+ Managing Biodiversity on
Campus
UNIVERSITY OF GLASGOW
28 April 2010
Michelle Dixon - Director
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Workshop Objectives
• Context and introduction
• Preparation of a business case
• Planning habitat surveys
• Project planning
• Producing environmental interpretation
• Ground maintenance specifications
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+ What is biodiversity?
The variety of life on Earth
All living things that we share our planet with, us as a
major influence and integral part
Not just wild places – cities,
gardens, farmland,
universities, colleges
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+ Our natural heritage
The UK has a highly diverse and important biodiversity. The UK is
international important for many species and habitats, for
example:
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Heathland
Blanket and lowland bogs
Veteran trees
Chalk rivers and grasslands
Estuarine habitats, fresh and seawater lochs
Seabirds, wintering waders and wildfowl
Bats
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+ Threats to biodiversity
Habitat loss and degradation
• Development .
• Agricultural changes
• Changes in woodland and forestry
• Water abstraction, drainage or inappropriate river management.
• Inappropriate coastal management
• Sea fisheries practices.
Environmental pollution and
Climate Change
Other factors e.g recreation and
disturbance, invasive species,
overfishing
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+ Opportunities for biodiversity
Conventions, Strategies, Action Plans etc
Habitat designations and species protection
Legislation, regulation and planning policy
Monitoring and reporting
Conservation bodies,
programmes and initiatives
Increased awareness and
appreciation
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+ The UK approach
Following the Convention on Biological Diversity
in 1992, the UK became the first country to
produce a National Biodiversity Action Plan:
• Description of the biological diversity
resources of the UK
• A detailed and targeted 20 year plan
• Habitat Action Plans (HAPs) – 65 now listed
• Species Action Plans (SAPs) for the most
threatened species – 1150 now listed
• Local Biodiversity Action Plans (LBAPs)
http://www.ukbap.org.uk/
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+ ‘Conserving Biodiversity: The UK
Approach’, DEFRA
Vision and approach to managing biodiversity in the UK, 2007
• Shared commitments by administrations in Scotland, Wales,
Northern Ireland and the UK Government
• Approach to halt the loss of biodiversity by 2010
• Interconnections between all living things central to the vision
“Our vision is that in our countryside, towns and seas, living things
and their habitats are part of healthy, functioning ecosystems; we
value our natural environment, a concern for biodiversity is
embedded in policies and decisions, and more people enjoy,
understand and act to improve the natural world about them.”
http://www.ukbap.org.uk/library/UKSC/DEF-PB12772-ConBio-UK.pdf
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+ ‘Conserving Biodiversity: The UK
Approach’, DEFRA
Complementing Habitat and Species Action Plans, an emphasis on
‘Ecosystem Services’ and human reasons to conserve biodiversity
• Life support services (Food, Water, Soil)
• Economic products and services e.g. timber, pharmaceuticals,
oils, fabrics etc
• Flood attenuation
• Carbon sequestration
• Wellbeing and recreation
• Morals and ethics
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+ ‘Scotland’s Biodiversity: Its in
Your Hands’
A vision for Scotland’s
biodiversity for 2030:
• Halt the loss of biodiversity
• Responsibility, stewardship
and awareness
• Attractive and diverse
landscapes
• Integrated planning, policy
and design
• Learning opportunities.
http://www.scotland.gov.uk/
Publications/2004/05/19366/37239
“Its 2030: Scotland is recognised
as a world leader in biodiversity
conservation. Everyone is
involved, everyone benefits. The
nation is enriched.”
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+ Biodiversity indicators
http://www.jncc.gov.uk/page-1824
+ Biodiversity indicators
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+ Biodiversity indicators
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+ Biodiversity indicators
In Scotland, between 1998 and 2007:
• Improved ecological condition of streams
• Broadlands and mixed woodland increased by 9%,
• Less intensive habitat management - some net species loos
• headwater streams plant species richness was shown to have increased by
9%
• number of ponds also increased by 5%, mainly in the lowlands.
