The Higher Education Academy

1. Universities and the Green Economy Simon Kemp, Academic Lead Education for Sustainable Development

2. The Higher Education Academy Introduction The national body for learning and teaching in UK higher education Work in partnership with institutions and sector bodies Focused on the student learning experience, and work to enhance the quality of that experience.

3. HEA ESD Strategic Aim "To make a leading contribution to evidence-informed development of Education for Sustainable Development policy and practice across the HE sector."

4. Is a sustainable ‘greener’ economy of interest to students? Are students interested in sustainability? Do students understand sustainability in the context of their academic discipline, future employment prospects, and their university? Are they ‘sustainability literate’? Sustainability literate graduates are viewed as critical in the transition to a ‘greener economy’.

5. Is a sustainable ‘greener’ economy of interest to students? 2010 Survey of 5,763 1st year HE students “80% of respondents believe sustainability skills are going to be important to their future employers and the majority of first-year students involved believe that it is the role of universities and courses to prepare them for graduate employment. The softer skills incorporated within sustainable development are consistently of paramount importance to graduates, regardless of course, university type or UK nation.” (Bone and Agombar 2011) http://www.heacademy.ac.uk/resources/detail/sustainability/esd_First_Year_Students_report

6. Universities and the green economy • First HEA Policy 'Think tank' in February 2012 • Aim to investigate how the HE sector can contribute to 'greening the economy’ • Think tank with discussions, ideas, and contributions from inspirational speakers and delegates from across HE, student bodies, and industry Outcomes: http://www.heacademy.ac.uk/resources/detail/sustainability/esd-policy-thinktank

7. The Policy Think Tank The aims and objectives of the think tank were to: • Explore the implications of the current national policy discourse on greening the economy for graduate expectations, attributes, skills and competences; • Explore the potential impact of the green economy and Government’s societal adaptation aspirations on graduate employment; • Propose practical steps to support university teachers and senior managers in adopting appropriate reforms to curriculum and to teaching and learning strategies.

8. Initial Findings • Concerns over the lack of recognition of planetary boundaries • Recognition of the rising acceptance of the ‘circular economy’ (EMF, 2012) • The growth in Universities adopting ‘graduate attributes’ for curriculum redesign, innovation and the student experience • The potential for graduate attributes to be an agent of change for universities in supporting moves to a sustainable greener economy • Recognition of the uncertainty facing graduates and the potential employment opportunities offered by a greener economy

9. Issues for Universities to address • Concerns over the attributes of university staff to deliver the knowledge, skills, and attributes in graduates • Need for improved and clearer engagement with employers and professional bodies • SME perceptions of universities • Lack of confidence in universities producing ‘business- ready graduates’ • Current curricula are constrained by a lack of systems-thinking that is required for a transition to a more sustainable economy

10. Recommendations for HEIs Develop more effective strategic engagement with regional and local economic development partnerships to shape thinking and practice on the green economy; Critically analyse current policies on sustainability and ensure they emphasise planetary boundaries and the economic and social impacts of increasingly scarce resources; Students need to learn about sustainability formally & informally, engaging with communities & employers Offer creative public outreach programmes on sustainability and citizenship;

11. Recommendations for HEIs Offer high quality professional development programmes on sustainability and the green economy for local and regional employers; Create live learning and development opportunities for students and academic staff to work collaboratively in their community on green projects; Set an example as models of best sustainability practice on the campus and in their relationships with all of their major stakeholders, and ensure that staff recruitment, induction, and development includes a clear focus on sustainability.

12. Closing Questions • What are the desirable characteristics of a sustainability literate graduate? • Are Universities currently creating sustainability literate graduates? • Are Universities able to create sustainability literate graduates? Your views to form the first workshop………………………

13. Thank you for listening Any questions? Simon Kemp: simon.kemp@heacademy.ac.uk Academic Lead - Education for Sustainable Development

14. Sustainability literate graduates • Sustainability literate graduates are those that have an understanding of sustainability in the context of their academic discipline, chosen profession, and their decision making processes in every-day life. • Students can gain sustainability literacy through their chosen curriculum, wider university taught provision, and extra-curricular activities – not restricted to ‘traditional’ sustainability courses such as earth science or politics. • Sustainability literate graduates are viewed as critical in the transition to a ‘greener economy’.