Sustainability in Action Group DRAFT Strategy 2015-2020 v6.0 For comment and revision “Halting the destruction of the earth’s environment, helping people to free themselves from the shackles of poverty, and leaving opportunities instead of debts to coming generations, all of this involves nothing short of a fundamental change in our way of working and consuming. All this is about ethics and culture, as it is about technologies, governance, participation and policies. If there is one key issue that will help to get this transition done, science and education would be it. If there is one key issue that will help people to emotionally understand the ups and downs of this transition, 1 art would be it.” 1 Bachmann, G (2008) Sustainability: a new frontier for the arts and cultures, available at https://sachakagan.wordpress.com/writings/ GSA’s Sustainability Strategy: Introduction THIS IS DRAFT COPY & LAYOUT, WHICH WILL CHANGE TO FIT WITH GSA STRATEGY STYLES AS DEVELOPED AND FEEDBACK FROM THE SiAG GROUP. The Scottish Government has committed to addressing Climate Change and has set national targets which are not being met. Pressure is growing for the public sector to support the Scottish carbon reduction targets of 42% by 2020 and 80% by 2050. 2015 sees the introduction of mandatory environmental reporting for the public sector and coming years are likely to see stricter controls and monitoring of our operations, with the possibility of mandatory targets for carbon reduction. What does this mean for the GSA in its role of educating future generations of architects, designers and artists? In 2012 Prof. Tim Sharpe and SiAG explored the issues around environmental sustainability, and GSA’s effect on the environment. The effects of climate change are well known and humankind’s causal link is established. We accept that our operations, and the future activities of our students, contribute to that effect: We are able to take action, and morally, reputationally and legally obligated to address it. We also need to adapt: examining our use of resources, how we invest in and change our estate helps us not only mitigate the effects of climate change, but it also helps the GSA adapt to a changed World of more extreme weather which could include disruption to our energy and water supplies, changing food supplies, damaged transport infrastructure, or access to all the thousands of items we need to keep the GSA running smoothly. We can make students more aware of sustainability issues through exhibiting best practice in our estates - reducing energy use, generating our own power, using fewer resources & assessing product lifecycles. Our curricula influences the awareness and philosophy of our graduating students – how they perceive and use resources, how they will design, build and make; often rising to the top of their professions, our students will communicate and guide future generations within society making emotional sense of changes in society, reconnecting us, our communities of practice and geographically, to nature. Our community needs to support disruptive, innovative ideas to improve both our operations & support the future practice of our students – a kind of Creative Sustainability: positive, action-led, and curriculum/research focused. To achieve this, the GSA has to make sustainability relevant, to build trust with academics, professional service departments and students. If it is not relevant, if it is too general, if there is no connection, then people and institution will not engage. Page 2 of 25 Glasgow School of Art: Values based, driven by Creativity As a society, we face seemingly overwhelming complex environmental, social, cultural, ethical, & technological challenges; we dominate the Earth and its resources, show disrespect for nature and are building systems that actively destroy the planet’s resources. Instinctively when threatened we react with egotistical short-term solutions to protect those we love – getting more money, protecting ourselves with bigger cars and higher fences, and ignoring wider, community and longer-term issues. By addressing core values and aligning them with the GSA’s values we can start to address these issues and provide a positive response to the use of resources and its effect on the living planet. The GSA is a global leader in creative arts, and we need to know that as an art school we can make a difference, equipping our graduating students to lead local and global change. A recent report for university governors has highlighted the benefits of sustainable values and practices. Thinking and acting sustainably has an obvious benefit in mitigating our effect on the environment, but it also means better overall management, becoming more efficient and effective, and saving money. It means considering issues in depth, seeking