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1
A Sustainability
Maturity Model for
Higher Education
A process management tool to support embedding
sustainability in higher education
2
Alison Glover
University of Wales, Newport
December 2012
Email: Alison.glover@newport.ac.uk
3
A Sustainability Maturity Model for Higher Education
Contents
Introduction ...................................................................................................... 4
Sustainability Maturity Model Structure ............................................................ 5
Figure 1. Capability Maturity Model levels.......................................................... 5
Figure 2. Structure of Key Process Areas leading to the Specific Practices for
the Sustainability Maturity Model. ...................................................................... 7
Level 2 Sub practices ....................................................................................... 8
Figure 3. Commitment and Leadership Level 2 sub-practices. ........................... 8
Figure 4. Teaching and Learning Level 2 sub-practices. .................................... 9
Figure 5. Institutional Management Level 2 sub practices. ............................... 10
Figure 6. Partnerships Level 2 sub-practices. .................................................. 11
Figure 7. Research and Monitoring Level 2 sub-practices. .............................. 12
Level 3 Sub practices ..................................................................................... 13
Figure 8. Commitment and Leadership Level 3 sub-practices. ......................... 13
Figure 9. Teaching and Learning Level 3 sub-practices. .................................. 14
Figure 10. Institutional Management Level 3 sub-practices. ............................ 15
Figure 11. Partnerships Level 3 sub-practices. ................................................ 16
Figure 12. Research and Monitoring Level 3 sub-practices. ............................ 17
Level 2 summary ............................................................................................ 18
Level 2 detail .................................................................................................. 19
Level 3 summary ............................................................................................ 24
Level 3 detail .................................................................................................. 25
Level 2 reporting templates ............................................................................ 29
Commitment and Leadership ........................................................................... 29
Teaching and Learning .................................................................................... 32
Institutional Management ................................................................................. 37
Partnerships .................................................................................................... 40
Research and Monitoring ................................................................................. 42
Level 3 reporting templates ............................................................................ 45
Commitment and Leadership ........................................................................... 45
Teaching and Learning .................................................................................... 49
Institutional Management ................................................................................. 54
Partnerships .................................................................................................... 57
Research and Monitoring ................................................................................. 59
References .................................................................................................... 62
Additional information .................................................................................... 62
4
A Sustainability Maturity Model for Higher Education
Introduction
The Welsh Government aims to ensure sustainable development is a central
organising principle for organisations. Strategies from the Welsh Government
provide Welsh higher education institutions with support and structure to
embed education for sustainable development and global citizenship
(ESDGC) across all activities. A sector wide review of environmental
management systems and energy efficiency improvements at Welsh higher
education institutions took place in 2008. This was followed in 2009 by an
audit of all higher education curricula for education for sustainable
development and global citizenship content. Following this a baselining tool,
the ESDGC Development Framework, was developed and piloted in 2011. A
Sustainability Maturity Model has since been created based on a capability
maturity model project management tool.
The Sustainability Maturity Model illustrates the processes which are vital in
the maturing of sustainability at an institutional level. The model uses
commitment and leadership, teaching and learning, institutional management,
partnerships, and research and monitoring to structure the elements that need
to be considered and addressed within an institution to initiate and mobilise
change in ESDGC.
This resource contains an overview of the structure for the Sustainability
Maturity Model, descriptors of the processes required to progress through
Levels 2 and 3 and recording templates to support the process. Although this
has been created within the Welsh higher education context, it has potential to
offer strategic overview for all higher education institutions. It is anticipated
that institutions may not address the whole model at once but may find the
focus provided within individual key process areas useful in driving the
sustainability agenda at their institution.
5
Sustainability Maturity Model Structure
The Sustainability Maturity Model is an adaptation of the Capability Maturity
Model (Paulk et al., 1993), a process management tool from software
production. The model consists of five levels of capability for organisations to
work through as they strive to become more mature, with each level
demonstrating organisational achievements, as highlighted in Figure 1.
Figure 1. Capability Maturity Model levels.
Characteristics of each level include;
Level 1 Initial, undefined processes, reliance on individual enthusiasm.
Level 2 Repeatable, simple management follows resources, successful
processes repeated.
Level 3 Defined, activities are standardised, procedures and guidance
followed.
Level 4 Managed, quantitative controls exist.
Level 5 Optimising, continuous improvement and new initiatives trialled.
As an organisation advances through the five levels risk is reduced and
predictability increases. To achieve maturity ‘key process areas’ require
‘specific practices’ to be achieved, each specific practice contains ‘sub-
practices’. The Capability Maturity Model has been modified many times to
address specific business models or industry contexts, demonstrating
adaptability and flexibility (Brookes and Clark, 2009).
Level 5
Optimising
Level 4
Managed
Level 3
Defined
Level 2
Repeatable
Level 1
Initial
Movement through
the levels to maturity
6
The Sustainability Maturity Model is based on small steps as opposed to
major innovation, adapting existing practices and applying familiar
terminology. The Welsh higher education sector provided context, therefore
existing structure was deemed appropriate;
• Commitment and leadership
• Teaching and learning
• Institutional management
• Partnerships
• Research and monitoring
(Welsh Assembly Government, 2006, p. 3)
The remainder of this document contains resources for Levels 2 and 3, as this
is where it has been suggested most organisations are realistically
progressing towards (Grant and Pennypacker, 2006).
Figure 2 illustrates the five key process areas with the specific practices
required for each area. Figures 3 - 7 present the sub-practices within each
specific practice for the key process areas for Level 2 and Figures 8 - 12 the
Level 3 sub-practices.
7
Figure 2. Structure of Key Process Areas leading to the Specific Practices for the Sustainability Maturity Model.
Higher Education
Institution
Commitment and
Leadership
Teaching and
Learning
Institutional
Management
Partnerships
Research and
Monitoring
Mission, vision,
values
ESDGC Champion
Sustainability
Committee
Links to Government
ESDGC priorities
Learning and
Teaching Strategy
Validation and
Quality Assurance
Staff Development
Student Professional
Development Portfolio
ESDGC Curriculum
Informal ESDGC
Staff and Student
Communications
EMS
Business Plans
Community
Programmes
Third Mission
activities
Research Proposals
Annual Monitoring
Statements and
Programme Reviews
ESDGC League
Tables and Awards
8
Figure 3. Commitment and Leadership Level 2 sub-practices.
Higher Education Institution
Commitment and Leadership
Mission, vision, values
ESDGC Champion
Sustainability Committee
Links to Government ESDGC
2.1a. ESDGC in guidelines for mission
2.1b. Process for staff to have input
2.1c. Staff responsible for mission
2.1d. Mission reviewed at regular intervals
2.2a. ESDGC Champion job description
2.2b. Champion attends external training
2.2c. Communication to management
2.2d. Communication to whole institution
2.3a. Formal processes for committee
2.3b. Clear committee remit
2.3c. Budget allocated to committee
2.3d. Allocation of roles to members
2.3e. External training for members
2.4a. Remit for all strategies
2.4b. Staff responsible for links
2.4c. Monitoring of links
2.4d. Management reviews links
Level 2 Sub practices
9
Figure 4. Teaching and Learning Level 2 sub-practices.
