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First Annual Report on INSPIRE commitments; Web Version February 2013

"Trinity Saint David is the only University in the UK to place sustainable development at its core. Developed through our flagship initiative, the Institute of Sustainable Practice and Resource Effectiveness (INSPIRE), we aim to ensure that our graduates are fit for the future and that their professional practice is sustainable for generations to come."

Professor Medwin Hughes, Vice-Chancellor 2012

Background In 2010, Trinity College, Carmarthen and Lampeter University merged to become the University of Wales Trinity Saint David (TSD). The new TSD bid competed successfully to join the universities of Bristol, Nottingham, Southampton, Canterbury Christchurch, Worcester and Keele in the first round of the Higher Education Academy supported 'Green Academy' initiative to encourage institutional change to support the sustainability agenda.. The TSD institutional commitment was to establish a Welsh Sustainability Institute. INSPIRE, TSD’s new Institute for Sustainable Practice, Innovation and Resource Effectiveness was created in September 2011 to embed sustainability throughout all aspects of the university’s delivery. INSPIRE launched a series of commitments agreed by the University Council in January 2012 - the INSPIRE Prospectus (http://www.tsd.ac.uk/en/inspire/aboutinspire/) to systemically embed sustainability through the curricula, campus, community and culture of the University with the aim of ensuring future graduates are globally aware and responsible citizens in the 21st century. The core mission of INSPIRE is ‘delivering for a sustainable Wales locally, regionally, nationally and internationally.’

Introduction to Sustainable Development The concept of sustainable development (SD) is fundamental in ensuring that our physical environment is in a good enough condition for human needs to be met. SD is increasingly being used as a philosophical framework and planning tool for better decision-making that can lead to the development of better services, creating more benefit with less resource. SD is about ensuring well-being and a better quality of life, thinking about the impacts of today's actions on future generations and protecting and enhancing the natural environment by learning to live within our environmental limits. In 'Our Common Futures' 1987, the World Commission on the Environment and Development (chaired by Dr Gro Harlem Brundtland, the Director General of the World Health Organisation), defined sustainable development as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. The idea of acting more sustainably has emerged in response to global concerns about social justice as well as the state of the planet. In particular, current concerns focus on the threat to human wellbeing presented by climate change at the same time as concerns remain about the integrity of ecosystems. Acting sustainably is about balancing social,

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environmental and economic needs in a way that does not compromise future generations. Wales has had a legislative commitment to have a sustainable development scheme since the establishment of the National Assembly for Wales in I999. The Welsh Government supported the UK Framework for Sustainable Development 2005, which transposes the Brundtland definition into five key areas: living within environmental limits, ensuring a strong healthy and just society, achieving a sustainable economy, promoting good governance and using sound science responsibly. The Welsh Government also uses five headline indicators to underpin its commitment to the UK Framework; economic output, social justice, biodiversity conservation, ecological footprint and wellbeing, each of which has a metric attached. A further 24 individual performance indicators under these headings are reported on annually. The Welsh Government's current scheme, 'One Wales, One Planet' (http://wales.gov.uk/docs/desh/publications/090521susdev1wales1planeten.pdf) published in 2009, is ambitious that Wales should be an exemplar nation in sustainable development. It recognises that the ecological footprint of Wales, i.e. the relative scale of our consumption as a nation, is already three times more than that available to us, effectively meaning that we need three planets to sustain our use of resources. The Welsh Government announced in its Programme for Government for 2011-2015 that it would introduce constitutional legislation to ensure that Sustainable Development is the ‘central organising principle of government and the public sector’ in Wales. Sustainability lies at the heart of the Welsh Government’s agenda for Wales; it also lies at the heart of this legislative programme. Taken as a whole, it will promote the economic, social and environmental wellbeing and enhance people’s quality of life in Wales it is about defining the long term development path for our nation. It means healthy, productive people; vibrant, inclusive communities; a diverse and resilient environment and an advanced and innovative economy. This legislative programme provides new powers, duties and institutional capacity to advance our goals of building a sustainable Wales. First Minister, Carwyn Jones 2012 This legislative commitment is to be monitored externally by an independent sustainable development body. A consultation on principles took place in early 2012 and a second consultation on the content of a draft bill ‘Better Choices for a Better Future’ (http://wales.gov.uk/docs/desh/consultation/121203asusdevwhitepaperen.pdf) is open till March 2013. This proposes a timetable for organisations to be subject to the requirements of the legislation. For universities and colleges, this is 2016. Trinity Saint David context A key challenge to a modern university is to create appropriate teaching and knowledge exchange programmes to ensure that the knowledge we develop meets policy and user needs within society, and to set an example in doing so. In 2010the University was successful in securing a place on the Higher Education Academy’s first “Green Academy” programme. The Green Academy programme aims to support participating universities in embedding sustainable development throughout their operations. The programme was oversubscribed and Trinity Saint David joined other successful institutions (Southampton, Worcester, Nottingham, Canterbury, Keele and Bristol) to take this agenda forward.

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The Green Academy ‘Fit for the Future’ framework outlined below aims to embed SD through the curriculum, campus, community and culture of the university including research and innovation, governance and key performance indicators: • The development of curriculum-related delivery to ensure students at the University and its partner institutions are provided with the knowledge, skills and attitudes that will equip them for their future contribution to the economy, community and environment;

• The development of a campus that reflects the highest standards of environmental performance and contributes to the social and economic capacity of the University and the wider community;

• The contribution to the community in which the University operates, with special regard to the issues of sustainable communities and the development of low carbon regions;

• The development of a research and innovation capacity focused on core strengths of the University, related to the organisational objectives and linked to a strong network of external partners;

• The integration of sustainable development within the governance structure, operating systems and key performance indicators of the University. An important objective is to ensure that this approach underpins the financial viability of the institution in reducing operating costs, improving the attractiveness of the University to potential students, and increasing the capacity to attract external investment.

