decisions and contract management. Further development of policy and practice on modern apprenticeships, disabled people’s access to work opportunities and prisoner rehabilitation as part of the ‘fair employer’ strand. The review of the University’s SRS Strategy provides an opportunity to develop a set of measurable indicators to support the delivery of key outcomes. The strategy can also address the need to map out the links across a range of university policies on SRS issues.

5) Training, Induction and New Staff

Progress: The Sustainability Awards programme offers opportunities for staff and students to contribute in their own offices and laboratories. At the end of 16/17, 30 offices and 12 laboratories had participated in the awards along with student societies and residences. The Department also offers training for all staff and students who are interested in learning how to work and live in a more sustainable way. This takes place through:

• The 'Be Sustainable' series, which offers practical advice in areas such as energy consumption, sustainable travel, purchasing, and food. In 2015 a simple online course was developed so that people could explore the content in their own time.

• Other introductory workshops, presentations such as the ‘Introduction to SRS’ as part of the Introduction to Professional Services series, the Zero by 2040 Climate Strategy Briefings and other bespoke sessions for schools and departments.

In 2016, together with Learning for Sustainability Scotland, a review of opportunities for staff learning and development in SRS topics took place. This pointed to a need for further work in developing training and capacity building for staff appropriate for their own continuing professional development and to support colleagues across the University to meet the strategic aims of the organisation. Future ambitions: The SRS Department is working to support integration of SRS within staff and student inductions and as part of learning and development plans. This will help to build awareness for policies and practices and university commitments across various SRS topics. Across various SRS issues we will seek to ensure that staff are supported with the awareness, knowledge and skills to contribute to SRS in their areas of work and that efforts are celebrated and encouraged. Our aim is for 100% of staff inductions at the University to include SRS; that 20% of staff participate in the ‘Be Sustainable’ Online course or in a Workshop and to take forward the recommendations of the scoping research carried out with Learning for Sustainability Scotland to provide additional support for staff learning and development. Opportunities for SRS Fellowships and additional staff champions will be reviewed. All of this would seek to support strategic priorities identified.

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6) Learning, Teaching and Research

Progress: We have been recognised in the sector for our approach to the University as a Living Lab, which involves student and academic researchers working with operations staff to explore and develop solutions to practical SRS challenges on campus and in our wider sphere of operations (e.g. supply chains). We have moved from coordinating a small number of student Living Lab projects, to demonstrating a strategic approach through an online Living Lab toolkit and a database of projects. We have worked with circa 150 students since 2013 on Living Lab projects as part of their coursework or dissertations, and are increasingly collaborating with academics on larger-scale research, including on energy and supply chains (e.g. Make ICT Fair EU funding). We have established a network of circa 175 academics interested in SRS issues, and have organised a number of networking events for academics. To support the University’s strategic commitments, as well as the Scottish Government’s ambition to build community participatory capacity, a pathway model has been developed for students to learn and critically engage with SRS issues. The model aims to align co-curricular activities and courses more effectively in support of a truly developmental approach through the student life-cycle. A pathway for social enterprise was piloted in the 2016-17 academic year, with further plans to deliver pathways for global citizenship, sustainability, leadership through innovation and design for well-being in the coming academic year. This approach utilises many established courses and activities, providing an immediate opportunity to outreach to a wider student audience. Future Plans: Development of a climate research hub, more effective communications of ongoing SRS research and teaching, living lab ambitions to grow, make a case to consider funds for placements and community outreach, Chancellor’s Fellows or other recognition mechanisms. Regarding the Living Lab approach, we now have the systems and mechanisms in place to engage a significantly larger number of people (students, academics and operations colleagues) in collaborative projects in the coming years. We will continue to work closely with academic colleagues where appropriate to bring in additional funding for research to inform our practical SRS work. SRS is strategically placed to support the development of experiential learning opportunities for students, both within the University and in organisations within the local community (e.g. a recent Scottish Power Foundation Bid). To support the development, promotion and roll out of the Curricular and Co-Curricular Pathways to all students (in line with the Assistant Principal Community Relations’ paper to March’s meeting – ‘Social Responsibility and Sustainability: Curricular and Co-Curricular Pathways’). This would include aligning activities and courses more effectively in support of a truly developmental approach through the student life-cycle. There are opportunities to support the Global Academies develop multidisciplinary research. Build on the learnings of the European Sustainability Auditing Project, including the development of the first international SLICC, by offering more opportunities for students to

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critically engage with SRS issues through flexible models of learning.