Higher Education Institution
Teaching and Learning
Learning and Teaching Strategy
Validation and Quality Assurance
Staff Development
Student Prof. Development Portfolio
ESDGC Curriculum
Informal ESDGC
2.1a. Incorporation of ESDGC guidance
2.1b. Personnel responsible
2.1c. Training for responsible personnel
2.1d. Staff and students input to strategy
2.2a. Guidance for ESDGC
2.2b. Responsibility assigned
2.2c. Training for staff
2.2d. Monitoring of ESDGC in QA
2.2e. Management review ESDGC & QA
2.3a. Institutional policy
2.3b. Trained staff to deliver
2.3c. Funds for external training
2.3d. Monitoring of training
2.3e. Management reviews training
2.4a. ESDGC required
2.4b. Formal and informal delivery
2.4c. Monitoring of ESDGC element
2.4d. Management reviews feedback
2.5a. Strategy for ESDGC in curriculum
2.5b. Personnel have responsibility
2.5c. Ongoing training
2.5d. ESDGC in course evaluations
2.5e. Monitoring of ESDGC in curriculum
2.5f. Input into updates of portfolio
2.6a. Remit in strategies
2.6b. Personnel responsible
2.6c. Staff training
2.6d. Communication
2.6e. Monitoring of engagement
2.6f. Reporting to management
2.1e. Management review inputs
10
Figure 5. Institutional Management Level 2 sub practices.
Higher Education Institution
Institutional Management
Staff and Student Communications
EMS
Business Plans
2.1a.Communications in strategies
2.1b. Communications used regularly
2.1c. Staff responsible
2.1d. Training available
2.1e. All can contribute
2.1f. Communications monitored
2.2a. EMS in strategies
2.2b. Funding and staff allocated
2.2c. Personnel responsible
2.2d. Ongoing training
2.2e. Auditing against projections
2.2f. Management receives reviews
2.3a. ESDGC in template documents
2.3b. Personnel to support
2.3c. Training for staff
2.3d. Monitoring to fruition
2.3e. Management reviews
11
Figure 6. Partnerships Level 2 sub-practices.
Higher Education Institution
Partnerships
Community Programmes
Third Mission activities
2.1a. ESDGC in guidance and
templates
2.1b. Personnel to support staff
2.1c. Training element for staff
2.1d. Monitoring addresses ESDGC
2.1e. Management reviews
2.2a. Guidance and templates included
2.2b. Personnel responsible for support
2.2c. Training included for staff
2.2d. Monitoring addresses ESDGC
2.2e. Outcomes monitored by
management
12
Figure 7. Research and Monitoring Level 2 sub-practices.
Higher Education Institution
Research and Monitoring
Research Proposals
Annual Monitoring and Programme
Reviews
ESDGC League Tables and Awards
2.1a. Guidance for proposals
2.1b. Personnel to support
2.1c. Training for staff
2.1d. Monitoring of ESDGC research
2.1e. Higher management reviews
2.2a. Guidance and templates
2.2b. Personnel responsible
2.2c. Training for staff
2.2d. Monitoring
2.2e. Management reviews
2.3a. Incorporated into strategies
2.3b. Funding and personnel assigned
2.3c. Staff training raises profile
2.3d. Ongoing monitoring
2.3e. Reviews at management level
13
Figure 8. Commitment and Leadership Level 3 sub-practices.
Higher Education Institution
Commitment and Leadership
Mission, vision, values
ESDGC Champion
Sustainability Committee
Links to Government ESDGC
3.1a. ESDGC the basis of guidelines
3.1b. Staff and students contribute
3.1c. Responsibility in job description
3.1d. Set dates for review
3.2a. Specific requirements in job role
3.2b. Delivers and attends trainings
3.2c. Senior management have role
3.2d. Dissemination of information
3.3a. Cross institutional membership
3.3b. Remit publically available
3.3c. Allocation of budget
3.3d. Roles added to job descriptions
3.3e. Members deliver training
3.4a. Embedded in strategies
3.4b. Job descriptions cited
3.4c. Alignment updated
3.4d. Management responsible
3.2e. Clear evidence of targets
3.3f. Senior management responsible
Level 3 Sub practices
14
Figure 9. Teaching and Learning Level 3 sub-practices.
Higher Education Institution
Teaching and Learning
Learning and Teaching Strategy
Validation and Quality Assurance
Staff Development
Student Prof. Development Portfolio
ESDGC Curriculum
Informal ESDGC
3.1a. ESDGC underpins guidance
3.1b. ESDGC in job descriptions
3.1c. Attendance at training
3.1d. Staff and student contributions
3.2a. ESDGC underpins guidance
3.2b. Job descriptions include ESDGC
3.2c. Mandatory training
3.2d. Senior management responsibility
3.3a. Specific training and embedded
3.3b. Internal and external delivery
3.3c. Increase in external training
3.3d. Senior management responsibilities
3.4a. Embedded
3.4b. Whole student experience
3.4c. Senior management responsibilities
3.5a. Underpinning principle
3.5b. Job descriptions address ESDGC
3.5c. All staff trained
3.5d. Embedded in monitoring
3.6a. Job descriptions highlight ESDGC
3.6b. Mandatory training element
3.6c. Management responsibilities
3.1e. Senior staff responsibility
15
Figure 10. Institutional Management Level 3 sub-practices.
Higher Education Institution
Institutional Management
Staff and Student Communications
EMS
Business Plans
3.1a. Importance of communications
3.1b. Responsibility to communicate
3.1c. Senior management responsibility
3.2a. Clear purpose for EMS
3.2b. Increasing funding
3.2c. EMS job description alignment
3.2d. Features in staff development
3.2e. Management review projections
3.3a. ESDGC underpins guidance
3.3b. Supporting staff importance
3.3c. Featured in staff development
3.3d. Senior management responsibility
16
Figure 11. Partnerships Level 3 sub-practices.
Higher Education Institution
Partnerships
Community Programmes
Third Mission activities
3.1a. ESDGC underpins guidance
3.1b. Job descriptions cite role
3.1c. Staff development
3.1d. Management follows delivery
3.2a. ESDGC underpins guidance
3.2b. Job descriptions cite role
3.2c. Feature of staff development
3.2d. Management responsibility
17
Figure 12. Research and Monitoring Level 3 sub-practices.
