CONTENTS Executive Summary ....................................................................................................................................... 4 Chapter 1: Developing skills and building capacities .................................................................................... 8 Yale University .......................................................................................................................................... 9 Georgetown University ........................................................................................................................... 11 Aalto University ....................................................................................................................................... 13 Swiss Federal Institute of Technology in Zurich (ETH Zurich) ................................................................. 15 Hong Kong University of Science and Technology .................................................................................. 17 University of British Columbia ................................................................................................................ 19 Ozyegin University .................................................................................................................................. 21 KTH Royal Institute of Technology .......................................................................................................... 23 Chapter 2: Collaborating to catalyze change .............................................................................................. 25 Harvard University .................................................................................................................................. 26 Princeton University................................................................................................................................ 28 Korea Advanced Institute of Science and Technology ............................................................................ 29 University of Gothenburg ....................................................................................................................... 31 Nanyang Technological University .......................................................................................................... 33 University of California, Berkeley ............................................................................................................ 35 Chapter 3: Innovating for efficient built environments .............................................................................. 37 Chulalongkorn University ........................................................................................................................ 38 Technical University of Denmark ............................................................................................................ 40 Ecole Polytechnique Fédérale de Lausanne (EPFL) ................................................................................. 41 De La Salle University – Dasmarinas ....................................................................................................... 43 National University of Singapore ............................................................................................................ 44 University of Oxford ................................................................................................................................ 46 Appendix ..................................................................................................................................................... 48 ISCN-GULF Sustainable Campus Charter ................................................................................................. 48 ISCN Members ............................................................................................................................................ 49 About the ISCN ............................................................................................................................................ 50 Contact ........................................................................................................................................................ 51 Page | 2 Report launched at the GULF session of the WEF’s Annual Meeting, January 20-23, 2016, in Davos-Klosters, Switzerland. Page | 3 EXECUTIVE SUMMARY The past year was important for the International Sustainable Campus Network (ISCN) and for sustainable development in general. In 2015, we saw the conclusion of the United Nations climate negotiations (COP21) in Paris, setting the direction and gaining the support of all nations in limiting CO2 emissions to prevent temperature increases over the upcoming decades. The ISCN was present and involved in this process through its support of the open letter to the COP21 ministers and governments of the global alliance of tertiary, higher education and student sustainability networks, associations, and institutions. During this past year the ISCN also transitioned into a Swiss-based nonprofit association. This change assures better involvement and positioning of its co-host member universities—those institutions that make significant financial and strategic investments in the network—and creates a more structured organization, including an advisory committee representing the network member universities of the ISCN. This transition is important to lay the basis for a sustainable and structured development of the ISCN in the coming years. We were honored to welcome two new ISCN co-host member universities: the Technical University of Denmark (DTU) and KTH Royal Institute of Technology, Stockholm, Sweden. Having these new co-host members represented on the board of the ISCN will further strengthen the organization’s leadership and broaden the representation. During 2015, we were also delighted to see the following universities join the ISCN: Ozyegin University, Istanbul, Turkey; University of Milano, Bicocca, Italy; Politecnico di Torino, Italy; Princeton University, New Jersey, USA; University of Campinas, Sao Paolo, Brazil; KEDGE Business School, France; City University of Hong Kong; Leuphana University, Lüneburg, Germany; and University of Sao Paulo, Brazil. Our membership is global and diverse, ideally positioning our group to strengthen worldwide knowledge exchange as we collectively work toward sustainable development. The agreement of the COP21 defines the direction and ensures the engagement of nations. Now the work to realize the commitments made in Paris in practice begins. The ISCN understands that we need practical and applicable solutions to the issues at hand when implementing the COP21 agreement. Such solutions will require the best of today’s knowledge, the capacity to trigger large changes in industry and public policy, and the involvement of leaders who understand these challenges and can manage disruptive change in a holistic manner. Our institutions have much to offer through teaching, research, and