Each university participating in the Green Academy was encouraged to have a big idea about embedding sustainability in the institution. In February 2011, the University committed to developing a Wales Institute for Sustainability focused on action and research to drive social, environmental and economic outcomes and specifically to:

- influence the practice of the current and new institution - develop specific sustainability practice in a rural setting - develop cross-society exemplars of sustainability in practice - support development of the ESDGC agenda in Wales - support the development of the area as a low carbon region - develop partnerships with other organisations/institutions with a similar agenda

The impact of the Green Academy programme on the participating universities was evaluated by an external team in 2012 (http://www.tsd.ac.uk/en/inspire/friendsandpartners/greenacademy/) to provide the higher education sector with objective evidence of how effective change to make universities more sustainable is delivered as well as offering exemplars of effective practice. The University aimsto lead the field as a result of taking its sustainability commitment forward across the whole university through INSPIRE. The University Council endorsed the principle that the location, values and ethos of the university represent a specific opportunity to redefine the university’s mission and vision to reflect its commitment to sustainability and to making that commitment an integral part of the new university. INSPIRE is now the virtual sustainability directorate for the newly merged University of Wales Trinity Saint David with Swansea Metropolitan University. As the further mergers with Coleg Sir Gar and Coleg Ceredigion come to fruition, the role of INSPIRE has been extended further to work with all the component parts of the new institution. The second round of the Green Academy programme is commencing this month. The new universities are University College London, University of East Anglia, Anglia Ruskin,

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Leicester de Montfort, Nottingham Trent, Plymouth, Kent, Chichester, Glamorgan/Newport and the University of the Arts London College of Fashion. TSD has been invited to mentor the University of the Arts London College of Fashion as its bid is also focused on systemic change: ‘We want to rethink the university experience to create a space that allows students and staff to be experimental, critical, global, interdisciplinary and collaborative. We want industry and society to be inspired to work with us as we act on both current and longer--

‐term imperatives’, Dilys Williams, London College of Fashion

The Vision INSPIRE headline commitments: • The University of Wales Trinity Saint David, will provide a high quality, bilingual, educational experience for a diverse community of learners, contributing positively to the social, economic and environmental needs of Wales, locally, regionally, nationally and internationally. • Five key elements: sustainability, employability, internationalisation, culture and lifelong learning will underpin the unique university experience we offer. • We will deliver our contribution by focusing on our teaching, research and knowledge exchange as well as how we conduct ourselves in delivering that mission. • Our core mission is 'delivering for a sustainable Wales, locally, regionally, nationally and internationally' The University is putting sustainability at the heart of its new strategic plan as part of its journey of transformational change; part of the new university's vision is "delivering for a sustainable Wales locally, regionally, nationally and internationally.” This is a tremendously exciting agenda. The University has campuses in Carmarthen, Swansea, Lampeter, Cardiff and London. The combination of pre- and post-1992 institutions gives it both traditional REF research capability as well as more applied research capability. It hosts the largest teacher education and training centre in Wales. The Swansea Metropolitan specialisms in engineering, design and resource management, offer a more holistic and multidisciplinary approach to learning. Trinity Saint David’s radical vision of the creation of a dual sector university – FE and HE delivered through a new regional educational group structure to complement the Regional Learning Partnership - was laid out in ‘Transforming Education, Transforming Lives’. (http://www.tsd.ac.uk/en/theuniversity/transformingeducationtransforminglives/). A key objective of the new collegiate university in conjunction with its HE and FE partners, is to establish closer academic partnerships with all HE courses in the region being validated by the University. This arrangement can ensure enhanced learning opportunities for learners, meaningful progression opportunities and a regional planning framework for further joint innovation, knowledge transfer and research opportunities.

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This new arrangement brings with it unprecedented opportunities for the university to incorporate a whole span of sustainability related provision and research encompassing ecology and the environment, resource management, education, the economics of consumption and production as well as technology, alternative energy and organisational and spiritual dimensions. Being at the beginning of this process creates potential to develop and pilot innovative practices across the education spectrum, from initial teacher training through HE and FE to adult learning and schools, as well as via research and business and community engagement. The university is also looking to work in partnership with organisations whose commitment to sustainability will enhance their and our reputation and commitment to this agenda. Detailed discussions are underway on this basis with the Centre for Alternative Technology in Machynlleth to accredit their existing post graduate courses and to jointly create new UG and PG, FE and CPD opportunities. INSPIRE There is substantial public support for the sustainability agenda. In a general population poll undertaken by IPSOS Mori in November 2011, 64% thought the needs of future generations were more important than the needs of any particular generation such as their own or their children’s. 46% (the largest group) indicated that a healthy planet is the most important legacy to hand on to future generations; 67% thought the UK Government has failed to consider future generations enough in the decisions it makes today. A report ‘Leadership Skills for a Sustainable Economy’ (http://www.bitc.org.uk/our-resources/report/leadership-skills-sustainable-economy) commissioned by Business in the Community (BITC 2010) shows that over 90% of businesses already recognise these skills are a critical business issue, and 80% think there is an urgent need to put more programmes in place. In relation to students, a longitudinal study work undertaken by the HEA and the NUS to look at attitudes of first year students towards sustainability demonstrate unequivocally that the students of today would like to see their institutions take this agenda forward. In 2011, (http://www.heacademy.ac.uk/assets/documents/sustainability/firstyearattitiudes_finalreport.pdf) ‘80% of respondents believed sustainability skills would be important to their future employers and the majority of first-year students 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) In Wales, Education for Sustainable Development and Global Citizenship (ESDGC) is a statutory part of the Welsh curriculum at all levels including higher education. A two year thematic review has been commissioned from the ESTYN Inspectorate by the Education Minister in order to integrate ESDGC delivery in the context of the incoming overarching duty in the Sustainable Development Bill. The Welsh Government ESDGC action plan highlights five key principles:

• Links between society, economy, environment and between our lives and those of people throughout the world;

• Needs and rights of both present and future generations; • Relationship between power, resources & human rights; • Local and global implications of everything we do; and • The actions that individuals and organisations can take in responding to local and

global issues.

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The new university has developed a clear strategic message to differentiate itself from others and to demonstrate clearly its aspirations for the students of the future. In its aspiration to transform, shape and develop future students and staff, its activity will be underpinned by five key pillars: - sustainability - employability - internationalisation - culture - lifelong learning These elements reflect a differentiated offer from other universities; the student experience at the University of Wales Trinity Saint David from the autumn 2013 intake will deliver a wide understanding of the sustainability agenda in a country committed to delivering sustainable development. Staff Sustainability Skills Survey To start embedding the concept of a sustainability agenda across the university, a sustainability skills survey of all staff (academic and support staff) was conducted across the University (http://www.tsd.ac.uk/en/inspire/inspireactivity/aninspirededucation/sustainabilityskillssurvey/). The survey has fulfilled the original aim of developing an evidence base of existing expertise, experience and interest in sustainability across institutions. The work has identified opportunities for new curricula and research and has engaged staff on what it means to have sustainability as a core value and strategic priority. This project helped engender greater enthusiasm and support for the agenda. The sustainability skills audit was a significant undertaking; preliminary research indicated that it has not been previously undertaken on this scale in any higher education institution internationally. The university is therefore leading the way, practically demonstrating its commitment to sustainability. The survey found there is a strong evidence base regarding sustainability skills and commitment to sustainability of staff across the University thus informing the strategic plans of the newly transformed university. The survey has provided a wealth of information regarding the skills, experience and knowledge of staff throughoutthe University. The results from the survey indicate a significant potential within the institution to take the sustainability agenda forwards, with:

� 79% of respondents seeing opportunities to help the university become a more sustainable organisation.

