1. Learning, Teaching and Research

2. ‘Tips and Tools for Creating a Better Future’ – a warts and all analysis of the process of change

3. Sustainable Development in Wales Learning, Teaching and Research

4. Think Global, act local Learning, Teaching and Research

5. Sustainable Development in Wales “Within the lifetime of a generation we want to see Wales using only its fair share of the earth’s resources” One Wales One Planet, 2009 Learning, Teaching and Research

6. Davies, P. 2013. Future Generations Bill.

7. Learning, Teaching and Research 2015 Future Generations Bill expected to become law 2014 Future Generations Bill will be introduced in Assembly

8. Future Generations Bill  Legislate to make sustainable development the central organising principle of the Welsh Government and public bodies in Wales. Learning, Teaching and Research - Welsh Government - Natural Resources Wales - National Library of Wales - National Museum Wales - Sport Wales - Arts Council of Wales - Local Authorities - Fire and rescue authorities - National Park Authorities - NHS Trusts - Local Health Boards - Higher Education Funding Council for Wales - Higher Education Institutions - Further education corporations - Registered Social Landlords - Town and Community Councils

9. Future Generations Bill Learning, Teaching and Research Welsh Government. 2014. The Wales We Want; Future Generations Bill. http://thewaleswewant.co.uk/content/future-generations-bill

10. Future Generations Bill  Longer term thinking: a greater emphasis on LT outcomes and cost effectiveness over the LT.  Integration – decision making is supported by evidence of the wider and longer-term economic, social and environmental impacts.  Working across organisational boundaries.  Focusing on prevention; identifying critical early interventions, which generate long term cost savings and efficiencies in the future.  Engagement and involvement: involving stakeholders who will be affected by decisions. Learning, Teaching and Research

11. Sustainable Development in Wales  Wales is in a unique position.  There is an opportunity to be ahead of legislative requirements and be a model of good practice. Learning, Teaching and Research

13. INSPIRE – the opportunity…..  To influence the development of a university during the process of major change.  For sustainable development to be a core value with which to frame the development of the institution.  To be an exemplar of sustainability in practice.  To benefit the local region through partnerships focused on sustainable outcomes.  To create commercial opportunities through expertise Learning, Teaching and Research

14. INSPIRE – the drivers….. Learning, Teaching and Research Government policy Demand for sustainability skills Requirements of professional & accrediting bodies Student expectations Research funding Resource efficiency Staff expectations

15. INSPIRE – the challenges….  Staff buy-in  Management buy-in  Governors buy-in  Student buy-in  The campus…… Learning, Teaching and Research

16. INSPIRE – Strategic commitments….  Sustainable development is a:  core value,  defining characteristic  and strategic priority! Learning, Teaching and Research

17. INSPIRE – Governance…. Learning, Teaching and Research University Council Annual SD statement goes to Council Senate Sustainability Committee reports to Senate Faculties All Faculties are required to write SD plans Procedures SD is embedded into validation and staff development processes.

18. Learning, Teaching and Research SD as a competitive advantage Distinctiveness of offer Government and funding council mandate Employability Rising public interest and global concern CSR Financial savings

19. INSPIRE – Top tips….  Identify opportunities to take a space others aren’t in.  Get institutional buy-in.  Integrate into institutional procedures. Learning, Teaching and Research

20. Strategic Development Learning, Teaching and Research

21. UWTSD Group  3 universities  2 further education colleges  Taking a systemic approach to embed sustainability. Learning, Teaching and Research Sustainability Campus Culture Community Curriculum

22. Campus  Introduction of carbon management system  Environmental Action plan to achieve Green Dragon Level 5 and improved rating in People and Planet Green League in 2013  Cycle to Work Scheme introduced  Fairtrade status gained  Students’ Charter commits to achieve NUS Green Impact award  9 new student sustainability internships 2013 - Sustainability Exchange - Fairtrade - Green Impact  Allotments created  Food for Life standard gained Learning, Teaching and Research