• Surface soils less acidic
UK Headlines
http://www.countrysidesurvey.org.uk/pdf/reports2007/CS_UK_2007_Headline.pdf
Natural England Latest Report:
http://www.naturalengland.org.uk/about_us/news/2010/110310.aspx
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+ Government conservation
bodies
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+ Species and habitat designations
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+ Legislation and regulation
Rare species are protected regardless of where they are
found. These include:
•bats
•badgers
•great crested newts
•otters
•water voles
•wild birds.
Causing damage to a protected site or species may result
in prosecution.
Implications for
• Practical conservation activates
• Grounds Maintenance
• Construction/demolition and other estates work
Obtain advice from
you local
conservation body
if in doubt!
Refer to:
The Planning and
Policy Guidelines
(October 1994,
Nature
Conservation, DoE,
PPG9)
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+ Species and habitat designations
There are a wide variety of protected sites in the UK. These include:
•Special Areas of Conservation (SACs)
•Special Protection Areas (SPAs)
•Ramsar Wetlands of International Importance (Ramsar sites)
•National parks
•Area of Outstanding Natural Beauty (AONB) - England, Northern Ireland and
Wales, National Scenic Area (NSA) – Scotland
•Site of Special Scientific Interest (SSSI) or, in Northern Ireland, Area of Special
Scientific Interest (ASSI)
•National Nature Reserve (NNR)
•Local Nature Reserve (LNR)
•Local Wildlife Sites
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+ Legislation and regulation
Wildlife and Countryside Act 1981 (as amended) - main UK wide Act that protects wild
birds, plants, animals and some protected areas
Nature Conservation (Scotland) Act, 2004, Natural Environment and Rural
Communities Act, 2006 - a general duty on every public body to further the
conservation of biodiversity consistent with the proper exercise of their functions.
The Badgers Act 1991 and Protection of Badgers Act 1992 – Illegal to disturb badgers
Town and Country Planning (Scotland) Act 1997, Town and Country Planning (Trees)
Regulations 1999 - Protection of individual trees from removal damage
Control of Pesticide Regulations – restrictions of type, use, storage of pesticides.
Forthcoming regulations on pesticide application registers.
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The business case for biodiversity in
Universities and Colleges?
One of the first things you will probably need to do in preparing
you biodiversity management programme is to gain senior
management commitment to ensure effective funding, staff time
and campus planning.
In groups prepare a business case for undertaking your
programme to present to senior managers.
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The business case for biodiversity in
Universities and Colleges?
• Legal requirements
• Planning requirements
• Part of EMS requirements
• Costs
• Contribution to local and national
biological conservation
• Attractive working and study
environment
• Educational and volunteer resources
• Awards and marketing
• Wider themes e.g. carbon
sequestration
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+ How can we protect and
conserve biodiversity?
• Understanding the species and habitats present
• Ensuring inclusion in policy, management systems and other and
decision making e.g campus estates plans
• Protection and designation – nationally, locally, institutionally
• Application of management plans and sensitive management
techniques
• Engaging people, raising awareness and changing behaviour
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Policy
What makes a good Policy?
• Relevant to the organisation, perhaps with an introductory paragraph on the
nature and scale of the organisation.
• An overarching vision statement.
• Clear and realistic commitments made, non- ambiguous
• A succinct, one-page document
• Written using clear, direct language that is accessible to a wide variety of
audiences.