� 49% of respondents having experience working on sustainability related projects/ initiatives.

� 78% of respondents are interested in sustainability. This approach has seen other universities across the UK interested in taking forward similar work. Presentations on the survey opportunities and outcomes have been made for the Higher Education Academy, the Sustainable Development Research Network and the Sustainability Knowledge Alliance as well as at individual universities. Other universities across the UK including Bristol, St Andrews and Nottingham are considering following TSD’s lead. The second round of Green Academy universities have also been encouraged to undertake the survey. The survey is currently being adapted for use in the FE sector in partnership with senior managers at Coleg Sir Gar and Coleg Ceredigion and will be carried out in both

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institutions before the end of the academic year. It will then be made available to the FE sector as a resource. The Higher Education Academy's vision for its Education for Sustainable Development work is to: develop curricula and pedagogy that enhance graduates' capabilities to contribute to sustainable and just societies. Sustainability literate graduates should be able to critically analyse the issues surrounding the challenges we face in society through a sustainability lens and understand how this affects debates / thinking within their own subject area. Importantly, sustainability also requires cross and interdisciplinary thinking, thus students should be encouraged to think outside of their own specialism, to recognise and analyse interconnections between systemsi. Thus it is suggested that education for sustainability is focused on the development of:

• students who are capable of envisioning alternative futures

• techniques for working collectively towards positive and democratic change

• participatory engagement to explore shared and divergent interests and needs

• challenges to the mind-sets and priorities that drive unsustainable development

• graduates who understand their professional responsibilities in this area. Overall there are many opportunities to embed sustainability into the curriculum across all disciplines in the University. There are also some excellent examples of where sustainability is already embedded and where it is an implicit part of the curriculum without being explicitly articulated. A key element of systematising the agenda is to demonstrate across the university that the excellent sustainability practice that is being carried out is being explicitly recognised and endorsed.. TSD’s graduate attributes New graduate attributes have been developed to reflect the important links between sustainability and employability which are being piloted through the new TSD+ Employability Award:

• Active Citizenship: able to appreciate the importance of environmental, social and political contexts to their studies;

• Creative Problem Solving: able to think creatively, holistically, and systemically and make critical judgements on issues;

• Teamwork: able to work collaboratively and work in interdisciplinary teams; • Learning and Personal Development: able to develop a high level of self-

reflection at a personal and professional level; • Communication: able to understand, critically evaluate, adopt thoughtfully and

communicate sustainability values; In particular, the addition of ‘active citizenship’ and ‘creative problem solving’ will enhance the employability of individual students. Sustainability and employability will also underpin the opportunities offered overseas and through distance learning alternatives. The Trinity Saint David experience will be underpinned by a fundamental belief in the importance of culture, both in the recognition that a change of culture will be needed to challenge ingrained assumptions and practices as well as the strong cultural commitment to Wales and bilingualism. The new dual sector university structure will provide progression routes at all levels of people's lives through explicit partnerships with schools and other providers.

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Governance INSPIRE headline commitment: The Governance arrangements for the university will reflect Trinity Saint David’s clear commitment to sustainable development in the new charter, strategic vision and the strategic priorities of the institution as well as within the university's core values and core strategic vision The University has already made its commitment public through signing the Welsh Government's Sustainable Development Charter which commits the university to report annually to Welsh Government on its success against its own targets. . Key sustainable development activity undertaken so far includes:

- SD is currently being incorporated into the main profile of senior officers’ job descriptions and is also included in the general duties which follow the 14 HERA elements used as the basis of all our job descriptions;

- The Director of INSPIRE reports directly to the Vice Chancellor. - Sustainability activity and recommendations go directly to Senate. - A link governor for INSPIRE sits on the University’s Strategy Committee to ensure

that the strategic commitment to sustainability is taken forward to the University Council.

The University of Wales Trinity Saint David, along with other universities in Wales, has also signed ‘A university leader’s statement of intent on sustainable development’. This Statement outlines how universities plan to meet the challenges of sustainable development through:

• Demonstrating strong and visible senior management leadership for sustainability; • Committing to the embedding of sustainable development into the institution's

strategies; • Developing active links with partner organisations, external networks, business

and international organisations to share ideas and new approaches to sustainable development;

• Identifying clearly defined and institutionally appropriate sustainable development objectives and targets that are linked to sector and national targets;

• Publishing an institutional carbon management plan including a target for carbon reduction from energy consumption against a 2005 baseline. By doing so the institution will contribute to achieving the sector target of reductions in emissions of 34% by 2020 and 80% by 2050 against a 1990 baseline;

• Engaging staff and students to provide their ideas on how universities can help meet the challenges of sustainable development.

Sustainable Development Group The University has ensured that all its specific commitments contribute towards delivering on this statement of intent. It is now in the process of establishing a cross-cutting Sustainable Development Group (SDG) to formally guide sustainable development strategies and actions within the University. This group will provide the link between those responsible for governance of the University and the operationalisation of the sustainable

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development vision. Membership of the Group will include representatives from each School, Institute and Directorate; an estates/facilities representative from each campus, a representative from the student community on each campus and a representative of the University Council. INSPIRE In the longer term, the Sustainable Development Group will advise on the following processes:

- Capacity building at an institutional level to ensure sustainable development principles are being applied appropriately

- Engaging with University committees - Engaging with Human Resources to ensure all job descriptions, roles and

responsibilities and performance evaluation processes include sustainable development responsibilities where appropriate

- Working in partnership with Institutes and Units within the University to ensure sustainable development strategy priorities are reflected in their activities.

- Identifying funding opportunities from Research Councils and others to develop an effective academic cluster

- Advising on curriculum offerings and programme design

Specific Governance commitments

Action

Delivery date

The Governance arrangements

for the university will reflect

Trinity Saint David’s clear

commitment to sustainable

development.