7) Student Experience, Events and Welcome

Progress: An immediate priority for the department was to develop a variety of opportunities for students to engage in SRS projects, addressing the high level of interest in these issues amongst the student community. Volunteering roles, placements and internships have been offered to students and recent graduates. The SRS Student Project Grant was developed to provide small amounts of funding for student groups or societies looking to develop and implement projects around SRS issues. The Sustainability Awards provides an opportunity for these projects to be recognized and for students to audit academic schools and support groups. SRS Dissertation Prizes have been established and awarded over the last two years. Developed a positive and constructive working relationship with the Students’ Association. The department provides opportunities for students, staff and the local community to critically engage with SRS issues through its events. This includes delivering the University’s main public lecture series Our Changing World, events for Welcome Week, for the Festival of Creative Learning and for the Edinburgh International Science Festival. Over 4,500 individuals attended our events in the 2016-17 academic year. Further Ambition: Opportunities to integrate SRS across student inductions in academic schools (initial work is underway to map this and identify gaps and opportunities). To grow the number of students completing volunteering roles and placements on SRS issues. Develop further opportunities to deliver events in collaboration with partners, linking in to Edinburgh Global, Development and Alumni and public engagement stakeholders in particular. Clear links to learning, teaching and research, and curricular and co-curricular pathways for student recognition and award.

8) Community Engagement

Progress: Community engagement is an activity undertaken by numerous individuals across the University of Edinburgh, and there is no desire for this to change. However, central support will enable to the University to make a significant, sustainable and socially responsible contribution to Edinburgh’s many communities. Following agreement by the University to invest in further resourcing of community engagement, a programme manager (PT) and communications coordinator (PT) were recruited in spring 2017 to support the AP Community Relations’ vision and objectives. The team is integrated within the programmes unit of the Department for SRS in order to further add value and contribute (i.e. through events, staff and student engagement, communications, reporting, etc.) Key projects currently progressing include: digital ambassadors; communications strategy and a small grants scheme. A forthcoming October event will focus on the Scottish Government’s social impact pledge and our planned next steps. Further Ambition: The University Strategic Plan 2016 has the following objectives:

• Leadership in Learning

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o “support varied opportunities for independent and student-led learning within and beyond students’ main programme of study”

o “embed social responsibility and sustainability in our student experience, through courses and through our culture, practices and provision of student-facing services”

o “partner with commercial, public sector and professional bodies to create readily accessible continuing professional development for their staff”

• Leadership in Research o “helping our research discoveries to be used, realising the social, cultural,

health and wealth benefits of our research, beyond its direct value to global knowledge and other academic researchers”

• Development Themes

• Contributing locally

9) Schools Visions, Planning, Reporting and Benchmarking

Progress: The SRS Department Awards programme provides a framework for departments and teams to integrate sustainability within their units. Following consultation with a variety of schools we have also recognised a need to provide school-specific performance information. We are currently piloting an internal benchmarking framework, which aims to support academic schools and support groups to improve their social responsibility and sustainability performance. The framework provides a strategic overview of performance and identifies opportunities to further mainstream SRS issues into operations and policy. In addition, the University participates in external reporting and benchmarking: for example, AUDE green scorecard, submissions to award applications (e.g. Green Gown), undertakes Principles of Responsible Investment benchmarking and reporting. Further Ambition: The change of SRS in the strategic plan from a ‘theme’ has meant that this risks falling off the radar for Schools when they are developing their annual plans (i.e. it does not get listed as a heading per se). It will be important to continue to find ways to ensure this is integrated and supported using e.g. the Awards programme and staff and student learning and development. Following the pilot of the internal benchmarking the future ambition is to roll this out across all academic schools and support groups. Resource Implications The proposed plans can be met within existing resources. Equality & Diversity Due consideration has been given to equality and diversity as a key element of the SRS agenda. An Equality Impact Assessment is not required.