innovative solutions from all available angles and taking a longer-tem view. Most actions mean cost-savings, more growth, enhanced adaptation, and resilience to change. It means reduced purchasing and consideration of product lifecycles thereby reducing procurement and waste disposal costs; as an art school the more we can reuse the less we buy and waste. It helps us meet and exceed government policy objectives. By 2020 new and renovated buildings will need to be zero-carbon; meeting these targets early saves money over the long-term and makes us sector leaders, not chasers. Sustainability enhances our research profile and contributes towards REF assessments, an enhanced student experience and a deeper, more meaningful interaction, widening participation to all communities. Sustainability also means healthy communities: better mental health through promoting yoga, mindfulness, work/life balance, active travel and quiet spaces, with clear benefits reducing stress, absenteeism and raising productivity. In turn this attracts and retains the best quality staff. For students grades improve, drop-outs reduce and feedback scores improve. Page 3 of 25 Art as a Catalyst for Change The “Artists using Resources in the Community” project (Jan 2014 – June 2015) has seen a major jump in awareness and action at the GSA. ARC has now reported on 15 months of thinking, planning, interactions, & monitoring. ARC represents one of the major steps we have taken in implanting sustainability into the GSA: the creation of SiAG and the all-staff meetings in 2009; the decision to invest in a permanent Sustainability Coordinator post in 2013; the ARC project; and from 1 July 2015 Radial. One of the most surprising things in modern society is the lack of action on environmental issues, pointing to a lack of emotional connectedness to nature. We feel an instant reaction if something we like, or someone we love is threatened or abused, why not so the Earth which is polluted, extracted, deforested, depleted and destroyed daily and so casually? Our emotional connection to nature is broken by bad buildings, poor design and corporate marketing putting a barrier between us and reality. We struggle to define and comfort ourselves through brands and things, we think we are richer but we lose what is important and that which sustains us. We are confused, wilfully ignorant of the harm we do, and it is a road to self-destruction. Art is widely accepted as a key catalyst to emotionally connect us. Key to SiAG’s work is how we design buildings, make and communicate through art, how we influence tomorrow’s leaders and practitioners. Art can be research, contemporary and prophetic, connecting us through emotion and experience to a subject matter, reconnecting to each other and our living planet. It can help us make sense of the madness of consumption, and the rapid change we see around us. Art can reconnect us to both the issues and our communities, help us question and challenge others’ actions and develop our values. We can provide room for people to rethink the future and express these ideas through our practice. SiAG, its students and staff, explores these visions of creative sustainability, linking us a changing World. Page 4 of 25 2009- 2015: A Plan for the Whole of the Glasgow School of Art We had a vision, which developed into our first GSA sustainability strategic plan. The 2009 strategy had six sections; to paraphrase: Maintain a system and resources to deliver our work Identify climate change challenges and risks and produce positive responses Reduce our effect on the environment Give our community the awareness, skills and support to take action Promote research & knowledge exchange Communicate this to our community and link to GSA strategy We have reported on the 2009-15 strategy. In summary, the emphasis moved away from mapping curricula for sustainability to a direct approach with students and lecturers to make the sustainable ethos relevant and interesting; by speaking the language of practice we have opened up pathways into the GSA community, enriching the student experience. What we feel worked well What didn’t work so well Student engagement, building trust with academics Student led groups Establishing relevancy within the curriculum Campaigns, events and themed practice activity Continued facilities upgrades by Estates External funding, in particular ARC and cycle infrastructure funding from Sustrans Engagement through food Engagement with Halls – a best practice example Collaborating with GSA Student Association Operational interactions with busy professional departments Finding others to lead work/projects Establishing whole-institution responsibility Energy and water efficiency monitoring and reductions Effective building control and monitoring Attempts to map the