Incorporation into committee structures; into job descriptions and responsibilities of specific senior management

In tandem with merger arrangements

The University’s Annual Report

will include a Sustainability

Statement

Material from this report can be utilised

ditto

A University-wide Sustainable

Development Group (SDG) will

be established following a staff

skills audit

Staff skills audit (TSD & SMU) previously reported to Senate; audit being considered for use by other universities; audit being adapted for use in FE sector prior to being carried out in Coleg Sir Gar and Coleg Ceredigion School reps to be nominated by Deans by end of February 2013; other Members of group to be agreed with Directorates; SDG to be

2012 and ongoing First meeting of SDG to take place in May 2013

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incorporated into governance structures

The University will become a

signatory to the Welsh

Government’s Sustainable

Development Charter.

Charter signed in May 2012 with commitment to report annually on implementation of INSPIRE commitments

Next report May 2013

Teaching and Learning INSPIRE headline commitment: The university recognises the importance of developing sustainability literate graduates; it commits to engaging all students with sustainability concepts and issues in an appropriate context through learning and enhancing their employability. From its inception, the University has pledged to deliver a radical new model for the planning and delivery of education to serve the educational, social, cultural and economic needs of the region. The Regional Learning Partnership and the development of the dual sector university offer a range of meaningful education pathways and progression routes which will enhance choices for a diverse cohort of students, provided the opportunities are underpinned by clear strategic messages. There are a number of overarching strategies that guide the University’s strategy with respect to teaching and learning. All disciplines have a contribution to make to the sustainability agenda, but also, sustainability, with its many inter-related strands (aesthetic, cultural, ecological, economic, environmental, social ethical, philosophical, political, scientific, spiritual and technological) is inter-disciplinary. The learning of undergraduate and postgraduate students can therefore be enriched by exposure to perspectives and insights from other disciplines and inter-disciplinary dialogue. There are four key delivery mechanisms of sustainable development education in the University:

(1) Specific degree/module provision (at under and post graduate level) and (2) Sustainable development education embedded within discipline specific degree

programmes (3) Specific accredited courses to contribute to professional development frameworks

and skills acquisition e.g with public sector/businesses/voluntary sector (4) Associate Faculty courses delivered in partnership with schools and colleges.

Wherever possible, these delivery mechanisms will be interwoven with action learning centred on real, pressing sustainability issues facing the communities and employers in south west Wales. Existing courses and modules were revalidated following the merger between Trinity College and Lampeter University and further revalidation is underway with the merger with Swansea Metroplitan University and in partnership with the Centre for Alternative Technology. By autumn 2013 each faculty aims to ensure that 15% (20 credits) of the

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total undergraduate student experience is being delivered through a sustainability lens - a distinctive Trinity Saint David 'One Planet' curriculum. This will be a unique offer and can be marketed as such. There is also a major opportunity for the university to develop a suite of accredited courses to assist the public sector and others to understand what sustainable development applied to decision making looks like. In light of the new legislative duty coming into Wales in 2015, the University is well placed to assist others in practice based learning. Faculty Sustainability Plans In view of the commitment to strategically introduce sustainable development across the University holistically, the teaching and learning commitments are now enshrined in Faculty Sustainability Plans which are available on the INSPIRE pages of the University’s website (http://www.tsd.ac.uk/en/inspire/inspireactivity/aninspirededucation/curriculumdevelopment/). The plans are to a common template drawn up by the Deans to reflect the way in which they are embedding sustainable development within subject disciplines as well as identifying cross curricular opportunities. The faculty plan comprises the following:

- Summary of key ethos and pedagogical approach of the Faculty and how the Faculty as a whole intends to take the sustainability commitment forward

- Arrangements for plan delivery and reporting structure; e.g area/activity, sustainability element, measure, who, date of delivery

- Faculty wide and interdisciplinary approaches and concepts - Faculty commitments

a) Sustainability: working within environmental limits - Assessment of current environmental practices - Specific commitments e.g to increase electronic and paperless engagement and

reduce travel

b) Sustainability: how we teach - ESD is not only about ‘what’ is taught but also about ‘how’ it is taught: i.e. the

teaching methods that are used by and associated with ESD. The Fit for the Future framework emphasizes that ‘the learning methods need to be more open-ended, participative, diverse and interactive than is often the case in academic teaching’

- Specific linkages should be made with Personal Development Plans to strengthen students’ abilities for critical evaluation and reflective learning and to enable them to recognize and articulate which skills and competencies they have already acquired and which they need to develop, more generally as well as in relation to sustainability,

- The University sees very strong links between sustainability and employability. Specific linkages with the faculty’s employability agenda and with the TSD+ Employability Award and proposed graduate attributes should be made, e.g

c) Sustainability: what we teach - This section must explain how the Faculty is embedding the ESD framework and

quantify the overall sustainability component of courses to demonstrate a minimum of 15% achievable by 2013

- Undergraduate modules and programmes - Postgraduate modules and programmes

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- Faculty wide approaches - New programme opportunities - Staff sustainability skills

d) Sustainability and research and development activity - Using the Directory of Skills and the sustainability skills survey the Faculty should

outline current research and development activity and identify future research and development opportunities

e) Sustainability, the Faculty and the wider community - Using the Directory of Skills and the sustainability skills survey the Faculty should

outline current partnerships and community engagement and identify future opportunities

- Plans should specifically highlight opportunities for student and employer engagement

f) Sustainability: competitive advantage - Plans should identify ESD activity unique to this university which would contribute

towards our competitive advantage if it were to be marketed under an INSPIRE@TSD brand

The Faculty Sustainability Plans are now embedded in the University’s response to HEFCW’s Learning and Teaching Strategy requirements with a commitment to update the Faculty Sustainability plans annually. TSD+ Employability Award The University has just launched the pilot of its new TSD+ Employability Award where 20% of the activity to achieve the Bronze, Silver or Gold outcomes in any one year requires active understanding of the sustainability agenda. This new award has been developed by the University in partnership with the Students’ Union. The link between the sustainability and employability agenda is specifically made with the new award and new graduate attributes described in the last section have been developed to reflect this. In response to this new initiative, Hywel Evans, Chairman of Swansea Business Forum said, ‘Broadening students’ academic experience through offering them an opportunity to gain “real-life” expertise during their college days has many benefits. The acquisition of further, non-curriculum skills resulting, hopefully, in a more rounded personality makes them a more attractive proposition to any potential future employer. Students also gain by being able to more effectively evaluate the likely personal demands upon them of any specific job opportunity - based on the wider set of skills and background experience they have acquired through the TSD+ programme. The bronze, silver and gold awards should also help to impart further credibility to any work experience claimed. That TSD will be offering this programme should also hopefully be seen by any new (HE) applicant as a benefit and allow the University attract more students on to campus.’ Such a model could also be offered in the future by the university to partners and further developed alongside professional practice frameworks at post professional level. This would have significant marketing appeal at a time when there is an emphasis on the benefits of social enterprises and employability more widely. Students will benefit from being able to enhance their CVs with work experiences, particularly when employment opportunities for young people are shrinking.