• Endorsed by senior management
• Regularly reviewed
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+ FHE Resources
Refer to the EAUC website
• EAUC Biodiversity Guide
• Scotland Resource Map
• Case studies and examples
Also refer to
• Joint Nature Conservancy Council http://www.jncc.gov.uk/ and independent
government bodies
• DEFRA http://www.defra.gov.uk
• Netregs http://www.netregs.gov.uk/
• UKBAP http://www.ukbap.org.uk/
• Wildlife Trusts http://www.wildlifetrusts.org/
• BTCV handbooks http://handbooks.btcv.org.uk/handbooks/index
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Undertaking habitat surveys
Objectives:
• To ensure well informed management
• To identify habitats and species with any specialist management
requirements
• To identify interactions with the
surrounding ecosystem
• To identify any other biodiversity
threats and opportunities
• To identify time and resource
requirements
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Phase 1 habitat surveys
A standardised system and methodology for classifying and mapping habitats
http://www.jncc.gov.uk/page-2468
Devised by the Joint Nature Conservancy Council, dating back to the 1970’s
Initially used to map large areas of British habitats
Aim to understand of their history, composition, extent and condition of
habitats
Uses habitat mapping and target notes
Extended phase 1 surveys and/or adapted methodology may be most
appropriate for University and College Campuses
You may want to follow up with Phase 2 surveys
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Planning your survey
Start with a desk based study:
• Existing maps and aerial photos – identify areas to visit
• Previous surveys and their records
• Any historical management records and information on ownership
history – identify historic management techniques
• Maps and any descriptions of surrounding habitats and species – what
are the interactions between your campus ecosystem and those
surrounding
• Local Biodiversity Action Plans and Species Action Plans – any habitats
of species of particular importance in the area?
• Current grounds maintenance operations
• Estates master plans – what are the plans for construction projects?
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Undertaking the survey
Basic considerations
• Consider the time of year – generally April to October but some
habitats are best surveyed at more specific times - woodlands in
spring, grasslands in mid-summer, heathlands in autumn, open
waters between mid-June and the end of September.
• Work with local experts and/or grounds maintenance staff
• Use a map 1:10,000 scale if possible or smaller
• Think about equipment you will need e.g. clip boards, plastic
bags, correct clothing etc
• Any access issues?
• Can you involve students?
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Compiling habitat maps
• Record each habitat unit using colour or codes. These are listed
in the Phase 1 habitat survey handbook. Some codes include:
o BW – Broadleaf woodland
o SI – Semi Improved Grassland
o A – Arable
• Codes are likely to be easier to use in the field
• Final outcome should be a fully coloured map
• Once mapped you may want to compile brief statistics on the
extent and distribution of each habitat i.e the areas of each
habitat type as a percentage of the total area.
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Target notes
Habitat maps should be supplemented by target notes – mark according to red
target symbol, recording numerically (or by grid reference)
Target notes will inform your management plan and may include:
• Location of any historical features such as wood banks and boundaries.
• Notes on any topographic variation of interest.
• Additional information on vegetation composition and condition within the
designated habitat classifications.
• Notes on any evident historical or current management techniques, for
example cutting mowing or historical coppicing.
• Notes on important habitat features such as woodland glades, rides and
edges.
•Notes on any perceived threats e.g invasive species, surrounding land
management, pollution or fly tipping.
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Compiling habitat maps
• Record each habitat unit using colour or codes
• Codes are likely to be easier to use in the field
• Final outcome should be a fully coloured map
•
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Adapting the methodology
• Adopting this nationally recognised methodology has benefits
for comprehensive utilisation of the survey information and
survey replication/ site monitoring
• You may feel that the classifications require specialist
knowledge that you do not have
• You may want to undertake pre-planned simplification of the
coding system
• Numerical not grid reference target notes
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Extended Phase 1
Extended phase 1 habitat surveys provide additional information on
vegetation and/or protected species.
Suitable for Universities and Colleges as they are relatively small sites
You may want to include:
• Botanical species lists
• Tree species list
• Notes on rare plant or animal species e.g. birds, bats, badgers, ancient
woodland indicators
• Recommendations for any Phase 2 surveys
Local wildlife experts may be able to assist you free of charge.