curriculum Generalised messages, campaigns and groups Social Media – high Facebook likes but little interaction Some stand-alone events Setting SMART targets Page 5 of 25 Sustainability at the Glasgow School of Art: A SWOT Analysis Strengths Weaknesses A close fit with GSA values and aims Strong SiAG group and community awareness Senior management support General willingness to engage across the GSA Open working environment A desire and corporate aim to disrupt and think new Creative thinking A well-resourced organisation A strong research focus Creative and innovative subjects and practice Our student and staff community Opportunities Involvement, motivation and commitment is mixed No shared responsibility for change Lack of actual and perceived roles within job descriptions Poor perception and awareness of issues and effects Narrow focus on practice Lack of identity and place within nature Un-adopted plans including Carbon Mgt Plan and Green Travel No SMART targets Weak engagement across professional departments Poor national and institutional policy and regulation means involvement is down to personal choice Threats Richer curriculum and research Students better equipped for work and change Lead, inspire and retain staff Better institution planning, in greater depth More efficient, cost-effective estate operations An enhanced student experience Highlighting new career paths and practice Influencing future making, building and creating Reduced costs through energy, water and resource procurement Resilience – energy generation, reducing reliance on fossil fuels Less impact from travel Going beyond Scottish, UK and EU government requirements Being a sector and national leader on climate change A chance to emotionally reconnect people to the issues Assumption that being green reduces choice, increases costs Apathy Fear of change Lack of motivation or incentives Perceived personal powerlessness Ego over Eco consciousness Disconnection to nature Distance from consequences Short-term gains prioritised over long-term consequences Marketing, mainstream media, throwaway culture A rapidly redeveloping estate A lack of responsibility, time or interest in developing targets or reducing costs Page 6 of 25 Key Partnerships SiAG works across the GSA and beyond. We would like to highlight and thank the following partners: Directors Dame Seona Reid and Prof. Tom Inns for visible, positive support, and Lorna Ramage The ARC team – Eilidh Sinclair, Jenny Fraser, Kathy Beckett and Phillippa Claude for 15 months practical exploration Prof. Tim Sharpe as convenor of SiAG, and SiAG members for their time and effort Halls of Residence – Fiona Sloan and Katie Dixon leading the way in energy & water conservation, recycling and re-use Student Association – practical and policy support across the board from Sam, Will, Rebecca and their colleagues The Vic Bar for the food, and interactions with their menu Estates Department – Dougie McKechnie, Barrie Stewart, Mike Quigley, Shona Donnelly, Agnes McGuire for the office space, infrastructure improvements including cycle racks and energy & water saving initiatives The cleaners and janitors, Robert McLean and Betty King, who engaged on food waste and who really make the place work… WTMS – Austin, Dreena and their team, we can’t imagine a GSA without their positivity Careers and Enterprise managers, making connections to broaden student opportunities Library – promoting sustainability texts Research, for support and ideas, in particular Maddy Slater, Ranjana Thapalyal and Colin Kirkpatrick Learning and Teaching – for involvement in areas such as Studio+ HR – in supporting our team and for discussions on improving staff involvement and benefits Sandi Galbraith for often instant and constant support and advice Jo Tomlinson and Fiona Jones for administrative support GSA Yoga and GSA Sport for developing support for students through extra-curricular activities Academics like Kathy Li who have let us in to student projects Technicians for their support and engagement in re-use Finance – budget and support in running our programmes Procurement – Michael McLaughlin for working with us on energy and waste issues Union involvement with wellbeing issues Registry – for support of the annual Degree Show Prize Comms for their help in spreading the message, developing the newsletter, and keeping us straight on logos Vic Boyd and the VLE team for marketing support and access to students and staff via the system Exhibitions for their helpfulness in organising events like Go Green Week All those students who applied for funding to expand their practice and horizons Page 7 of 25 MEARU for the support of Rosalie Menon in working with ARC and Halls to improve room ventilation and energy use, and Lynette Robinson and Anna Poston for their knowledge and