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Associate Faculty This year a new sustainability module was introduced through Trinity Saint David's University's innovative, sector leading ‘Going for Gold/AUR’ - the Associate Faculty of the University - which provides bilingual opportunities for secondary school pupils across South and Mid Wales to study at university level. Over 30 secondary schools participate currently in the scheme which has benefited 2000 pupils since its launch. The scheme clearly demonstrates the University’s commitment to widening access to higher education and to Welsh medium higher education in particular. Other modules offered include study skills and curriculum based studies that contribute to the Welsh Baccalaureate as well as other courses related to the A Level curriculum. Amongst the many benefits to pupils is the opportunity to develop transferable skills that they will need at their choice of university as well as the opportunity to develop their knowledge and understanding of their chosen subjects. The accredited Level 4 Modules support pupils as they develop their communication skills, their learning and study skills and their analytical skills. The 'Going for Gold/AUR' scheme was also highlighted and commended in Estyn's June 2012 report, 'Supporting more able and talented pupils in secondary schools'.

Specific Teaching and

Learning Commitments

Action

Delivery date

The University will develop

a suite of sustainable

development related degree

programmes that build on

the new distinctive profile of

the university.

First Faculty Sustainability Plans published; ongoing dialogue about new course opportunities including with FE partners, CAT and CPD; prospectus to be published shortly

Specific opportunities for 2013 intake; updated faculty plans by the end of the academic year

The University will embed

sustainability into 15% of all

students’ experiences by

autumn 2013 creating a

distinctive Trinity Saint

David ‘One Planet

Curriculum’

Detail in faculty sustainability plans and key component of new TSD+ Employability Award

By 2013 intake

The University will develop a unique 10 credit sustainability ‘One Planet Skills Passport’ including a mandatory Social Enterprise component for the 2014 intake, to be piloted in 2013 both within the University and through schools and college partnerships

Initial proposition amended to mainstream opportunities. Incorporated into Trinity Saint David’s Employability Award agreed at Senate in May 2012

Launched February 2013 for initial pilot in Carmarthen and Lampeter

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Living within Environmental Limits The University commits to practices that minimise the possibility of negative environmental, economic and social impacts; seeks to improve the environmental performance of the learning environment, to meet and where possible exceed national and international guidelines for sustainability; to achieve eco-branding of its facilities; to enhancing the ecological integrity of its campus landscape; to report annually on its achievements and to reward students who embrace this agenda and are prepared to be active in participation and monitoring. The University recognises that its commitment to be a leading sustainability practitioner means that it must demonstrate continuous improvement to be publicly recognised. A clear understanding about the University's intentions to use sustainable transport, recycle waste on campus, eat locally sourced food wherever possible, support Fairtrade, save energy and save water will give students and others confidence that the University is serious about its commitments. Previous and on-going merger activity has meant that the University’s participation in external accreditation arrangements has varied from year to year with a moving baseline. The University is committed to developing an environmental management framework based on good governance as well as addressing specific significant environment impacts i.e. energy use and generation; waste; water; transport and travel. To inform this, the University prepared an Environmental Action Plan (http://www.tsd.ac.uk/en/inspire/inspireactivity/livingwithinourenvironmentallimits/) to guide its activity through the merger. The action plan specifically identifies areas of activity which will enable the university to invest to save and to respond positively to the criteria of external accreditation. HEFCW made funding available for carbon management planning in Welsh universities in 2012 so the University has a carbon management plan in development. The University is looking to achieve accreditation under the Welsh Green Dragon environmental management scheme, to improve its rating in the People and Planet Green League and, at the request of the Students’ Council, the University is supporting the Students’ Charter commitment to take part in the NUS/EAUC Green Impact Students’ Unions programme. The University has just launched a Cycle to Work scheme and is committed to introducing bicycle shelters on each campus by July 2013. The University wants to ensure its environmental commitments are carried through in a strategic context. As part of incorporation of sustainability principles into job descriptions, the new Director of Planning and Operations role includes planning strategically for resilience in the context of environmental and carbon management ; identifying 'invest to save' opportunities which both deliver savings and positive environmental outcomes benchmarked against sector leaders, and, allied to the strategic plan, to identify appropriate public recognition opportunities to demonstrate the university's strategic commitments to sustainability, e.g. through maintaining Green Dragon Level 5 and achieving the highest possible outcomes in student facing league tables e.g. People and Planet Green League. Green Dragon Green Dragon is a stepped Standard recognising effective environmental management and rewards actions taken to achieve environmental improvements. Within the Green

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Dragon Standard there are five levels, with each step contributing towards achievement of the International and European environmental standards ISO 14001 and EMAS. TSD achieved Level 4 in 2010 and is looking to achieve Level 5 this year. In achieving the monitoring data necessary for level 5, TSD is grateful to the estates team of Coleg Sir Gar for its assistance. There are six key components to the Level 5 Standard:

- Internal Audit Programme: The organisation should establish a method for periodically auditing all elements of the environmental management system (EMS) to ensure it remains effective, is maintained and is compliant.

- Management Review: The Management Review should act as a forum for continual environmental improvement by assessing achievements and progress towards the environmental objectives and targets, legal compliance monitoring and ensuring the continuing relevance and effectiveness of the EMS.

- Addressing Sustainability: The organisation should demonstrate a continual commitment to Sustainability by implementing at least one auditable Objective and Target pursuing economic and /or social improvements within the framework of Sustainable Development.

- Supply Chain: The organisation should assess the performance and practices of its contractors, subcontractors and suppliers to identify associated Environmental Aspects and Impacts, taking action to ensure that suppliers, contractors and subcontractors are aware of and comply with its Environmental Policy and relevant procedures.

- Reducing Greenhouse Gas Emissions: In addition to the data collected on Carbon Dioxide the organisation should monitor and maintain data on other Greenhouse Gases (GHG) released as a direct consequence of its operations.

- Environmental Report: The organisation must annually publish a comprehensive report on their environmental activities and performance.

In order to achieve level 5, the University has made commitments in the following areas and agreed monitoring targets and evidence for each. The Management Review has taken place and the external audit is imminent. The agreed commitments are:

Improve Monitoring and Measuring - Continual monitoring of electricity, gas and water - Begin to relate all environmental recording data to staff / student numbers and

weather pattern - Start monitoring paper use within print rooms.