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Further information Authors Dave Gorman, Michelle Brown, Matthew Lawson, Liz Cooper, 22 August 2017

Presenter Dave Gorman, Director of Social Responsibility & Sustainability

Freedom of Information This is an open paper.

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K



Social Responsibility and Sustainability Strategy Review Update

Description of paper This paper provides an update on progressing the review of the Social Responsibility and Sustainability (SRS) Strategy 2010-20, with the intention to publish a new strategy in spring 2018. Action requested SRS Committee is asked to note and discuss the progress report. Background and context The University has now reached a point where a review of the SRS Strategy is now necessary to deliver against a new strategic plan for the University, providing a framework for the University to demonstrate leadership on SRS issues. The SRS Committee has endorsed a project plan for the review, with the intention to publish a revised strategy in spring 2018. The following work streams are included within the project: 1. Review and work stream development

(October 2016 – March 2017) a. Review of current strategy and

meeting key stakeholders. b. Scope sector and analyse similar

strategies. c. Develop structures and plans for

remaining work streams.

2. Development of SRS issues (March 2017 – August 2017)

a. Analyse SRS staff and student survey results.

b. Extensive stakeholder engagement. c. Develop outline of new strategy.

3. Strategy formulation (August 2017 – November 2017)

a. Committee workshops b. Strategy formulation. c. Identify objectives and indicators. d. Review monitoring and governance

processes.

4. Writing and strategy sign off (November 2017- March 2018)

a. Draft text and design strategy. b. Departmental feedback and sign off. c. Stakeholder feedback on draft

strategy. d. Governance and committee sign off.

5. Publication and promotion (April 2018 onwards) a. Development of relevant communication materials. b. Internal communications campaign. c. External communications campaign.

The SRS Committee oversees review and development, with the SRS Department responsible for coordination and management. The strategy review aims to build on the scope and definition agreed by the SRS Committee, by developing a long-term vision, with short-term measurable objectives. This will recognise current strategies to support progress on these issues.

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Discussion The recent focus has been to engage key stakeholders to obtain their early input. A suggested structure for the new strategy has been developed partly based on feedback from stakeholders. Stakeholder engagement – emerging key points Through stakeholder engagement, we can understand the social, environmental, and financial sustainability impacts, prioritising the issues that are important to stakeholders within their own contexts in the university. Key points have emerged through the staff and student workshop, staff and student surveys (please see paper E) and recent meetings with key stakeholders. • Supporting the student experience: There is a consensus that the strategy and subsequent

actions could significantly contribute towards the student experience. There is a high level of interest in SRS issues amongst the student community, requiring opportunities for students to engage with SRS issues through their academic courses and extra-curricular activities.

• Widening access: The strategic priority to further widening participation efforts and impact

was repeatedly highlighted, along with the broader objective to widening access to education to a wider global audience through online distance learning opportunities.

• Engagement with the city: Opportunity to bring further attention to the Community

Engagement Strategy within the context of the City Regional Deal. Through its operations, research, teaching and innovation, stakeholders identified opportunities for the University to better coordinate and increase its impact on supporting the needs of the city (e.g. employment).

• Sustainable estates and procurement: Energy efficiency, resource management and

integrated transport links are key priority issues for staff and students. The University is in a prime position to promote and adopt circular economy principles by engaging with suppliers.

• Multi-disciplinary research and learning: Opportunities through the strategy to support

further experiential learning for students. The Global Academies were identified as a valuable mechanism to promote cross-disciplinary research and public engagement efforts.