their role as living laboratories, but we can also be an important engine of change through our collaborations with other schools, organizations, and businesses. The ISCN will help solve the challenges of sustainable development by ensuring that the next generation of leaders have the skills to address future challenges; that our education programs continue to transfer sustainability knowledge and skills and engage students on questions regarding future sustainable development; that our research continues to contribute to societal wellbeing with innovative solutions; and finally that our campuses continue to be showcases and living laboratories for new ways to enable sustainable development. The ISCN’s important initiatives include workgroups on buildings and their sustainable performance, campus-wide planning and target setting, integration of research, teaching, and facilities, and a dialogue with businesses on which sustainability skills and capacities our graduates need to tackle future business challenges. This report presents cases of best practice initiatives from members of the ISCN and the World Economic Forum’s Global University Forum (GULF) universities, which have partnered in developing and disseminating the ISCN-GULF Sustainable Campus Charter. The cases reflect how universities are Page | 4 developing sustainability skills and building capacities, collaborating with corporate partners, and demonstrating innovation in the built environment. Developing skills and building capacities As we face critical challenges, a holistic approach is needed to develop the skills of our future leaders. The Yale Center for Business and the Environment, The Global Network for Advanced Management, and the World Business Council for Sustainable Development (WBCSD) conducted a global study of more than 3,700 students at 29 top business schools. They found widespread consensus that businesses must lead on solutions to climate change and sustainability in order to attract and retain talent. The Global Social Enterprise Initiative (GSEI) at Georgetown University’s McDonough School of Business aims to prepare current and future leaders to make responsible management decisions that create both economic and social value. The GSEI initiatives focus on five key issue areas, including Global Health and Well‐Being, Clean‐Tech Energy and Environment, Responsible Investing, Economic Growth and Financial Security and International Development. Many universities now blend problem-based learning that transcends disciplinary boundaries into the learning experience on campus. For example, Aalto University has incorporated problem-based learning into its Nordic Case Competition, challenging students and stakeholders to develop the Otaniemi waterfront at Aalto University main campus. ETH Zurich has incorporated a new and innovative one- week interdisciplinary course where groups focus on a major societal challenge to develop their capacity for critical thinking, interdisciplinary group work, and sustainable behavior. Experiential learning with outside partners offers students valuable insight into current challenges and a hands-on approach to developing solutions. The Sustainable Campus Leadership Program, a partnership between Hong Kong University of Science and Technology (HKUST) and the Shanghai Commercial Bank provides students with the opportunity to work directly with professionals in Hong Kong to develop, design, and implement sustainability projects that physically transform campus spaces for long-term environmental benefits for the HKUST community. In partnership with mentors and partner organizations, the University of British Columbia Sustainability Scholars are immersed in real-world learning where students apply knowledge and research skills gained on-campus to addressing the pressing issues facing our partners, cities, and society at large. Ozyegin University has introduced “sectoral solutions” to get students out of the classroom and into the field to experience different industries and functional departments through planned internship opportunities. KTH Royal Institute of Technology has integrated sustainability into education, research, and operation and has developed approaches and learning outcomes to gauge progress. Measurement and assessment of sustainability skills and capacities are evolving and present an opportunity for future collaboration between institutions. Collaborating to catalyze change Multi-sector collaborations push the boundaries of sustainable development and inspire change in business operations and broader society. To shift thinking, motivate, and increase the pace at which sustainability is incorporated into our organizations, Harvard University has developed a Sustainability and Health Initiative for the Net Positive Enterprise program. The program is a part of the Center for Health and the Global Environment at the Harvard T.H. Chan School of Public Health, which is dedicated to working with companies across industries to inspire and measure the positive impacts on people and the planet. Research is essential to enhance efficiencies, discover new possibilities, and catalyze change. Princeton University researchers are collaborating with the private sector to transform a process for replacing rare metal catalysts in silicone manufacturing with abundant metals. This has the profound effect of reducing Page | 5 cost and the environmental footprint of widespread industrial processes. Korea Advanced Institute of Science and Technology joined forces with Saudi Aramco, the world’s leading fossil-fuel provider, to establish a joint research center to train students and engineers, and perform research in the area of CO2 management through CO2 capture, conversion, storage, and energy efficiency improvement. Networks and communication tools are strategic avenues to rapidly acquire knowledge and resources. University of Gothenburg will host the secretariat for the Sustainable Development Solutions Network Northern Europe (SDSN NE), which aims to pool the knowledge, experience, and capacities of the regions’ academic, business, and civil society actors. It also strives to promote the national and regional sustainable development of Northern Europe, as well as the region’s efforts for sustainable development worldwide. Utilizing mobile technology, Nanyang Technological University is bringing together a smartphone virtual experience with practical initiatives on the campus with the PowerZ app, engaging campus users to do their part to reduce everyday electricity consumption on the campus. Also utilizing an online engagement tool, University of California, Berkeley is making engagement fun and effective for the Cool Campus Challenge to reduce their carbon footprint and create a culture of sustainability across campus. Innovating for efficient built environments Universities are hotbeds for developing sustainable production systems and testing innovative technologies. Chulalongkorn University is focused on addressing one of the most significant