2013 Head of Estates and Sustainable Development Andrew Smith

What I’m going to cover HEFCE How we see sustainability A new Sustainable Development Framework Where you come in!

Non-departmental public body (NDPB): formed in 1992 under the Further and Higher Education Act Devolved administrations have their own arrangements Independent body to implement government policy and advise government on HE c200 staff based in Bristol and London HEFCE: the background

What HEFCE does A.Investment B.Regulation C.Information D.Partnership

Higher Education Success With 1 per cent of the world’s population, UK HE produces 9 per cent of the world’s scientific papers and 13 per cent of the most highly cited 87 per cent of UK HE research activity reviewed by the 2008 Research Assessment Exercise (RAE) was of international quality 2009 National Student Survey shows that 81 per cent of respondents were satisfied with their course UK remains the favoured destination for international students (after the US)

Higher education’s contribution Role as educators Research and knowledge transfer Leadership in society Business operations

A rich history in higher education 1958 – Institute for Development Policy and Management established at the University of Manchester 1967 – First School of Environmental Sciences 1972 – Climatic Research Unit, the first institute set up to specifically study climate change 2000 – Tyndall Centre established with HQ at UEA

What HEFCE can do Role as catalyst and facilitator Engaging with partners Good practice and capacity building Rewarding more sustainable practice Information and analysis

Funding projects Developing leaders for sustainable development: enabling behaviour change – Bournemouth University Midnight Oil – University of Oxford Leading curriculum change for sustainability: strategic approaches to quality enhancement – University of Gloucestershire Sustainability Exchange – Staffordshire University and the Environmental Association for Universities and Colleges

Recoverable grants for carbon reduction projects Proven technologies and innovative projects RGF 1 £30 million; 59 institutions funded Estimated annual savings of 8.6% by 2020 RGF2 £11 million; 27 institutions funded Annual savings of 18,500 tonnes RGF3? Revolving Green Fund

Revolving Green Fund 3 Providing:c£20m in Recoverable Grants To achieve:Cost savings and carbon reduction Through:Small scale programmes and retrofit projects Received: 40 Small scale programmes £12.6m 17 Retrofit projects £15.3m Announcements in May 2013 Web publication of a summary report

Many drivers for SD Lower costsStudentsStaffEmployersFundingGovernmentSocietyPublic relationsMarketingMoralMediaLegislationEnergy Security Risk Management

Sector strategy agreed through consultation Published with UUK and GuildHE Sets out areas where we will work with institutions and others to achieve reductions Requirement for institutions to set their own targets and develop carbon management plans Linking capital to carbon performance Carbon reduction strategy

Challenging targets for sector and society 34% by 2020 and 80% by 2050 against a 1990 baseline (scope 1 and 2 emissions) ‘Leading sustainable development in higher education’ Revolving Green Fund HEFCE capital linked to carbon Carbon Reduction

Institutional targets

Sustainable Development HEFCE’s role A new SD Framework for how we engage with the sector – Discussion – HEFCE’s LGM Strategic Committee (May) – HEFCE Board (July) – Consultation

Questions to consider What should HEFCE’s role be? Is our assessment right? Is there anything we should be doing that we aren’t doing; anything we should stop or do differently? How can we support and encourage others?

Thank you for listening

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Questions to consider today What are the most significant challenges you face within your HEI? What are the biggest opportunities? What would you like to see in the new HEFCE framework? What are the strengths and weaknesses of HEFCE’s approach?

‘Aha’ Moment It’s not the technical ‘what’ that you should focus on - get people to buy into the ‘why’