Reduce Energy Consumption - Promote resource efficiency with the use of prominently placed posters and

stickers - Installation of photovoltaics on new build - Ensure IT controls are in place to shut down all computers / monitors when left idle

for a given period of time - Continue work with Carbon Trust: Implement Action Plan

Reduce Water Consumption - Investigate the procurement of water displacements for toilets - Investigate the procurement of water flow restricting devices for taps and hoses

displacements for toilets

Improve Waste Management Practices. - Implement a procedure for the monitoring of waste - Improve recycling facilities at each campus and eliminate any inconstancies

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- Implement measures to increase recycling rate in student’s halls and inform students in the correct disposal of waste in order to avoid waste containers becoming contaminated.

- Ensure all new waste bins are clearly labelled - Implement battery and ink cartridge recycling points throughout each campus for

student use

Minimise pollution risk and avoid contamination and pollution incidents as far as possible - Ensure correct storage of all waste materials and ensure any hazardous

substances are store correctly, securely and preferably in some kind of bund. - Ensure all hazardous waste and WEEE are disposed of according to legislation

and regulations - Develop a map for estates staff and security detailing location of spill kits - Provide the necessary staff with training in spill kit use

Improve Transport Efficiency of Staff - Develop travel plan for Lamenter campus - Continue to monitor staff mileage - Fully implement cycle to work scheme and bike stands / cycle shelters - Encourage staff to vehicle share and route plan - Investigate increased mileage allowance for shared vehicles.

Reduce Material Consumption - Only purchase FSC accredited paper for use in print shop - Keep a scrap paper pile near printers and copiers, and encourage staff /students

to use scrap paper - Make both recycled paper and FSC accredited paper available in university shops. - Remove plastic carry bags from university shops. Only provide paper bags

Environmental Performance - Improve Green League score. - Ask suppliers / contractors for copies of environmental policy / EMS certifications. - Take part in environmental awareness events. - Place environmental documents on the staff/student intranet. - Continue work with Students Union to raise awareness amongst students of

environmental issues - Develop an induction programme for both staff and students which focuses on

sustainability, relevant environmental issues and environmental responsibilities (recycling, water and energy conservation).

- Start holding regular staff meetings to discuss environmental issues and EMS

Reduce Carbon Output - Reduce carbon output by 3% - Continue to monitor and assess the university’s CO2 output

People and Planet

Universities are audited in March of each year for the People and Planet Green League. This is a particularly important league table for universities committed to sustainability as it is used regularly by students and staff when determining a university's environmental commitment. In 2011, the University entered the league for the first time and was allocated a 2:2. League participants are benchmarked annually and need to demonstrate continuous improvement in order to maintain their status. Disappointingly, in the absence

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of an environmental management scheme in place, the University dropped to a third class degree in 2012. The methodology for People & Planet Green League 2013 has evolved over the seven years since its first publication. It takes a dual approach to environmental management - looking both at universities’ commitment to systemic improvement (40 points) and at their actual performance (30 points). The first nine Management and Policy criteria demonstrate whether an institution has a systematic means of improving its performance. The following four indicators in the Performance section reveal how well an institution is actually performing on the ground in comparison to other institutions. The key identified areas for 2013 are

1. Environmental Policy 2. Environmental Management staff FTE 3. Environmental Auditing & Management Systems 4. Ethical Investment Policy 5. Carbon Management 6. Ethical Procurement and Fairtrade 7. Sustainable Food 8. Staff and Student Engagement 9. Education and Learning

10. Energy Sources 11. Waste and Recycling 12. Carbon Reduction 13. Water Reduction With our Green Dragon accreditation, the delivery of the INSPIRE commitments and the adoption of policies related to the above areas, TSD is in a good position to make a substantial improvement on last year’s performance this year. TSD’s Environmental Policy Our Environmental Policy states that the University believes that protection of the environment is an integral part of good institutional practice and that it has a duty to satisfy itself that all of its operations are conducted with proper regard for the environment. It is committed to maintaining, and wherever possible, improving the quality of this environment both for the people who live and work in the University, and for the wider community now and in the future. The University seeks to make the most effective and efficient use of all resources, encouraging all members of the University community to develop an ecologically sound approach to their work. Student engagement None of this agenda can be taken forward without the active participation of students. This requires a commitment from staff and students to work together so that any new schemes introduced are managed successfully and as simply as possible. Recycling for example is well supported in other universities where the bin designation is very clear and recognisable (ie the bins are always in the same order) and where students are incentivised to monitor. Without clear intentions being communicated appropriately, there is a danger that at best, there is insufficient buy in to propositions to make environmental and energy changes, and at worst, active non-cooperation. All changes will be discussed with the students' union representatives prior to being introduced. Green Impact Students Unions

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This year the students unions signed up to the NUS ‘Green Impact Students Unions’ programme. ‘Green Impact Students’ Unions’ is an environmental accreditation programme with an awards element designed specifically for students’ unions. The programme has a competition element – top performing unions get special recognition at a prestigious annual awards ceremony. Green Impact brings staff and students together with their wider communities to enable and showcase positive changes in environmental practice and to make simple, tangible and powerful changes in behaviour and policy through an online workbook of criteria. It builds on the potential of staff and students to change the way their institutions behave, from the bottom up. Each structured programme is supported by the NUS’s Green Impact team. From recycling, to investing in more efficient equipment, to encouraging biodiversity, or Fairtrade, the various criteria cover a broad range of issues under the sustainability umbrella, all tailored to an individual institution to cover local policy and processes, including links to online resources, relevant policies, schemes and events. New INSPIRE student internship opportunities To incentivise students to participate in the sustainability agenda, we are setting up new internship opportunities as a reward scheme for students who are prepared to make 'One Planet Living' commitments - a promise to be active on these issues during their university experience. With the support of the Students' Unions, we have reviewed the range of bursaries and internships managed by Student Services to create 9 new internships from Easter to Christmas 2013. Students are currently being invited to apply for 3 internships up to £1,000 on each campus. There are three opportunities under each category: one on each of the Carmarthen, Lampeter and Swansea Metropolitan campuses. Interns will be expected to work both independently and as teams, meeting regularly with INSPIRE staff and with one another. All interns will be encouraged to be dynamic, creative and to forge links with the student body and relevant external groups and organisations.

- Fairtrade Internships: There will be one Fairtrade internship opportunity on each campus and each will automatically become a member of the institution’s Fairtrade steering groups. Fairtrade interns will be appointed to promote Fairtrade and develop the University’s commitment to Fairtrade activity, through organising and hosting events and boosting student involvement. Interns will be encouraged to foster links with external groups such as local Fairtrade societies and other Universities. Applicants with creative ideas for entrenching and promoting a Fairtrade ethos in the University and beyond will be particularly welcome.