inspiration Neil McGuire for the website, and along with Jo Petty for Comm Des interactions Jane Stickley-Woods, Justin Cater, Colin Kirkpatrick and Tim Sharpe for assessing SiAG funding applications All the departments who have engaged through development of project briefs and talks to enhance the student experience Everyone who volunteered their time Students & staff like Angela Karpouzi and Karen Westland for being an inspiration to us External Climate Challenge Fund - £94,000 for the ARC team’s project, and support from staff Caro Kemp and Phil Nowotny; Sustrans – for £7k cycling infrastructure funding; Zero Waste Scotland for £117k Radial funding Creative Carbon Scotland – bringing sustainable creatives together Environmental Association of Universities and Colleges for national and UK networking, conferences, events, support EAUC Community Engagement Topic Support Network – as convenor we have led three meetings a year Glasgow and the GUEST group, Napier, UofE, Strathclyde, UWS and Caledonian Universities for working with us Glasgow Bike Station – Dr Bikes and the upcoming Uni-Cycle funding and events APUC – the university purchasing organisation, developing sustainable procurement processes Resource Efficient Scotland – for an estate survey of possible improvement Exotic Excess Café – for the Lycra and free food Fashion Revolution – promoting ethical clothing Garnethill Community Council – Jane Sutherland and her council’s support for On the Verge event and community gardening Patrick Harvie MSP for launching Go Green Week with us with Nicolas Oddy The Project Café for catering On the Verge and feeding us when we needed it most Playdead for their collaboration on the ARC project communications and video Snook – inspiring workshops on communication Glasgow Scrap Store – taking some of our excess stuff to be reused EcoCampus – our environmental accreditors Rachel Duckhouse, Satish Kumar, Jonathan Baxter, Alistair Mackintosh, Ellie Harrison, Nic Green and all our other inspirational speakers People and Planet for the Green League and the structure it gives our work WARPit for creating a reuse culture in Scottish universities Glasgow University’s Thereza Sales De Aguiar and her students where we gave talks and are developing research Page 8 of 25 2015-2020 Approach This second five-year strategy builds on the strategy written in 2009. Six years of SiAG meetings, two and a half years of experience from the Sustainability Coordinator, 18 months of ARC, gathering the experiences and learning from the best practice of others across the GSA, Scotland and the rUK means we have raised the profile of sustainability ideas at the GSA, and created new ways of thinking. Feeding into this strategy was a SiAG workshop in early 2015. Staff and students were consulted on GSA policies and creating priorities for action. Any future SIAG strategy must help inform, and align to, future GSA strategy content and timelines, and the timing, format and approach of this strategy will integrate into GSA future planning. Strategic themes will guide actions, SMART objectives and clear outcomes to be developed by the end of 2015. The first plan laid the foundations; this second plan takes that experience and focuses on building trust, evidence-based change, relevancy, implanting sustainability within the curriculum, strengthening our community engagement, and improving operations. SiAG’s aim 2015-2020 is to: Raise the awareness of the GSA community, taking action on climate change by implanting a sustainability ethos within our operations, community and curriculum. Page 9 of 25 Objectives 2015-2020 Objectives Make sustainability everyone’s role Make it relevant for the GSA community Engage our community by making them aware of the issues Equip our community with the knowledge and skills to take action Challenge the zeitgeist, disrupting the status quo through practice creation Use resources in a considered and respectful way, connected to nature Balance financial with environmental & social costs, a triple bottom line Reduce environmental and financial operating costs Monitor and report on key indicators Represent, and be guided by, our community Objectives to be reviewed and SMART targets to be set with departments and management by end of 2015. Outcomes A reduced GSA carbon footprint An enhanced student experience Better and clearer careers and practice pathways Better design, making and communication through our practice Emotionally connect our community to the changes taking place Connect and benefit our local practice and geographic communities Protect and enhance academic freedoms Reduce the environmental, social and financial costs of our operations Improve our monitoring and reporting of our progress internally & externally Page 10 of 25 Shared Values Disruptive & Challenging Aware & Knowledgable Diverse & Pluralistic Glasgow School of Art and Sustainability Responsible & Transparent Efficient & Effective Ethical & Moral Page 11 of 25 2015-2020 Strategic Themes ________________________________________________________________________________________________________ Theme > Key Actions*> Sustainability outcomes > GSA community outcomes > GSA institutional outcomes Enhancing the student experience Project Briefs, group and individual projects, SiAG Degree Show Prize Students make better use of their degrees in more sustainable ways Better study, attributes, outcomes and career pathways and prospects Drive growth, ELIR scores, and institutional profile Research Knowledge exchange Improved engagement and communication of issues Enhance REF themes. Graduates better able to respond to change Enhanced Ref score, more research income Estate Redevelopment Strategic and applied approaches to efficient redesign and build Better buildings that are financially and environmentally more efficient Better buildings to study and work in Lower running costs, longer lifespan of buildings, enhanced external profile Page 12 of 25 Existing Estate Enhanced control, monitoring of consumption, reporting energy and water use Resource Use More ethical and efficient procurement & re-use, more ethical banking and investment Meet ethical and moral standards, purchase & waste less Lower costs for students, enhanced learning Reduced carbon footprint and costs , enhanced ethical profile Wellbeing Mindfulness , GSA Sport, yoga , quiet spaces, Active travel, improved indoor air quality, natural light Enhance the physcial and mental health of our community Improved low-cost staff benefits. Reduced levels of student & staff stress, absenteeism and drop-out An inclusive, healthier more equal community, attract and keep best staff Page 13 of 25 Better buildings that are financially and environmentally more efficient More comfortable and efficient buildings with buidling users in control Reduced CO2 in working spaces, manage energy and water costs, higher financial surplus Engagement & Communication Page 14 of 25 External links. Sustainability in all job descriptions. Attend SSCCs, work with Halls, GSASA & departments, reporting Communicating our vlaues across the campus and wider community A more informed and supportive staff and student community Lead the sector. An informed and involved academic, operational and study body, better planning, grow local partnerships Key Business Benefits2 for the Glasgow School of Art Sustainability is a corporate responsibility, increasingly backed up by legislation and regulation. It is a chance to not only lead, but to be seen to be leaders, reducing costs and carbon emissions. The EAUC have identified key business benefits for integrating sustainability themes into strategy, policies and actions. The table below shows that by taking sustainability themes into all departments, risk can be lowered, cost savings identified and our effect on the environment reduced. To make this happen, sustainability ideals need to be implanted across all policies, not constrained to one sustainability policy. Managers need to be incentivised, and staff and students need to be informed, involved and reported back to. Acting sustainably needs to become not the special way of doing a few things outside of our normal operations and teaching, but becoming part of, and enhancing, the usual way we carry out our activities. By its nature, thinking sustainably helps protect academic freedoms as students and staff explore new ways of designing, building and doing. Operationally, we become more resilient as an organisation, better able to respond to changes in government policy. With government putting in place stronger and more rigid cost and environmental regulation, changing and adapting now protects and strengthens the future stability of the Glasgow School of Art. 2 Based on the EAUC’s “A Business Guide for University Governors” www.sustainabilityexchange.ac.uk/a_business_guide_for_university_governors Page 15 of 25 Business Benefit Create Surplus and Increase Investment Potential What Adopting sustainability measures leads to increased surpluses How Adopt a Triple Bottom Line (social, environmental and financial costs considered together) Benefit Have a better CSR profile A campus estates strategy, long-term focus Attract new pots of funding Put sustainable objectives into our financial strategy Higher sector profile Bank & Invest ethically Manage Costs Reducing resource use, waste and energy Collaborate across the sector to innovate Ensure staff can buy as easily re-used than new Empower staff to come forward with ideas and reward them Create building user groups to tackle use, waste and energy issues with the power to sort out problems (not senior mgt. – empower others) Follow sustainable construction best practice, aim higher than the current standards, towards 2019 Greater financial resilience Reduce our carbon footprint Reduce financial costs Reduce externalised social and ethical costs Real long-term infrastructure savings Refurbish to the highest standards possible Instigate Soft-landings for campus builds, refurbishments and existing buildings Page 16 of 25 Audit the estate for renewable energy generation Reduce energy budgets year-on-year Employ a short-term part-time energy manager to Buildings that are low cost to run Run buildings at design cost levels Minimise purchasing by maximising reuse optimise energy use Make one estates manager responsible for energy planning, improvements and monitoring Build on local HEI groups to share resources Allocate managers, buildings, departments their energy budgets and report to them monthly Allow Schools and departments to keep a proportion of energy savings Meet zero carbon building standards early Generate energy independently & dependably Offer cheaper energy to neighbours Connect capital and revenue budgets – spend now to save later across the estate Harmonise bins across the campus to maximise recycling Prioritise reuse storage areas Monitor and report monthly on resources, disposal, water and energy Plan Ahead, Mitigate Risk & Strengthen Competitive Advantage Page 17 of 25 Pre-empt global, UK, national and local policy change which can only increase in priority and compulsion Evidence-based, CBA costed changes to the estate to reduce longer-term revenue costs Build into GSA’s Risk strategy and planning Pre-empt and match national targets Write and adopt clear policies across areas that will save money and carbon Greater resilience Set and monitor SMART objectives on all energy, Lower risk Risk – Strategic: lack of water, and resource use adaption means supplies run low, Instruct and hold accountable managers across the students and staff can’t campus to actively promote objectives travel, energy cuts, flood Be risk aware, not risk averse to changing estate Risk – Financial: costs rise for energy or goods Understand, meet and exceed national regulation and laws on areas such as building & pollution Risk – Compliance: new building codes and Access Green funding such as Salix loans obligations, including reporting Monitor pollution – water, soil and air Risk – Reputational: seen as unprepared/ illegal activities Consider and place sustainability in a relevant and useful way in all meetings – SSCCs to Board Be eligible for green focused grants and cheap loans Better infrastructure, lower longer-term costs Control over energy costs Resilient to changes in energy prices Spend on students not energy Have building groups report to a powerful mid-stafflevel estates committee to empower staff Drive Innovation & Create Growth Create learning Page 18 of 25 Move through the EcoCampus (ISO14001) programme and instigate the ISO50001 energy management programme Green businesses are Encourage Disruptive Innovation at the GSA across growing in the UK: being curricula and operations green is big Build on the MEARU model and have separate, profitable resources focused on sustainable creativity within the GSA, like Radial Helps meet new REF Make full use of internal expert resources REF stipulates a focus on society, economy, Doing things cleverer Enhance the GSA’s reputation for being innovative in design, architecture and art Better REF score resources for students, research facilities for staff guidelines monitoring how our work impacts on society culture, environment, health, quality of life – what impacts can we have? Attract and retain the most talented staff As a responsible and innovative employer we will attract the best staff Adopt key new staff benefits Staff must sit at the centre of any meaningful change Promote good mental and physical health across all policy Start a staff well-being week led by unions and HR Allow and support staff to make changes in their work spaces Better staff morale & motivation Run community reconnection workshops Improve links and relationships with unions Actively promote car-sharing and rail travel and incentivise Page 19 of 25 Cooperate not impose on staff Lower turnover & less sickness Ask staff how they can change processes and procedures Students want more sustainability ethos in their course and Increase non-pay benefits Promote active travel and incentivise (e.g. cycling mileage for business travel expenses, rail season ticket loans) Create a staff volunteering day (paid time off) Enhance the student experience Broader, more connected and useful research Build trust with staff Staff carbon conversation sessions Implant sustainability ethos throughout the curriculum and research Connect our community and