Higher Education Institution
Research and Monitoring
Research Proposals
Annual Monitoring Statements and
Programme Reviews
ESDGC League Tables and
Awards
3.1a. ESDGC underpins guidance
3.1b. Embedded job descriptions
3.1c. Staff development priority
3.1d. Managed for impact
3.2a. ESDGC underpins guidance
3.2b. Embedded job descriptions
3.2c. Staff development priority
3.2d. Management responsibility
3.3a. Defined in strategies
3.3b. Job descriptions cited
3.3c. Staff development priority
3.3d. Management responsibility
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Commitment and Leadership
Progress
Specific Practices (SP)
2.1
Mission / vision and values address ESDGC
2.2
ESDGC champion embedded in institution’s configuration
2.3
ESDGC Sustainability committee embedded in institution’s configuration
2.4
Links incorporated in strategies and policies to government ESDGC priorities
Teaching and Learning
Specific Practices (SP)
2.1
Learning and Teaching Strategy address ESDGC
2.2
Validation and quality assurance address ESDGC
2.3
Policy for ESDGC training and development for staff established and maintained
2.4
Student Professional Development Portfolios have an ESDGC focus
2.5
ESDGC within the curriculum is managed
2.6
Informal ESDGC opportunities managed
Institutional Management
Specific Practices (SP)
2.1
Effective staff and student communications for ESDGC are managed
2.2
Environmental Management System (EMS) managed
2.3
Business Plans address ESDGC
Partnerships
Specific Practices (SP)
2.1
Community programmes and activities address ESDGC
2.2
Third Mission activities address ESDGC
Research and Monitoring
Specific Practices (SP)
2.1
Embedded ESDGC in research proposals
2.2
Annual monitoring statements and programme reviews incorporate
institutionalised ESDGC
2.3
ESDGC league tables/awards embedded within institution’s structure
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Institutionalise practices within the
management (Generic Practice (GP) 2)
Level 2 summary
19
Commitment and Leadership Specific Practices
Progress
2.1
Mission / vision and values address ESDGC
a
ESDGC is included in the institution’s guidelines for generating and updating
mission, vision and values statements
b
A clear process exists for all staff and students to have input into the wording of
mission, vision and values statements
c
The generation or updating of mission, vision and value statements appears
within specific staff members’ job descriptions
d
The mission, vision and values statements are reviewed at agreed intervals
2.2
ESDGC champion embedded in institution’s configuration
a
ESDGC Champion formally incorporated into job description
b
Champion attends ESDGC training events outside institution
c
Champion has formal channels of communication to senior management,
ESDGC appears on the agenda of planning and meeting structures
d
Formal structure exists for ESDGC Champion to communicate activities with staff
and students (web page, meeting minutes published)
2.3
ESDGC Sustainability committee embedded in institution’s configuration
a
Sustainability Committee appears within the formal process for all institutional
committees, with comparable configuration of membership
b
Clear remit for the Sustainability Committee established
c
Budget allocated to implement proposed initiatives from Sustainability Committee
d
Roles allocated for members of the Sustainability Committee regarding initiatives
and responsibilities remitted by the committee
e
External training opportunities / conferences for Committee members utilised
2.4
Links incorporated in strategies and policies to government ESDGC
priorities
a
Clear remit for all strategies, policies and initiatives to address Welsh
Government priorities exists
b
Responsibility allotted to particular personnel to ensure links to government
ESDGC, and other priorities, evident in strategies
c
Monitoring of links to government ESDGC priorities
d
Procedure exists for existing links to government ESDGC priorities be reviewed
by higher level management
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Sub-Practices required to institutionalise
specific practices within the management
Level 2 detail
20
Teaching and Learning Specific Practices
Progress
2.1
Learning and Teaching Strategy address ESDGC
a
Guidance for Learning and Teaching Strategy includes incorporation of ESDGC
issues
b
Particular personnel responsible for ensuring ESDGC addressed within Learning
and Teaching Strategy
c
Training (internal and external) provided for personnel responsible for ESDGC
being addressed in Learning and Teaching
d
Procedures in place for all staff and students to have input into content of
Learning and Teaching Strategy or updates
e
Mechanism exists for higher level management to review input of staff and
students and situation of ESDGC within the Learning and Teaching Strategy
2.2
Validation and quality assurance address ESDGC
a
Validation and quality assurance support documentation/templates include
guideline reference to ESDGC
b
Responsibility assigned for ensuring ESDGC incorporated, from relevant
teaching department through to quality assurance department
c
Internal training provided for staff to ensure guidelines adhered to in completing
above documentation
d
Monitoring of ESDGC position within validation and quality assurance
documentation
e
Mechanism exists for position of ESDGC within validation and quality assurance
to be reviewed by higher level management
2.3
Policy for ESDGC training and development for staff established and
maintained
a
Clear institutional policy and requirement for ESDGC training for all members of
staff during induction and ongoing staff development
b
Institution has trained individual(s) to deliver ESDGC training to all staff
c
Funds available for staff requiring external ESDGC training
d
Monitoring of ESDGC training programme and achievements (uptake)
e
Mechanism exists for ESDGC training programme to be reviewed at higher level
management
2.4
Student Professional Development Portfolios have an ESDGC focus
a
Student Professional Development Portfolios include section requiring ESDGC to
be addressed, activities undertaken, guidance included
b
ESDGC programmed into student professional development formal and informal
delivery
c
Monitoring of ESDGC element of student professional development portfolios
d
Mechanism exists for feedback of ESDGC element of the professional
development portfolio to be reviewed by higher level management
2.5
ESDGC within the curriculum is managed
a
Strategy and policy clearly locates ESDGC within the curriculum
b
Key personnel have responsibility for ESDGC incorporation within the curriculum
c
Ongoing training (internal and external) for personnel responsible for ESDGC
within the curriculum
d
ESDGC included in course evaluation process
e
Monitoring of ESDGC within the curriculum
f
Inclusion of ESDGC on agenda when reviewing and updating university’s
programme portfolio
21
2.6
Informal ESDGC opportunities managed
a
Clear remit within main strategies, such as Strategic Plan, Learning and Teaching
Strategy, providing the opportunity for engagement with ESDGC informally
b
Within departments, such as accommodation, catering and estates, personnel
with responsibility for informal ESDGC engagement for staff and students
c
ESDGC staff training includes opportunities for the ESDGC informal curriculum to
be delivered
d
Clear channels of communication from departments to sustainability champion
and sustainability committee and vice versa (e.g. representatives on committee)
e
Monitoring of informal engagement projects ongoing, providing feedback for
improvements and new ideas
f
Where feasible informal initiatives evaluated annually and reported to
sustainability committee and other higher level management structures
Institutional Management Specific Practices
Progress
2.1
Effective staff and student communications for ESDGC are managed
a
Approaches and methods of staff and student communications included within
organisational strategies
b
Appropriate methods of communications utilised regularly
c
Identified personnel have direct responsibility to communicate ESDGC
information to staff, students and wider community
d
Appropriate training available for web site dissemination of information or
newsletter publication, clear links with marketing department exist