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Stakeholders are keen for the strategy to bring further clarity on the governance of SRS issues, roles and responsibilities of individual departments and links to other strategies and objectives. Suggested priority themes for the new strategy 1. Socially responsible students and graduates A key focus for the new strategy will be to outline its contribution to the student experience through key programmes covering both the curriculum and extra-curricular activities. All students will be offered the opportunity to critically engage with SRS issues, developing their knowledge and professional skills through Co-Curricular Pathways, work-based placements, living-lab projects on campus and in the city and volunteering roles. The strategy will outline the ambition to actively engage with the University’s global community of over 260,000 alumni, identifying opportunities to engage with industry, SRS leaders and for alumni to support the student experience. 2. Sustainable operations The strategy will support the transformational capital plan to provide a simulating, integrated and sustainable estate in support of learning, inquiry, research, innovation and interaction. Climate adaptation and energy efficiency measures to support the Zero by 2040 Strategy will be delivered through the Sustainable Campus Fund, supported by an environmental and energy management system. The University has an opportunity to be an early leader in the United Kingdom to adopt and promote circular economy principles and practices through its operations and supply chains, supporting research excellence and innovation. 3. Research with impact Supporting research on SRS issues will be a key priority for the new strategy, building on the University’s current significant impact on the major challenges of the 21st century (collaborating with the Global Academies). SRS fellowships and scholarships will be established to support collaborative and multi-disciplinary research, and early career researchers. There are opportunities to establish partnerships with industry across a number of SRS areas and to support, mentor and resource inspirational ideas from students, academics and entrepreneurs. 4. Engaging our staff A key area of the strategy will be to develop and outline pathways for the University’s community of staff to engage and take action on SRS issues, including professional development initiatives. Opportunities to link to and bring further attention to equality and diversity issues, initiatives to support staff to engage with local community projects and charities, as well as broader fair employer objectives. 5. Supporting local and global communities By engaging with a range of people and organisations, the University can harness its knowledge and resources to make a positive difference in our local communities and wider society. Through widening access initiatives and coordination of our community engagement activities, the University can ensure it is improving the lives of people across the Edinburgh city region.

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Opportunities to link the strategy into social finance, social impact survey and international collaborations.

Resource implications The review is being delivered by using existing resources within the Department for SRS. Work will be undertaken to identify resource required for new programmes and projects within the approved new strategy. Risk Management Key risks include ethical and reputational, both are associated with not having a clear strategic long-term direction for the University on SRS issues. Other risks include raising expectations, delivering aspirational but unrealistic goals and failing to achieve buy in from stakeholders. To manage these risks, the project works on de-risking opportunities. The project plan clearly sets out critical success factors and deliverables, and highlights stakeholder engagement as a critical element of the project. Equality & Diversity Equality and diversity issues are considered as part of the review and development of the new strategy. This includes work to ensure the review engages with a diverse range of stakeholders and making events accessible to all. Next steps/implications Recommendations from the SRS Committee will be incorporated within the review and work will continue to deliver Work Stream 3 ‘Strategy Formulation’. A key focus for this work will be to identify objectives with measurable outcomes and the identification of practical projects and actions. The SRS Committee will host two workshop sessions to support progressing this work stream. The aim is to have a draft strategy available for comment by stakeholders in November 2017. Consultation The project plan for the review of the SRS Strategy has been developed in consultation with key stakeholders and approved by SRS Committee. Key stakeholders have so far been consulted and will continue to be consulted going forward as part of the strategy review. Further information Author & Presenter Matthew Lawson, Programme Manager, 22 August 2017. Freedom of Information This is an open paper.