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The survey report
You need to summarise and interpret your findings
Include:
• Description of methodology and any variations from the
standard
• Overview of the desk based study findings
• Interpretation and description of habitats found in order to
evaluate the site – character, distribution, importance, current
and historical management threats
• References to previous surveys, other sources of information
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Desk based study: group exercise
Using the information you have brought on your site or the
information provided, Make notes on:
• Historical management techniques
• Previously recorded habitats and species
• Areas of interest for the survey
• Potential interactions with surrounding habitats
• Important habitats and species in the local area
• Current management techniques
• Any likely threats or opportunities
• Any other information that you feel is relevant for the survey
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Biodiversity Action Plans
Once you have undertaken your survey the
next stage is to put in place a Biodiversity
Action Plan
Senior Management/Committee Support and
Ground Level Champion is important
A small budget allocation will probably be
required
The aim should be to improve biodiversity on
campus and also contribute to the objectives
of national and local biodiversity action plans
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Biodiversity Action Plans
Include in your action plan:
• Context – general information about biodiversity, national and local
biodiversity action plans
• Habitat descriptions and some headline information from your survey
• Details on important habitats/
species found on campus
• Management objectives
• Management and monitoring
schedule
• Targets and performance
indicators
• Monitoring and reporting
process
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+ Objectives and targets
Think:
Specific - e.g undertake coppice management in the campus woodland
Measurable - e.g coppice compartment B, 1ha
Accountable - e.g environment project manager in partnership with grounds
maintenance supervisor
Realistic - what technology, finance and time is available?
Time bound – by 2011
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+ Use of performance indicators
How will you measure performance against your targets?
Management Performance Indicators – e.g. Production of BAP, budget
allocation, undertaking a management technique
Environmental condition levels – e.g. Nitrate levels in local brook, changes in
number of protected species.
Identify methods of data collection, management and reporting e.g. Annual
species and habitat surveys
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Group exercise: BAP Review
In groups review the three University BAPs. What are their
strengths and weaknesses in documenting the following:
• Context – general information about biodiversity, national and
local biodiversity action plans
• Habitat descriptions and some headline information from your
survey
• Details on important habitats/species found on campus
• Management objectives
• Management and monitoring schedule
• Targets and performance indicators
• Monitoring and reporting process
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Project ideas, guidance and tips
The most common habitats found on campuses in the UK are:
• Formal grounds/gardens
• Buildings and structures
• Wildflower areas/ meadows
• Ponds
• Hedges
• Woodland and trees
Refer to the EAUC biodiversity guide
http://www.eauc.org.uk/biodiversity_guide
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General guidance
• Ensure you survey first and get any specialist advice (possibly in-house)
• Preference to native species of local provenance –
http://www.nhm.ac.uk/nature-online/life/plants-fungi/postcode-plants/
• Preference to drought resistance plants, if possible
www.worcswildlifetrust.co.uk/files/uploaded/water%20wise%20gardening.pdf
• Ensure management work at correct time of year
– woodlands in winter, ponds in autumn
• Create interlined habitat mosaics
• Take into account LBAP, HAPs and SAPs
• Take before and after photos
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Formal grounds
• Do all areas need to look tidy?
• Introducing wild areas practicing low
intervention gardening now more fashionable
• Reduce chemical use and use sustainable
material
• Look to simulate natural habitats wherever
possible – plant with native species found
elsewhere on campus, habitat mosaic, food
sources, nesting sites
http://www.rspb.org.uk/wildlife/wildlifegarden
http://www.bbc.co.uk/nature/animals/wildbritai
n/gardenwildlife/myspace/
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Buildings and structures
Identify any current nest/roots sites - cavities, eaves,
barns etc
Engage with capital projects programme
• Ensure protection of habitats on campus
• Ensure rare species are protected during and
works, especially bats
• How can habitats be incorporated into
developments? – green roofs, wildflower areas, soft
landscaping, native borders, bat and bird bricks
Artificial structures on existing buildings
http://www.snh.gov.uk/planning-anddevelopment/advice-for-planners-and-developers/
http://www.livingroofs.org/
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Wildflower habitats/meadows
• Perhaps the easiest and cheapest habitat to create on campus
• Any species rich grassed areas where you can adjust mowing?
• Supplement with patch seeding – native mix
• Create new by removing topsoil soil
and seeding - rabbit fencing?
• Cut late autumn and make sure you
remove all the cuttings
http://handbooks.btcv.org.uk/handbooks
/content/section/1160
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Ponds
• Can be a tricky habitat to create - health and
safety, excavation, lining, planting
• Any currently wet/damp areas on campus that
can be improved?