issues in Thailand—food waste—and making biogas for energy use. The Technical University of Denmark is partnering with public utility companies to develop integrated heating and cooling systems using the campus as a living lab demonstration site. EPFL and Romande Energie have joined forces to build the largest solar park in Switzerland, integrating it into an existing building complex on the EPFL campus. Additionally, a “Romande Energie Solar Lab” will open this summer, allowing researchers to evaluate the performance of solar panel prototypes from their labs in the real-world environment. To inspire users and the community, De La Salle University–Dasmarinas is implementing energy conservation practices such as LED lighting and efficient HVAC systems in its campus library, Aklatang Emilio Aguinaldo. National University of Singapore is applying sustainability in mission and form in the design and construction of the “GreenMark Gold” Lee Kong Chian National History Museum, which will also become a sustainability teaching tool. The education and outreach work of the museum is made possible through generous monetary and in-kind donations from individuals, corporations, foundations, the University, and government bodies. Underscoring flexibility, climate resiliency, and next-generation building methods, the University of Oxford is investing in sustainable construction that goes beyond the targeted BREEAM Excellent sustainability assessment for the design of their Big Data Institute building, a future-proof concept. We hope that these cases inspire others in higher education and the corporate world as we all seek the best avenues to a sustainable future. I would like to thank all the ISCN-GULF members for their excellent work on sustainable development and for their open and active knowledge exchange in our network— the life force of the ISCN. We are eager to continue to develop innovative programs and solutions that support the COP21 implementation process and further the sustainability awareness and skills of our students and graduates. We look forward to engaging further at the next ISCN conference, June 13–15, 2016, hosted by the University of Siena in Italy. André Schneider Founding President of the ISCN Board Vice-President Resources and Infrastructure, EPFL Page | 6 Capacity Building, Collaboration, and Innovation for Sustainable Development ISCN and GULF Universities Share Sustainable Campus Best Practices Page | 7 CHAPTER 1: DEVELOPING SKILLS AND BUILDING CAPACITIES Page | 8 YALE UNIVERSITY Rising Leaders on Environmental Sustainability and Climate Change The Yale Center for Business and the Environment, The Global Network for Advanced Management and the World Business Council for Sustainable Development (WBCSD) conducted a global study of more than 3,700 students at 29 top business schools which found widespread consensus that business must lead on solutions to climate change and sustainability to attract and retain talent. Report can be downloaded at: http://cbey.yale.edu/programs-research/rising-leaders-environmental-sustainability- and-climate-change Yale University’s School of Management is a member of the Global Network for Advanced Management, a group of 28 business schools that collaborate to provide enhanced programming and connections between business students across the globe. Based on the strong and growing theme of sustainability in this network, the Yale Center for Business and the Environment developed a project to explore deeply the opinions and attitudes of today’s business students on climate change and related environmental sustainability issues, and how they expect business to respond to these issues. Yale was also recently designated as the first “Knowledge Partner” of the WBCSD, which provides us an avenue to utilize findings from this research as we collaborate on business challenges facing their member companies. Key findings indicate that the majority of current business students (1) are gravely concerned about the state of the environment, (2) believe business has a responsibility to move the world onto a more sustainable path, (3) see a competitive advantage for companies who incorporate environmental sustainability into their business strategy (4) express a desire to work with more responsible practices even if it might mean a lower salary (5) want to address challenges related to environmental sustainability and climate change regardless of the job or industry they work in, and yet (6) feel insufficiently prepared by their business school for this challenge. Communication Students, faculty, and staff collaborated to design and execute this research, generating conversations across Yale and Global Network schools about environmental sustainability, climate change and MBAs’ expectations from business schools and prospective employers in this space. Page | 9 Results of this survey were covered by press in the US, Canada, UK, China, Chile, South Africa, Germany, Turkey and more, spurring dialogue across the globe. Anthony Leiserowitz, Director of the Yale Program on Climate Change Communications, posted about this report to his followers (nearly 50,000 strong). Additionally, CBEY faculty co-director Todd Cort presented results at a COP 21 event to representatives of the over 200 multinational companies in the WBCSD. Lessons Learned The survey results have implications for both the private sector and business schools. Across the globe, business students want to see companies, governments and business schools lead the effort to provide business solutions to environmental sustainability challenges. They have a nearly unified perspective that the private sector must search aggressively for solutions to climate change. The results of this report upend the conventional wisdom about business students. The vast majority of students intend to work for companies with strong environmental performance track records. Only a small portion are motivated by compensation alone. They embrace the opportunity to lead and solve challenges related to environmental sustainability and climate change in their work. They believe that protecting the environment will improve economic growth and provide new jobs and see a competitive advantage for companies who incorporate environmental sustainability into their business strategy. The results also indicate that there is a carbon tax on talent. Companies with a strong scientific and forward thinking approaches on environmental sustainability and climate change will be able to recruit and hire a wider group of candidates at potentially lower costs. Companies with poor environmental performance will pay more to hire a smaller group of potential candidates. There is a call to action for business schools as well: to adapt curriculum and resources to better explore business solutions to the environmental challenges of the 21st Century. The alternative is to lose applicants and reduce the potential student pool in the future. Contact M Virginia Chapman Director, Office of Sustainability Yale University