e
Opportunity exists for all to contribute to the ESDGC information communicated
f
Monitoring of communications used to ensure engagement with ESDGC and
higher level management informed of methods and uptake
2.2
Environmental Management System (EMS) managed
a
EMS features within organisational policies
b
Funding and staff allocated to ensure adequate provision for EMS
c
Personnel assigned responsibility for EMS
d
Ongoing training for implementing the EMS involves expanding the personnel
engaged with the process
e
Auditing and monitoring of performance against projections and targets for EMS
f
Higher level management receives reviews of the activities and status of EMS
situation at periodic intervals
2.3
Business Plans address ESDGC
a
Guidance and template documents for business proposals and plans involving
the institution incorporate ESDGC
b
Key personnel available to support staff to address ESDGC within any business
plan proposals
c
Training element exists within staff development programme addressing
incorporation of ESDGC in business plans
d
Monitoring of business plans to fruition includes ESDGC
e
Mechanism exists for ESDGC outcomes of business plans to be reviewed by
higher level management
22
Partnerships Specific Practices
Progress
2.1
Community programmes and activities address ESDGC
a
Guidance and template documents for community programmes and activities
incorporate ESDGC
b
Key personnel available to support staff in addressing ESDGC in community
programmes and activities
c
Training element exists within staff development programme addressing
incorporation of ESDGC in community programmes and activities
d
Monitoring of community programmes addresses ESDGC
e
Mechanism exists for ESDGC outcomes of community programmes to be
reviewed by higher level management
2.2
Third Mission activities address ESDGC
a
Guidance and template documents for Third Mission activities incorporate
ESDGC
b
Key personnel available to support staff in addressing ESDGC in Third Mission
activities
c
Training element exists within staff development programme addressing
incorporation of ESDGC in Third Mission activities
d
Monitoring of Third Mission activities addresses ESDGC
e
Mechanism exists for ESDGC outcomes of Third Mission activities to be reviewed
by higher level management
Research and Monitoring Specific Practices
Progress
2.1
Embedded ESDGC in research proposals
a
Guidance and template documents for research proposals include ESDGC
b
Key personnel available to support staff in incorporating ESDGC in research
proposals
c
Training opportunity within staff development programme to address inclusion of
ESDGC in research
d
Monitoring of research addresses ESDGC approaches and context
e
Mechanism exists for ESDGC approaches and agenda incorporated within
research be reviewed by higher level management
2.2
Annual monitoring statements and programme reviews incorporate
institutionalised ESDGC
a
Guidance and template documents for annual monitoring statements and
programme reviews include addressing ESDGC
b
Key personnel available to support staff in addressing ESDGC in annual
monitoring statements and programme reviews
c
Training available within staff development programme to address inclusion of
ESDGC approaches and agenda within annual monitoring statements and
programme reviews
d
Monitoring of annual monitoring statements and programme reviews addresses
ESDGC approaches and context
e
Procedures exist for ESDGC approaches and agenda incorporated within annual
monitoring statements and programme reviews be reviewed by higher level
management
2.3
ESDGC league tables/awards embedded within institution’s structure
a
Institutional policies, such as Strategic Plan, Learning and Teaching Strategy and
Estates Strategy, incorporate ESDGC league tables and relevant awards
b
Funding and personnel are allocated to prioritising completion of ESDGC league
23
tables and awards
c
Staff development training raises staff awareness of the expectations and role of
ESDGC league tables and awards for the institution
d
Ongoing monitoring of performance in ESDGC league tables and awards against
set targets
e
Procedures in place to review ESDGC league tables and awards performance
with higher level management
24
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Commitment and Leadership
Progress
Specific Practices (SP)
3.1
Mission / vision and values are defined with ESDGC as their underlying principles
3.2
ESDGC champion embedded and clearly defined within institution’s infrastructure
3.3
ESDGC Sustainability committee embedded and clearly defined within the
institution’s infrastructure
3.4
Links to government ESDGC priorities embedded across the institution
Teaching and Learning
Specific Practices (SP)
3.1
ESDGC embedded within Learning and Teaching Strategy
3.2
ESDGC embedded within validation and quality assurance processes
3.3
Policy for ESDGC training and development for all staff embedded within the staff
development programme
3.4
ESDGC embedded within the Student Professional Development Portfolios
3.5
ESDGC within the curriculum is managed and defined
3.6
Informal ESDGC opportunities managed and defined
Institutional Management
Specific Practices (SP)
3.1
Effective staff and student communications for ESDGC managed and
defined
3.2
Environmental Management System managed and defined
3.3
ESDGC defined in Business Plans
Partnerships
Specific Practices (SP)
3.1
Community programmes and activities embed ESDGC
3.2
Third Mission activities embed ESDGC
Research and Monitoring
Specific Practices (SP)
3.1
ESDGC defined in research proposals
3.2
ESDGC embedded within annual monitoring statements and programme reviews
3.3
ESDGC league tables/awards managed and defined within institution’s structure
Define processes across the institution
(Generic Practice (GP) 3)
Level 3 summary
25
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Commitment and Leadership Specific Practices
Progress
3.1
Mission / vision and values are defined with ESDGC as their underlying
principles
a
ESDGC forms the basis of the institution’s guidelines for generating and updating
mission, vision and values statements
b
Staff and students contribute to the wording of mission, vision and values
statements
c
The generation or updating of mission, vision and value statements is conducted
by staff with clear responsibility, stated in job specification, for facilitating the
process
d
The mission, vision and values statements are reviewed at agreed intervals
3.2
ESDGC champion embedded and clearly defined within institution’s
infrastructure
a
ESDGC Champion’s specific requirements clearly stipulated in job description
b
Champion attends and delivers at ESDGC training events both internally and
externally
c
Senior management personnel identified with responsibility for ESDGC, direct
communication with Champion, ESDGC is a standing item on all management
planning agendas
d
Dissemination of ESDGC information takes place, directly from ESDGC
Champion achieved via dedicated web pages, and/or newsletter column
e
Clear evidence of activity, targets and progress by the ESDGC Champion visible
in institutional materials, such as strategy documents, web pages and marketing
information, including targets for presented and continually updated
3.3
ESDGC Sustainability committee embedded and clearly defined within the
institution’s infrastructure
a
Sustainability Committee membership cross institutional, frequency of meetings
comparable with other committees
b
Remit for the Sustainability Committee established, available publicly and
updated when required
c
Budget allocated to implement proposed initiatives from Sustainability Committee
d
Roles and responsibility allocated to members of the Sustainability Committee
are formally added to job description roles
e
Several committee members attend external training opportunities / conferences
as participants and presenters
f
Senior management personnel identified with direct responsibility for the
Sustainability Committee, monitoring targets and goals and ensuring
dissemination
3.4
Links to government ESDGC priorities embedded across the institution
a
Remit to links to government ESDGC priorities embedded within all strategy,
policy and initiatives guidance
b
Links to government ESDGC priorities defined within job responsibilities for