- Sustainability Exchange Internships: Sustainability Exchanges are hosted at least once per term, currently on the Lampeter and Carmarthen campuses, and provide opportunities for staff and students to share ideas, news and views on sustainability issues at the University and the wider community. Sustainability Exchange interns will be central to the process of organising these events and will assist in the development of programmes, appointment of speakers, creative marketing and promotion of events and encouraging student involvement. There may also be opportunities for interns to work on sustainability initiatives proposed through the web platform VocalEyes, or come up with their own projects related to the Exchange. The Swansea Metropolitan intern will have significant involvement in establishing Sustainability Exchange events on that campus.

- Green Impact Internships: The Students’ Union is working towards its first Green Impact Award in 2012/13, with the opportunity to progress to a Gold award

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over coming years. The Green Impact interns will assist the Students’ Union sabbatical officers and staff in achieving their goals. The University is also able to work towards Green Impact awards and it is hoped that Green Impact interns will also contribute to the development of this prospect. Green Impact internships may have more of an operational and organisational focus than the other opportunities as they will be working to the criteria of an external body. This makes them valuable opportunities for students to advance their project management skills. Green Impact interns will be able to deepen their understanding of environmental issues and play an active role in making their University greener.

Specific Environment

commitments

Action

Delivery date

The University will publish a

clear action plan in 2012 on

how it intends to live within

its environmental limits

Published and on website

July 2012

The University will measure

the environmental impact of

each campus and draw up

an annual report to improve

performance

In action plan and Green

Dragon commitments

To be reviewed and

published annually

The University aims to

achieve Green Dragon Level

5 on all its campuses and

achieving a first class rating

in the People and Planet

Green League by 2013

In action plan; in Green

Dragon agreed targets.

2013

The University will make

opportunities available for

students to win burseries

/scholarships if they make a

‘One Planet Living’

commitment when they

come to the University

9 internships made

available; 3 on each

campus in 3 categories:

Green Impact,

Sustainability Exchange

and Fairtrade

Closing date march 1st

2013

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Engagement Advocacy and Leadership The university commits to the corporate social responsibility agenda; recognises its role in promoting the sustainability agenda across south west Wales and more broadly, welcomes opportunities to participate in sustainability partnerships and seeks opportunities for national and international engagement with the sustainability agenda through collaboration with other institutions Student/staff Sustainability Exchanges INSPIRE has been active in developing partnerships with the student communities on each campus during the year to develop the sustainability agenda. The main vehicle for the engagement has been the new Sustainability Exchanges which happen once a term on each campus where staff and students can update and inform each other of activity related to sustainable development. VocalEyes The first Exchange launched an exciting new web-based platform, VocalEyes, developed by a local entrepreneur, Peter Anderson (http://www.vocaleyes.org/) to enable students to to discuss all aspects of sustainability and what can be done to make the University more environmentally fit for the future. The VocalEyes community voting system is being piloted by students and staff at TSD to prioritise which sustainable solutions should be invested in and progressed into action. VocalEyes has already been used successfully as the ‘learner voice’ in Pembrokeshire College, transforming student engagement and promoting social justice as it is an exciting way of regularly updating ideas. VocalEyes can be seen in action on the front page of the University’s home page and has been celebrated as an example of good practice in a recent case study by the Welsh Government . A process has now been agreed to ensure that the ideas coming forward through VocalEyes are responded to on a termly basis by Universitysenior management and the INSPIRE webpages updated accordingly.

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Fairtrade The University remains committed to supporting Fairtrade, and in particular the annual Fairtrade fortnight. A range of Fairtrade activities took place in 2012, and during Fairtrade Fortnight 2012, an event was put on in Carmarthen in partnership with Coleg Sir Gar, whose students put on a recycled material fashion show. A staff/student ‘Bake-Off’ was also held and a Fairtrade producer came to campus. Similar arrangements are under way for this year. The new proposed Fairtrade internships are intended to encourage increased regular Fairtrade activity during the year. External partnerships The University is also looking to develop constructive relationships with local authorities, local businesses, local representative structures of voluntary organisations as well as consolidating its role in the Regional Learning Partnership (RLP) around the sustainability and employability agendas. The Director of INSPIRE represents the University on the Local Service Boards (LSBs) for Carmarthenshire and Ceredigion and sits on the Strategy committee of the RLP. Both LSBs are currently considering the potential impact of the Sustainable Development Bill and are interested in learning from the University experience. The Director of INSPIRE will be working with the RLP this year to look at potential opportunities in south and west Wales around sustainable development issues. One key area will be to support the links between heritage and economic regeneration and offer new progression pathways.. The university intends to recognise and promote the economic benefit that is generated by the University and to engage our local community in a dialogue about how to ensure that this benefit is maintained. The University intends to seek funding to pilot this approach with an economic, social and environmental study of its impact in Lampeter to inform a potential partnership on joint aims with Transition Llanbedr Pont Steffan. Trinity Saint David University intends also to seek opportunities through partnerships to be an exemplar of sustainable development practice in Wales and more widely and to promote the principles of sustainable development at international, national, regional and local levels. The proposed partnership with the Centre for Alternative Technology (CAT), announced last year, is moving to fruition and both CAT and TSD are looking for new joint course delivery in a range of areas: undergraduate, postgraduate, apprenticeships, further education and CPD. Having sustainability at the core of our joint vision will enable us to provide a general reference point, language and concepts for all students to engage across their disciplinary experience. Our joint goal is that our educational activities lead to a more promising and secure future within a more socially just, healthy, prosperous and biodiverse world. New Hywel Dda Reader post in Rural Health and Community Wellbeing Aberystwyth University, the University of Wales Trinity Saint David and Hywel Dda Health Board have come together to create a unique exciting new opportunity in the field of rural health; the first Hywel Dda Reader/Chair of Rural Health and Community Wellbeing. The appointment was made at the beginning of February and the new postholder will be based for half the time in Lampeter. He will be responsible for leading research and policy development for all three partners in relation to the following key areas:

• Community cohesion and engagement

• Role of health and wellbeing in rural regeneration

• Improved access to services in a rural area;

• Service integration and workforce development models;