create a wider sense of place Deeper and broader understanding of issues within practice practice Use the language of practice, not sustainability No ‘sustainability’ degrees but aim to offer all students a chance to interact Well fitted to studio culture and Studio+ development By having students and academics lead change, protect academic freedoms from external ‘green’ pressure Links departments, and tackles silos between Schools Bring in external speakers, guest lecturers Cross-disciplinary by nature Involve students in their practice-spaces Use Estates issues to illustrate and solve problems across the GSA Give knowledge and skills, responsibility and authority to expand the role of SSCCs and student forums to give students a greater voice Increased awareness, skills and knowledge Better balanced students Reconnect to nature Create a permanent student quiet space Improve the employment prospects of students Page 20 of 25 Have GSASA promote more non-alcoholic social events and spaces Students help lead curriculum development Continue to support GSA Sport and emerging student societies that explore sustainability areas Empowered students, e.g. bees, food It’s not about the grades Integrate ethos of deeper examination of issues or even the practice, but within practice a broader level of experience, thinking and Focus on wider questioning of why a material or Clearer career pathways Better use of their awareness process takes place, why a thing is made degree Focus on, and deliver, clearer graduate outcomes Improved graduate outcomes Broader and deeper understanding Catalyse Local GSA as an academic, Partnerships and Create economic, social and Growth ethical force for good Use sustainability as a tool for culture change Multidisciplinary graduates Disrupt the zeitgeist Move from “I will if you will” to initiating and leading partnerships Maximise the benefits the GSA can deliver Routinely examine ways any project can link to local architecture, development, design or art Push innovation Create local networks Link operational estate improvements to the wider geographical community, e.g. energy generation Be a Leader How does the GSA make things better? How do we become a Civic Leader? Ensure suppliers & contractors follow our lead Have 350 sustainability staff not three - put sustainability and its principles into everyone’s job description Enhance the GSA’s reputation and standing Improved SFC profile Improved perceived & actual transparency Anticipate and exceed SFC requirements and goals Take part in the local community council Provide local benefits to Garnethill Page 21 of 25 Shared responsibility amongst staff Strengthen international Stand up for and make things better within our practice community, GSA community and geographical community Take a more active role with HEI organisations such as the EAUC Monitor and report – create real, good news stories Implant sustainability principles in operational, strategic and future plans – not added on or separate but throughout and within Report sustainability at the same level as finances Build it all in, not bolt it on Page 22 of 25 academic and practice links Happier local Garnethill community Better, coordinated, more resilient strategic planning Be a sector bestpractice leader Linking to Strategy & Policy _______________________________________________________________________________________________________ The sustainability ethos must implant itself across the GSA – every department, every School, every year and every individual. Where possible and appropriate, SiAG does not lead. Comms Library H&S Finance Equalities Student Services/ WP Registry Schools WTMS IT HR L&T Procurement Directorate GSASA Unions Halls Estates Page 23 of 25 Students SiAG SiAG Strategy SiAG Curriculum Engagement Grad Outcome Agreement Carbon Management Plan GSA Environment Policy Campus Redevelopment GSA Energy/ Water Policy GSA Resources (waste) Policy GSA Construction Policy Green Travel Plan GSA Well-being GSA Green IT Policy GSA Food Policy GSA Procurement Policy GSA Ethical Investment Policy Grey: Direct involvement Red: Lead Internal and External Reporting Partnerships Comms Library H&S Finance Equalities Student Services/ WP Registry Schools WTMS IT HR L&T Procurement Directorate GSASA Unions Halls Estates Page 24 of 25 Students SiAG ScotGov Mandatory Reporting EcoCampus University (Green) League GSA SMART targets Operational (energy use etc.) Grey: Direct involvement Red: Lead Contact ________________________________________________________________________________________________________ John Thorne Sustainability Coordinator Sustainability in Action Group (SiAG) Glasgow School of Art, 167 Renfrew Street, Glasgow, G3 6RQ 0141 353 4652, 07851 789 220 j.thorne@gsa.ac.uk www.gsasustainability.org.uk Page 25 of 25