certain personnel
Sub practices required to define processes
across the institution
Level 3 detail
26
c
Monitoring and review of alignment to government ESDGC priorities updated
d
Senior management personnel identified with clear responsibility for monitoring
and reviewing links to government ESDGC priorities
Teaching and Learning Specific Practices
Progress
3.1
ESDGC embedded within Learning and Teaching Strategy
a
ESDGC issues underpin guidance for Learning and Teaching Strategy content
b
Job description roles clearly state direct responsibility for ESDGC content within
the Learning and Teaching Strategy
c
Personnel with the Learning and Teaching Strategy responsibility attend internal
and external ESDGC training events
d
Staff and students participant in contributing to the content of the Learning and
Teaching Strategy via a clear, open and accessible process
e
Specific senior management personnel responsible for reviewing staff and
student contributions
3.2
ESDGC embedded within validation and quality assurance processes
a
ESDGC content and guidance underpins support documentation for validation
and quality assurance processes
b
Job description roles specify personnel with ESDGC responsibility within the
validation and quality assurance processes
c
Mandatory training for all personnel regarding ESDGC inclusion within all
relevant institutional documentation
d
Senior management personnel have responsibility for ESDGC within validation
and quality assurance processes, reviewing and monitoring inclusion and
embedding of ESDGC
3.3
Policy for ESDGC training and development for all staff embedded within
the staff development programme
a
Staff development training programme includes specific ESDGC training as well
as embedded ESDGC within other modules, mandatory for all staff
b
The provision of ESDGC staff training undertaken by both internal and external
delivery
c
Increase in numbers of personnel requesting and undertaking external ESDGC
training
d
Senior management personnel responsible for monitoring and reviewing staff
uptake and delivery of ESDGC training
3.4
ESDGC embedded within the Student Professional Development Portfolios
a
Clear guidance for ESDGC agenda to be addressed within all sections of the
student professional development portfolio, embedded, not as an ‘add-on’
b
ESDGC embedded across the curriculum, including specific mandatory modules,
addressed within subject specific modules and incorporated within all clubs and
societies
c
Senior management personnel with responsibility to monitor and review inclusion
of ESDGC within all sections of the student professional development portfolio
3.5
ESDGC within the curriculum is managed and defined
a
ESDGC major underpinning principle for all curriculum, as stated in strategy and
policy
b
All appropriate job description roles include responsibility for incorporating
ESDGC within all curricula, with some management positions expanding the
responsibility
c
Training provided and undertaken by all staff to ensure ESDGC is addressed
within curriculum
d
ESDGC embedded within the monitoring and review process, with senior
management personnel having direct responsibility for ensuring ESDGC
27
curriculum content incorporated
3.6
Informal ESDGC opportunities managed and defined
a
Informal ESDGC opportunities highlighted within specific job description roles,
such as accommodation, catering and estates
b
Delivering the informal ESDGC curricula performs a mandatory element of the
ESDGC staff training programme
c
Senior management personnel with responsibility for monitoring and reviewing
informal ESDGC opportunities
Institutional Management Specific Practices
Progress
3.1
Effective staff and student communications for ESDGC managed and
defined
a
Organisational strategies prioritise importance of clear staff and student
communications
b
Specific job description roles identify clear responsibility for communicating
ESDGC information to staff, students and the wider community
c
Senior management personnel responsible for monitoring and reviewing
communications procedures
3.2
Environmental Management System managed and defined
a
Clear purpose for EMS defined within appropriate strategies
b
Funding and staff allocation to ensure implementation of EMS increasing
c
Specific job description roles identify responsibility for EMS alignment when
appropriate
d
Implementing EMS successfully features within the staff development programme
delivery
e
Senior management personnel with responsibility for effective monitoring and
reviewing of EMS progress against projections
3.3
ESDGC defined in Business Plans
a
ESDGC guidance underpins guidance for business plans, both specifically and
implicitly
b
Specific job description roles incorporate role of supporting staff in ensuring
ESDGC embedded within any business plan proposal
c
Incorporating ESDGC successfully within business plans features within the staff
development programme delivery
d
Senior management personnel with responsibility to oversee ESDGC
incorporation within business plans and monitor outcomes once plans come to
fruition
Partnerships Specific Practices
Progress
3.1
Community programmes and activities embed ESDGC
a
ESDGC guidance underpins guidance for community programmes and activities,
both specifically and implicitly
b
Specific job description roles incorporate role of supporting staff in ensuring
ESDGC embedded within community programmes and activities
c
Incorporating ESDGC successfully within community programmes and activities
features within the staff development programme delivery
d
Senior management personnel with responsibility to oversee ESDGC
incorporation within community programmes and activities and monitor outcomes
following delivery of initiatives
3.2
Third Mission activities embed ESDGC
a
ESDGC guidance underpins guidance for Third Mission activities, both
specifically and implicitly
28
b
Specific job description roles incorporate role of supporting staff in ensuring
ESDGC embedded within Third Mission activities
c
Incorporating ESDGC successfully within Third Mission activities features within
the staff development programme delivery
d
Senior management personnel with responsibility to oversee ESDGC
incorporation within Third Mission activities and monitor outcomes following
implementation
Research and Monitoring Specific Practices
Progress
3.1
ESDGC defined in research proposals
a
ESDGC guidance underpins guidance for research proposals, both specifically
and implicitly
b
Specific job description roles incorporate role of supporting staff in ensuring
ESDGC embedded within research proposals
c
Incorporating ESDGC successfully within research proposals included in the staff
development programme delivery
d
Senior management personnel with responsibility to oversee ESDGC
incorporation within research proposals and research activities, and monitor
outcomes and impact
3.2
ESDGC embedded within annual monitoring statements and programme
reviews
a
ESDGC guidance underpins guidance for annual monitoring statements and
programme reviews, both specifically and implicitly
b
Specific job description roles incorporate role of supporting staff in ensuring
ESDGC embedded within annual monitoring statements and programme reviews
c
Incorporating ESDGC successfully within annual monitoring statements and
programme reviews included in the staff development programme delivery
d
Senior management personnel with responsibility to oversee ESDGC
incorporation within annual monitoring statements and programme reviews
3.3
ESDGC league tables/awards managed and defined within institution’s
structure
a
ESDGC league tables and awards defined within institutional strategies and
policies
b
Specific job description roles incorporate role of supporting staff in ensuring
ESDGC league table and award criteria are addressed
c
Addressing the requirements for ESDGC league tables and related awards
included in the staff development programme delivery
d
Senior management personnel with responsibility to oversee ESDGC league
tables and awards submissions, monitor outcomes and review progress and
achievements
29
Key Process Area: Commitment and Leadership
Generic Practice (GP) 2: Institutionalise practices within the management
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of institutionalisation of the
practices.