23. Culture We are a University that:  adds value to the learning experience through a distinctive ‘systems- based’ approach that combines traditional higher education with vocational, professional and academic research activities, delivered with academic rigour;  offers a well-defined undergraduate curriculum, which delivers distinctive graduate attributes in the areas of employability, enterprise, sustainable education and global citizenship;  is dedicated to realising the potential of each individual student and to supporting students at all stages of their education;  is pioneering new approaches to work-based learning and professional practice that enhance workforce and enterprise capabilities; and  is committed to all aspects of sustainable development Learning, Teaching and Research

24. Community  Strategic partnerships with local authorities through pledges containing article: eg Sustainable Development The partners will commit to providing strong community leadership for sustainable development in Swansea and the broader City Region  Develop skills, knowledge and expertise to further sustainability in the region.  External engagement priorities related to strategic priorities. Learning, Teaching and Research

25. Curriculum  UWTSD is embedding sustainability into 15% of all students’ experiences creating a distinctive Trinity Saint David curriculum.  The University has developed the TSD+ Award; a new ‘skills passport’ including a mandatory sustainability component.  The University has included ‘creative problem solving’ and ‘active citizenship’ in its new graduate attributes.  Intra-faculty approach in Humanities. Learning, Teaching and Research

26. TSD+ Employability Award Active Citizenship Teamwork Learning and Personal Development Creative Problem Solving Communication

27. Staff sustainability skills survey Learning, Teaching and Research

28. Staff sustainability skills survey Learning, Teaching and Research Evidence Enhancement Engagement

29. Staff sustainability skills survey  Identify staff expertise and where sustainability is already embedded within curricula and research.  Identify new opportunities. Learning, Teaching and Research Evidence

30. Staff sustainability skills survey Learning, Teaching and Research

31. Sustainable Rural Communities Cluster Archaeology, History and Anthropology SMU: Built and Natural Environment School of Business Social Justice and Inclusion Theology, Religious Studies and Islamic Studies Research, knowledge and innovation into sustainable rural communities Benefit the communities within the region Outputs Sport, Health and Outdoor Education

32. Staff sustainability skills survey Learning, Teaching and Research

33. Staff sustainability skills survey Learning, Teaching and Research Engagement Sustainability can be one of a range of perspectives that is considered Some subjects will not lend themselves easily to this topic and should not be discriminated against for this

34. Staff sustainability skills survey  New courses identified and being developed  Research and partnerships being set up Learning, Teaching and Research Enhancement

35. Advice to staff on sustainability  Provision of clear guidelines – Future Fit Framework  It’s not just what we teach but how we teach.  Subject benchmark statements.  Requirements of professional and accrediting bodies. Learning, Teaching and Research Enhancement

36. Staff sustainability skills survey  New courses identified and being developed   150 new programmes! Learning, Teaching and Research Enhancement

37. Learning, Teaching and Research Strategic Commitment Engage with staff. Understand skills, expertise and commitment in the organisation. Let faculties determine how SD is relevant to them Faculties develop sustainability plans Embed into academic quality procedures Audit the curriculum and ………………. 6 6 1 1 2 2 3 3 4 4 5 5

38. Be vigilant!!! Learning, Teaching and Research

39. What’s next?  Measuring success – how do we measure the impact of embedding sustainability in the curriculum?  Sharing of good practice in teaching, learning and research.  Sustainability and staff development. Learning, Teaching and Research

40. Top Tips  Must be strategic priority if there is any hope of embedding it.  Needs prominent position on University homepage  Talk to everyone at every level to gain support  Evidence base: staff skills/commitment audit and curriculum audit Learning, Teaching and Research

41. Top Tips  Introduce structures to make it work while the support is rock solid - most important being faculty/school plans/ validation/ student engagement/estates and facilities/HR/university governors/communications.  Use as key external message.  Be vigilant!  Use sustainability as a tool for enhancement. Learning, Teaching and Research

42. ‘Aha’ moments “The strategic commitment to sustainability has been a constant thread running through the development of the new University that has involved a complicated merger process. The consolidation of the strategic agenda is directly attributed to the opportunity provided by the Green Academy and this has helped to maintain the strategic commitment during several changes of the governing body”. McCoshan, A. & Martin, S. 2013. From strategy to implementation: the second evaluation of the Green Academy programme. HEA Learning, Teaching and Research

43. If you always do what you've always done, you'll always get what you've always had ” Mark Twain “It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change” Charles Darwin