• Carefully manage existing ponds – no goldfish,
reduce dominating species, don’t over manage,
de-silt in winter only when vital
http://www.pondconservation.org.uk/
http://www.scribd.com/doc/18808164/EnglishNature-Garden-Ponds-and-Boggy-Areas-Havensfor-Wildlife
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Hedges
Can you adjust cutting regime on existing hedges?
• Every 2-3 years is best
• The base and surrounding area is important
• Leave some hedge tree to grow
• Trim in rotation
• Any older hedges on campus – laying
Planting new hedges
• Hedge whips are cheap to buy
• Choose a good variety, species with berries
• Encourage dense growth through trimming
• Consider laying as well as cutting
http://handbooks.btcv.org.uk/handbooks/index
/book/6
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Woodlands and trees
A specific management plan based on survey for
existing woodlands
A wide range of management techniques may apply –
coppicing, thinning, non-intervention, invasive
species control, planting, deadwood preservation
Identify any old or veteran trees on campus – manage
public access, protect from root damage
New tree planting
• Whips and younger trees are more likely to survive
• Are the soil conditions suitable?
• Reduce surrounding competition
• When planting new trees add watering pipe
http://handbooks.btcv.org.uk/handbooks/content/ch
apter/686
Woodland Grants
http://www.forestry.
gov.uk
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Discussion
• What habitats do you have on campus?
• How are they currently managed
• How could the management be improved?
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Environmental Interpretation and
Communication
Interpretation and communication is
a vital part of all projects:
• Raise awareness of what you are
doing – esp. high impact projects and
those that will restrict access
• Get support and possible
involvement
• Provide educational interpretation
• Make links to the wider agenda
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Environmental Interpretation and
Communication
Use a variety of communication and interpretation
methods :
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Website, e-mails, leaflets, newsletters
Onsite boards
Launch event – media, local celebs
Wildlife trails
Green maps
Species/seasonal events
Health walks
Think about your audience
• Plain English
• Test material out
• Illustrations and layout
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http://highburyparkfriends.org.uk/wp/?page_id=24
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Environmental Interpretation and
Communication
Have you come up with any creative ideas for
communication and interpretation?
What have you found to be most useful?
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Grounds maintenance contracts
It is very important that you engage with the management and
award of your grounds maintenance contract
Ongoing contract management:
• Attend quarterly meetings
• Negotiate changes in management regimes and application of
specialist management
• Provide information on native, drought tolerant species
• Work in partnership on habitat management and creation
When is your Grounds Maintenance contract up for renewal?
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+ The tender process
Identification of need – low intervention areas,
specialist areas
Supplier selection/sourcing – ensure
procurement team area are aware of legislation and
policy, what biodiversity management experience
should be specified?
Production of specification – ensure all
biodiversity and sustainability requirements are
included and related to the subject matter, include
details in advert.
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Pre-qualification – general questions and
those tailored to the specification and
overarching objectives, site visit?
Tender issue and evaluation – relating to
your specification: apply sustainability
minimum standards, evaluation criteria and
weighting with pre-defined scoring
methodology, sustainability staff part of
interviews/site visits
Contract award and implementation–
good news stories, inform unsuccessful
suppliers in relation to sustainability, KPI’s and
action plans
Manage performance – review meetings,
balanced scorecard methodology
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Tender specifications
• Full details of significant habitats and species with management requirements
• Reduce chemical fertilisers and pesticides, use cultural methods such as
mulching and hand weeding. Requirements for application and storage
• Spring /autumn cutting in designated areas
• Maintenance of hedges for biodiversity – cutting regimes, no pesticides, no
disturbance of nesting birds
• Priority given to using native, drought tolerant in border areas
• Native trees only
• Sustainable sources of peat and mulch - UK sources, peat free
• Conservation of deadwood in designated areas
• Water efficiency – watering in evening and morning only
• Litter recycling
• Onsite composting
• Consultation with Sustainability representative
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+ Help and assistance
Delivering Sustainable Resource Solutions
Michelle Dixon – Director
Tel: 0845 643 1783
Mob: 07595 820660
Email: michelle.dixon@revise-eu.com
Web: www.revise-eu.com
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