Specific Practice (SP) 2.1: Mission / vision and values address ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.1a
ESDGC is included in the
institution’s guidelines for
generating and updating
mission, vision and values
statements
2.1b
A clear process exists for all
staff and students to have input
into the wording of mission,
vision and values statements
2.1c
The generation or updating of
mission, vision and value
statements appears within
specific staff members’ job
descriptions
2.1d
The mission, vision and values
statements are reviewed at
agreed intervals
2.1e
ESDGC is included in the
institution’s guidelines for
generating and updating
mission, vision and values
statements
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Level 2 reporting templates
Commitment and Leadership
30
Specific Practice (SP) 2.2: ESDGC champion embedded in institution’s configuration
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.2a
ESDGC Champion formally
incorporated into job
description
2.2b
Champion attends ESDGC
training events outside
institution
2.2c
Champion has formal channels
of communication to senior
management, ESDGC appears
on the agenda of planning and
meeting structures
2.2d
Formal structure exists for
ESDGC Champion to
communicate activities with
staff and students (web page,
meeting minutes published)
Specific Practice (SP) 2.3: ESDGC Sustainability committee embedded in institution’s configuration
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.3a
Sustainability Committee
appears within the formal
process for all institutional
committees, with comparable
configuration of membership
2.3b
Clear remit for the
Sustainability Committee
established
2.3c
Budget allocated to implement
proposed initiatives from
Sustainability Committee
31
2.3d
Roles allocated for members of
the Sustainability Committee
regarding initiatives and
responsibilities remitted by the
committee
2.3e
External training opportunities /
conferences for Committee
members utilised
Specific Practice (SP) 2.4: Links incorporated in strategies and policies to government ESDGC priorities
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.4a
Clear remit for all strategies,
policies and initiatives to
address Welsh Government
priorities exists
2.4b
Responsibility allotted to
particular personnel to ensure
links to government ESDGC,
and other priorities, evident in
strategies
2.4c
Monitoring of links to
government ESDGC priorities
2.4d
Procedure exists for existing
links to government ESDGC
priorities be reviewed by higher
level management
32
Key Process Area: Teaching and Learning
Generic Practice (GP) 2: Institutionalise practices within the management
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of institutionalisation of the
practices.
Specific Practice (SP) 2.1: Learning and Teaching Strategy address ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.1a
Guidance for Learning and
Teaching Strategy includes
incorporation of ESDGC issues
2.1b
Particular personnel
responsible for ensuring
ESDGC addressed within
Learning and Teaching
Strategy
2.1c
Training (internal and external)
provided for personnel
responsible for ESDGC being
addressed in Learning and
Teaching
2.1d
Procedures in place for all staff
and students to have input into
content of Learning and
Teaching Strategy or updates
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Teaching and Learning
33
Specific Practice (SP) 2.2: Validation and quality assurance address ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.2a
Validation and quality
assurance support
documentation/templates
include guideline reference to
ESDGC
2.2b
Responsibility assigned for
ensuring ESDGC incorporated,
from relevant teaching
department through to quality
assurance department
2.2c
Internal training provided for
staff to ensure guidelines
adhered to in completing above
documentation
2.2d
Monitoring of ESDGC position
within validation and quality
assurance documentation
2.2e
Mechanism exists for position
of ESDGC within validation and
quality assurance to be
reviewed by higher level
management
2.2f
Validation and quality
assurance support
documentation/templates
include guideline reference to
ESDGC
34
Specific Practice (SP) 2.3: Policy for ESDGC training and development for staff established and maintained
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.3a
Clear institutional policy and
requirement for ESDGC
training for all members of staff
during induction and ongoing
staff development
2.3b
Institution has trained
individual(s) to deliver ESDGC
training to all staff
2.3c
Funds available for staff
requiring external ESDGC
training
2.3d
Monitoring of ESDGC training
programme and achievements
(uptake)
2.3e
Mechanism exists for ESDGC
training programme to be
reviewed at higher level
management
Specific Practice (SP) 2.4: Student Professional Development Portfolios have an ESDGC focus
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.4a
Student Professional
Development Portfolios include
section requiring ESDGC to be
addressed, activities
undertaken, guidance included
2.4b
ESDGC programmed into
student professional
development formal and
informal delivery
35
2.4c
Monitoring of ESDGC element
of student professional
development portfolios
2.4d
Mechanism exists for feedback
of ESDGC element of the
professional development
portfolio to be reviewed by
higher level management
Specific Practice (SP) 2.5: ESDGC within the curriculum is managed
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.5a
Strategy and policy clearly
locates ESDGC within the
curriculum
2.5b
Key personnel have
responsibility for ESDGC
incorporation within the
curriculum
2.5c
Ongoing training (internal and
external) for personnel
responsible for ESDGC within
the curriculum
2.5d
ESDGC included in course
evaluation process
2.5e
Monitoring of ESDGC within
the curriculum
2.5f
Inclusion of ESDGC on agenda
when reviewing and updating
university’s programme
portfolio
36
Specific Practice (SP) 2.6: Informal ESDGC opportunities managed
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.6a
Clear remit within main
strategies, such as Strategic
Plan, Learning and Teaching
Strategy, providing the
opportunity for engagement
with ESDGC informally
2.6b
Within departments, such as
accommodation, catering and
estates, personnel with
responsibility for informal
ESDGC engagement for staff
and students
2.6c
ESDGC staff training includes
opportunities for the ESDGC
informal curriculum to be
delivered
2.6d
Clear channels of
communication from
departments to sustainability
champion and sustainability
committee and vice versa (e.g.
representatives on committee)
2.6e
Monitoring of informal
engagement projects ongoing,
providing feedback for
improvements and new ideas
2.6f
Where feasible informal
initiatives evaluated annually
and reported to sustainability
committee and other higher
level management structures
37
Key Process Area: Institutional Management
Generic Practice (GP) 2: Institutionalise practices within the management
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of institutionalisation of the
practices.
Specific Practice (SP) 2.1: Effective staff and student communications for ESDGC are managed
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.1a
Approaches and methods of
staff and student
communications included within
organisational strategies
2.1b
Appropriate methods of
communications utilised
regularly
2.1c
Identified personnel have direct
responsibility to communicate
ESDGC information to staff,
students and wider community
2.1d
Appropriate training available
for web site dissemination of
information or newsletter
publication, clear links with
marketing department exist
2.1e
Opportunity exists for all to
contribute to the ESDGC
information communicated
2.1f
Monitoring of communications
used to ensure engagement
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Institutional Management
38
with ESDGC and higher level
management informed of
methods and uptake
Specific Practice (SP) 2.2: Environmental Management System (EMS) managed
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.2a
EMS features within
organisational policies
2.2b
Funding and staff allocated to
ensure adequate provision for
EMS
2.2c
Personnel assigned
responsibility for EMS
2.2d
Ongoing training for
implementing the EMS involves
expanding the personnel
engaged with the process
2.2e
Auditing and monitoring of
performance against
projections and targets for EMS
2.2f
Higher level management
receives reviews of the
activities and status of EMS
situation at periodic intervals
Specific Practice (SP) 2.3: Business Plans address ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.3a
Guidance and template
documents for business
proposals and plans involving
the institution incorporate
ESDGC
2.3b
Key personnel available to
support staff to address
ESDGC within any business
39
plan proposals
2.3c
Training element exists within
staff development programme
addressing incorporation of
ESDGC in business plans
2.3d
Monitoring of business plans to
fruition includes ESDGC
2.3e
Mechanism exists for ESDGC
outcomes of business plans to
be reviewed by higher level
management
40
Key Process Area: Partnerships
Generic Practice (GP) 2: Institutionalise practices within the management
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of institutionalisation of the
practices.