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This is a very exciting development and, along with our proposed merger with Coleg Ceredigion, has the potential to transform the offer available on the Lampeter campus. We have already started engaging with our partner colleges to look at new workforce development opportunities. Leadership Over time, we would expect the university to gain substantial recognition for its commitment to sustainability, and for this commitment to be reflected in an increasing number of students who will be attracted to the University because of its leadership role on sustainability. The University is determined to participate actively in key external rewards systems and is delighted to have been shortlisted in the sustainability category by the Guardian (http://www.guardian.co.uk/higher-education-network/2012/dec/17/university-awards-shortlist). This recognition for what we aim to do, will strengthen the University's credibility in this field and enable us to engage more effectively with others with similar commitments. We have also committed ourselves to appointing INSPIRE Professors of Practice; the first two of whom were appointed in 2012. Each Professor of Practice undertakes to engage with the University on specific areas to further the sustainability agenda. The University is now actively considering creating further fellowships and associate Chairs to reflect this commitment. Part of building a reputation for a university is ensuring its name is associated with a strategic agenda. The Director of INSPIRE sits on a number of UK wide advisory panels related to sustainable development in UK HE including the HEFCE/QAA work on the interface between quality and sustainability issues; the Sustainable Development Research Network (SDRN) and the Sustainability Knowledge Alliance (SKA). She has also been invited regularly to provide keynote and other contributions to annual conferences and events run by

- Higher Education Academy - NUS Global Academy - Westminster Policy Exchange - Salzburg Global Seminar - Sustainable Development Research Network - Leadership Foundation for Higher Education

The University wants the student experience to be unique; each academic and professional subject has an important contribution to make in advancing sustainability as an education priority. By ensuring that 15% of the student experience at TSD is viewed through a sustainability prism, we ensure that the world has more curious and inquisitive learners to contribute to ensuring that the right decisions are taken to ensure all of our long term futures and that more learners here than elsewhere will have the analytical skills to play their role.

Engagement/advocacy

commitments

Action Delivery date

The University commits itself

to using Fairtrade produce

and to supporting the annual

Fairtrade event run in 2012

in partnership with

Students’ Union;; planning

Fairtrade Fortnight 2013

and internship

appointments on each

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Fairtrade fortnight in

partnership with others

for this year’s Fairtrade

event underway; internship

advertised

campus

The Regional Learning

Partnership will be

encouraged undertake a

sustainability impact audit to

underpin a regional vision

around sustainable

development issues

Proposal via Strategy

Group

2013

The University will

specifically look for

partnerships with local

authorities, voluntary

organisations and

businesses in relation to

sustainability

Partnership with Hywel Dda

Health Board re Rural

Health and Community

Wellbeing post; Ceredigion

CC re Strata Florida;

ongoing

The University Sustainable

Development Group will

identify which external

awards are most appropriate

to reflect activity

To consider which external

awards are most effective in

promoting the university to

future students/staff

First meeting proposed May

2013

Closing commentary: précis of activity

INSPIRE has taken a systemic approach to introduce the sustainability agenda

throughout the university. This systemic approach is – as far as we can tell - original

within the UK and therefore innovative but also fully replicable. All the learning on the

journey is being made available through open source mechanisms to other universities

via existing sustainability networks. The approach of INSPIRE at TSD is attracting the

attention of other universities both in the UK and elsewhere.

The core elements of transforming the university’s commitment to sustainability have

been related to

Governance: (support from the University Council, embedding sustainability in

strategic plans, specific articulation of commitments in all statutory responses to the

Higher Education Funding Council for Wales, the establishment of a Sustainability

Directorate, commitments in the Students’ Charter ; all staff sustainability skills survey

undertaken; public statement from VC on page 1 of TSD prospectus

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Curriculum: Commitment to embed a minimum of 15% sustainability experience into

all undergraduate students’ university experience by 2013; discipline specific

approaches including Professional Practice and Associate Faculty underway, Faculty

Sustainability Plans prepared, innovative new Trinity Saint David+ Employability

Award (20% sustainability component) being piloted this year; new graduate attributes

agreed including ‘active citizenship; sustainability to be mandatory consideration in

validation arrangements

Campus: Introduction of environmental/carbon management systems agreed;

Environmental Action Plan prepared; Cycle to Work Scheme introduced this term,

Fairtrade status gained; Students’ Charter commits to achieve NUS Green Impact

award; new student sustainable living bursaries/scholarships introduced £9,000 2013];

staff/ student Sustainability Exchange set up including virtual ideas platform

accessible from intranet home page and INSPIRE blogging opportunity

Community: external partnerships measured against sustainability criteria and key

strategic objectives of university; eg innovative ‘Reader in Rural Health and

Community Wellbeing’ appointed in partnership with health board; new partnerships

with local authorities sustainability led.

Values and Ethos

The University has sustainability principles at its heart. It has campuses in Carmarthen, Lampeter, Cardiff, London and Swansea. TheUniversity combines pre and post 1992 institutions to give it both traditional REF research capability as well as more applied research capability. Ambitious plans to extend learning via further mergers with two FE colleges will create a radical dual sector offer. Sustainability principles provide a ‘golden thread’ which runs through each of the mergers. TSD is committed to “providing a high quality, bilingual, educational experience for a diverse community of learners, contributing positively to the social, economic and environmental needs of Wales and pledges to deliver by “focusing on our teaching, research and knowledge exchange as well as how we conduct ourselves in delivering that mission” Five key elements underpin the university’s values and ethos:

- sustainability - employability - internationalization - culture - lifelong learning

The University aims to deliver an understanding of sustainability principles to all students, home and abroad, and to enhance the employability of individual students through the minimum of 15% curriculum and through the new TSD+ Award. The University experience is underpinned by a fundamental belief in the importance of culture, both the recognition that a change of culture will be needed to challenge ingrained assumptions/practices as well as the strong cultural commitment to Wales and bilingualism. The new confederal university structure will provide lifelong progression route opportunities from entry level to level 8. What makes our approach different?

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Trinity Saint David’s approach differs from others as it aims to embed sustainability throughout its curriculum and in all of its practice starting from first principles.Prior to the commitment to establish INSPIRE, the university had no previous history of active involvement in the sustainability agenda. Now, the University is regularly used by HEA and others to share its experience at HEA/NUS events(e.g. Green Academy, NUS Global Academy) and on advisory panels (e.g. HEFCE LGM, SDRN and SKA). We are not aware of any other institution taking this systemic approach. As the Green Academy reviewer said: “The new sustainability institute at Trinity Saint David is a bold attempt to embed sustainability deeply into a new institutional structure. Its goals are ambitious and their achievement relies on strong leadership and the ability to work closely with faculties to implement the new agenda of change.” Jane Davidson February 2013