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L

SRS Committee

31 August 2017

Sustainable Campus Fund: Performance Update Description of paper 1. This paper provides an update on the performance of the University of Edinburgh’s Sustainable Campus Fund (SCF) in its first year. Action Requested 2. SRS Committee is requested to note the paper. The project reports in to the Estates Committee. This is an updated version of the report to Estates Committee in May 2017. Background and context 3. The Sustainable Campus Fund was approved by Estates Committee in May 2016 with £2.75m allocated for 3 years commencing in 2016/17 and a Year 1 budget of £750k. 4. The Fund is an internal investment vehicle that provides financing to parties within the University for implementing energy efficiency, renewable energy, and other sustainability projects that generate cost savings. 5. Projects proposed are screened by a joint Estates-SRS working group1 using a points-based system that considers financial payback and minimum ROI of 6%, carbon savings, match funding, innovation, creativity, collaboration and additionality. These are then considered for final approval by the Director of Estates / Assistant Director of Estates and Director of SRS. 6. The original business case was that by investing £2.75m over 3 years, this would bring estimated financial returns of £675k per annum by Year 3 in addition to reducing our carbon emissions. For the whole fund, a simple payback period of 5.1 years, NPV of ca. £8.2m and an Internal Rate of Return of 30% were originally estimated. Discussion 7. The first year of the SCF has seen a strong performance in line with original expectations. At the end of Quarter 4 (31 July 2017):

• 27 Projects were approved following screening by the Utilities Working Group • £821,000 was allocated and approved for spend for these projects • Projects approved are estimated to bring annual financial savings of approx.

£250,000 and annual carbon saving of approx. 1,250tCO2e • Approved projects to date have an average ROI of 374% and a combined payback

of 3.4 years • 13 projects have been rejected (either at the screening stage or at Directors’

review) or sent back for adjustment. Some projects could not produce credible energy or cash savings, some fell outside of agreed financial metrics, and some, whilst generating savings, were really mainstream capital replacement items and thus more appropriate for local budgets to fund them. A few projects may be reviewed at a later date subject to criteria being met.

1 Utilities Working Group which also includes additional representatives from Information Services and Accommodation, Catering and Events

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of 2

8. Savings are being achieved through a wide spread of projects such as: innovations in fume cupboards (constant to variable air flow); lighting replacements; use of sensors; a helium recovery project; replacement of uninterrupted power supply (UPS); use of closed circuit chillers and innovations such as helium recovery. 9. Staff and students from around the University have put forward ideas via an online platform. A network of over 100 Energy Coordinators has helped to disseminate information about the fund. The fund has helped to generate broader interest and awareness in energy efficiency. Organisations and stakeholders such as the Wellcome Trust have expressed interest in learning from our Fund delivery. 10. The Fund performance is reviewed quarterly. Information on potential pipeline projects is included in forecasting and updated to compare current assumptions against the original proposal. Year 1 is on track and Year 2 is expected to be on track while there are some uncertainties (as to be expected) in projects and their performance for Year 3.

Table 1: Financial and Carbon Performance and Prediction tCO2e saving £ saving £ spend

Performance: approved end of

Q4 Year 1 1253tCO2e

(on track for target) £248,800

(on track for target) £849,300

(on track for target)

Target vs Current

Forecast: end of Q3 Y1

Target: Original

3yr model

Projects identified (actual or potential)

Target: Original

3yr model


Target: Original

3yr model


Year 1 1532 1253 £287,000 £248,800 £750,000 £849,300

Year 2 2813 2224.3 £514,000 £432,200 £1,750,000 £1,396,800

Year 3 3701 3643.5 £675,000 £726,800 £2,750,000 £2,749,200

Resource Implications 11. Resources to develop, manage and report on the fund come from existing budgets in the Estates Department and the Department for SRS. Risk Management 12. All initially identified risks have been mitigated or are under active management. Equality & Diversity 13. Currently no issues of concern have been identified in terms of equality or diversity of the project proposers or recipients. Gender split of recipients is approximately 1/3 female. Next steps/implications 14. Year 1 approved projects will require a focus on implementation and projects that are in the pipeline will require to be developed with engagement of staff.

Consultation 15. The projects have been reviewed by Utilities Working Group Members. Further information Authors Caro Overy, Chris Litwiniuk, Michelle Brown, Dave Gorman & Grant Ferguson 23 August 2017

Presenter Michelle Brown, Head of SRS Programmes

Freedom of Information Open paper

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Thursday 31 August, 2pm Raeburn Room, Old College … · Michelle Brown, Head of SRS Programmes ......

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Transcript of Thursday 31 August, 2pm Raeburn Room, Old College … · Michelle Brown, Head of SRS Programmes ......