Specific Practice (SP) 2.1: Community programmes and activities address ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.1a
Guidance and template
documents for community
programmes and activities
incorporate ESDGC
2.1b
Key personnel available to
support staff in addressing
ESDGC in community
programmes and activities
2.1c
Training element exists within
staff development programme
addressing incorporation of
ESDGC in community
programmes and activities
2.1d
Monitoring of community
programmes addresses
ESDGC
2.1e
Mechanism exists for ESDGC
outcomes of community
programmes to be reviewed by
higher level management
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Partnerships
41
Specific Practice (SP) 2.2: Third Mission activities address ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.2a
Guidance and template
documents for Third Mission
activities incorporate ESDGC
2.2b
Key personnel available to
support staff in addressing
ESDGC in Third Mission
activities
2.2c
Training element exists within
staff development programme
addressing incorporation of
ESDGC in Third Mission
activities
2.2d
Monitoring of Third Mission
activities addresses ESDGC
2.2e
Mechanism exists for ESDGC
outcomes of Third Mission
activities to be reviewed by
higher level management
42
Key Process Area: Research and Monitoring
Generic Practice (GP) 2: Institutionalise practices within the management
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of institutionalisation of the
practices.
Specific Practice (SP) 2.1: Embedded ESDGC in research proposals
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.1a
Guidance and template
documents for research
proposals include ESDGC
2.1b
Key personnel available to
support staff in incorporating
ESDGC in research proposals
2.1c
Training opportunity within staff
development programme to
address inclusion of ESDGC in
research
2.1d
Monitoring of research
addresses ESDGC approaches
and context
2.1e
Mechanism exists for ESDGC
approaches and agenda
incorporated within research be
reviewed by higher level
management
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Research and Monitoring
43
Specific Practice (SP) 2.2: Annual monitoring statements and programme reviews incorporate institutionalised ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.2a
Guidance and template
documents for annual
monitoring statements and
programme reviews include
addressing ESDGC
2.2b
Key personnel available to
support staff in addressing
ESDGC in annual monitoring
statements and programme
reviews
2.2c
Training available within staff
development programme to
address inclusion of ESDGC
approaches and agenda within
annual monitoring statements
and programme reviews
2.2d
Monitoring of annual monitoring
statements and programme
reviews addresses ESDGC
approaches and context
2.2e
Procedures exist for ESDGC
approaches and agenda
incorporated within annual
monitoring statements and
programme reviews be
reviewed by higher level
management
44
Specific Practice (SP) 2.3: ESDGC league tables/awards embedded within institution’s structure
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
2.3a
Institutional policies, such as
Strategic Plan, Learning and
Teaching Strategy and Estates
Strategy, incorporate ESDGC
league tables and relevant
awards
2.3b
Funding and personnel are
allocated to prioritising
completion of ESDGC league
tables and awards
2.3c
Staff development training
raises staff awareness of the
expectations and role of
ESDGC league tables and
awards for the institution
2.3d
Ongoing monitoring of
performance in ESDGC league
tables and awards against set
targets
2.3e
Procedures in place to review
ESDGC league tables and
awards performance with
higher level management
45
Key Process Area: Commitment and Leadership
Generic Practice (GP) 3: Define processes across the institution
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of managing and defining
practices.
Specific Practice (SP) 3.1: Mission / vision and values are defined with ESDGC as their underlying principles
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.1a
ESDGC forms the basis of the
institution’s guidelines for
generating and updating
mission, vision and values
statements
3.1b
Staff and students contribute to
the wording of mission, vision
and values statements
3.1c
The generation or updating of
mission, vision and value
statements is conducted by
staff with clear responsibility,
stated in job specification, for
facilitating the process
3.1d
The mission, vision and values
statements are reviewed at
agreed intervals
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Level 3 reporting templates
Commitment and Leadership
46
Specific Practice (SP) 3.2: ESDGC champion embedded and clearly defined within institution’s infrastructure
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.2a
ESDGC Champion’s specific
requirements clearly stipulated
in job description
3.2b
Champion attends and delivers
at ESDGC training events both
internally and externally
3.2c
Senior management personnel
identified with responsibility for
ESDGC, direct communication
with Champion, ESDGC is a
standing item on all
management planning agendas
3.2d
Dissemination of ESDGC
information takes place, directly
from ESDGC Champion
achieved via dedicated web
pages, and/or newsletter
column
3.2e
Clear evidence of activity,
targets and progress by the
ESDGC Champion visible in
institutional materials, such as
strategy documents, web
pages and marketing
information, including targets
for presented and continually
updated
47
Specific Practice (SP) 3.3: ESDGC Sustainability committee embedded and clearly defined within the institution’s infrastructure
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.3a
Sustainability Committee
membership cross institutional,
frequency of meetings
comparable with other
committees
3.3b
Remit for the Sustainability
Committee established,
available publicly and updated
when required
3.3c
Budget allocated to implement
proposed initiatives from
Sustainability Committee
3.3d
Roles and responsibility
allocated to members of the
Sustainability Committee are
formally added to job
description roles
3.3e
Several committee members
attend external training
opportunities / conferences as
participants and presenters
3.3f
Senior management personnel
identified with direct
responsibility for the
Sustainability Committee,
monitoring targets and goals
and ensuring dissemination
48
Specific Practice (SP) 3.4: Links to government ESDGC priorities embedded across the institution
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.4a
Remit to links to government
ESDGC priorities embedded
within all strategy, policy and
initiatives guidance
3.4b
Links to government ESDGC
priorities defined within job
responsibilities for certain
personnel
3.4c
Monitoring and review of
alignment to government
ESDGC priorities updated
3.4d
Senior management personnel
identified with clear
responsibility for monitoring
and reviewing links to
government ESDGC priorities
49
Key Process Area: Teaching and Learning
Generic Practice (GP) 3: Define processes across the institution
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of managing and defining
practices.
Specific Practice (SP) 3.1: ESDGC embedded within Learning and Teaching Strategy
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.1a
ESDGC issues underpin
guidance for Learning and
Teaching Strategy content
3.1b
Job description roles clearly
state direct responsibility for
ESDGC content within the
Learning and Teaching
Strategy
3.1c
Personnel with the Learning
and Teaching Strategy
responsibility attend internal
and external ESDGC training
events
3.1d
Staff and students participant in
contributing to the content of
the Learning and Teaching
Strategy via a clear, open and
accessible process
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Teaching and Learning
50
3.1e
Specific senior management
personnel responsible for
reviewing staff and student
contributions
Specific Practice (SP) 3.2: ESDGC embedded within validation and quality assurance processes
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.2a
ESDGC content and guidance
underpins support
documentation for validation
and quality assurance
processes
3.2b
Job description roles specify
personnel with ESDGC
responsibility within the
validation and quality
assurance processes
3.2c
Mandatory training for all
personnel regarding ESDGC
inclusion within all relevant
institutional documentation
3.2d
Senior management personnel
have responsibility for ESDGC
within validation and quality
assurance processes,
reviewing and monitoring
inclusion and embedding of
ESDGC
51
Specific Practice (SP) 3.3: Policy for ESDGC training and development for all staff embedded within the staff development programme
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.3a
Staff development training
programme includes specific
ESDGC training as well as
embedded ESDGC within other
modules, mandatory for all staff
3.3b
The provision of ESDGC staff
training undertaken by both
internal and external delivery
3.3c
Increase in numbers of
personnel requesting and
undertaking external ESDGC
training
3.3d
Senior management personnel
responsible for monitoring and
reviewing staff uptake and
delivery of ESDGC training
Specific Practice (SP) 3.4: ESDGC embedded within the Student Professional Development Portfolios
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.4a
Clear guidance for ESDGC
agenda to be addressed within
all sections of the student
professional development
portfolio, embedded, not as an
‘add-on’
3.4b
ESDGC embedded across the
curriculum, including specific
mandatory modules, addressed
within subject specific modules
and incorporated within all
clubs and societies
52
3.4c
Senior management personnel
with responsibility to monitor
and review inclusion of ESDGC
within all sections of the
student professional
development portfolio
Specific Practice (SP) 3.5: ESDGC within the curriculum is managed and defined
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.5a
ESDGC major underpinning
principle for all curriculum, as
stated in strategy and policy
3.5b
All appropriate job description
roles include responsibility for
incorporating ESDGC within all
curricula, with some
management positions
expanding the responsibility
3.5c
Training provided and
undertaken by all staff to
ensure ESDGC is addressed
within curriculum
3.5d
ESDGC embedded within the
monitoring and review process,
with senior management
personnel having direct
responsibility for ensuring
ESDGC curriculum content
incorporated
53
Specific Practice (SP) 3.6: Informal ESDGC opportunities managed and defined
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.6a
Informal ESDGC opportunities
highlighted within specific job
description roles, such as
accommodation, catering and
estates
3.6b
Delivering the informal ESDGC
curricula performs a mandatory
element of the ESDGC staff
training programme
3.6c
Senior management personnel
with responsibility for
monitoring and reviewing
informal ESDGC opportunities
54
Key Process Area: Institutional Management
Generic Practice (GP) 3: Define processes across the institution
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of managing and defining
practices.
Specific Practice (SP) 3.1: Effective staff and student communications for ESDGC managed and defined
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.1a
Organisational strategies
prioritise importance of clear
staff and student
communications
3.1b
Specific job description roles
identify clear responsibility for
communicating ESDGC
information to staff, students
and the wider community
3.1c
Senior management personnel
responsible for monitoring and
reviewing communications
procedures
Specific Practice (SP) 3.2: Environmental Management System managed and defined
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.2a
Clear purpose for EMS defined
within appropriate strategies
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Institutional Management
55
3.2b
Funding and staff allocation to
ensure implementation of EMS
increasing
3.2c
Specific job description roles
identify responsibility for EMS
alignment when appropriate
3.2d
Implementing EMS
successfully features within the
staff development programme
delivery
3.2e
Senior management personnel
with responsibility for effective
monitoring and reviewing of
EMS progress against
projections
Specific Practice (SP) 3.3: ESDGC defined in Business Plans
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.3a
ESDGC guidance underpins
guidance for business plans,
both specifically and implicitly
3.3b
Specific job description roles
incorporate role of supporting
staff in ensuring ESDGC
embedded within any business
plan proposal
3.3c
Incorporating ESDGC
successfully within business
plans features within the staff
development programme
delivery
3.3d
Senior management personnel
with responsibility to oversee
ESDGC incorporation within
56
business plans and monitor
outcomes once plans come to
fruition
57
Key Process Area: Partnerships
Generic Practice (GP) 3: Define processes across the institution
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of managing and defining
practices.
Specific Practice (SP) 3.1: Community programmes and activities embed ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.1a
ESDGC guidance underpins
guidance for community
programmes and activities,
both specifically and implicitly
3.1b
Specific job description roles
incorporate role of supporting
staff in ensuring ESDGC
embedded within community
programmes and activities
3.1c
Incorporating ESDGC
successfully within community
programmes and activities
features within the staff
development programme
delivery
3.1d
Senior management personnel
with responsibility to oversee
ESDGC incorporation within
community programmes and
activities and monitor outcomes
following delivery of initiatives
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Partnerships
58
Specific Practice (SP) 3.2: Third Mission activities embed ESDGC
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.2a
ESDGC guidance underpins
guidance for Third Mission
activities, both specifically and
implicitly
3.2b
Specific job description roles
incorporate role of supporting
staff in ensuring ESDGC
embedded within Third Mission
activities
3.2c
Incorporating ESDGC
successfully within Third
Mission activities features
within the staff development
programme delivery
3.2d
Senior management personnel
with responsibility to oversee
ESDGC incorporation within
Third Mission activities and
monitor outcomes following
implementation
59
Key Process Area: Research and Monitoring
Generic Practice (GP) 3: Define processes across the institution
Each sub-practice needs to be achieved for the specific practice to be
accomplished in full and provide sufficient evidence of managing and defining
practices.
Specific Practice (SP) 3.1: ESDGC defined in research proposals
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.1a
ESDGC guidance underpins
guidance for research
proposals, both specifically and
implicitly
3.1b
Specific job description roles
incorporate role of supporting
staff in ensuring ESDGC
embedded within research
proposals
3.1c
Incorporating ESDGC
successfully within research
proposals included in the staff
development programme
delivery
3.1d
Senior management personnel
with responsibility to oversee
ESDGC incorporation within
research proposals and
research activities, and monitor
outcomes and impact
No evidence
or progress
?
Some
progress
√
Achieved and
ongoing
Research and Monitoring
60
Specific Practice (SP) 3.2: ESDGC embedded within annual monitoring statements and programme reviews
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.2a
ESDGC guidance underpins
guidance for annual monitoring
statements and programme
reviews, both specifically and
implicitly
3.2b
Specific job description roles
incorporate role of supporting
staff in ensuring ESDGC
embedded within annual
monitoring statements and
programme reviews
3.2c
Incorporating ESDGC
successfully within annual
monitoring statements and
programme reviews included in
the staff development
programme delivery
3.2d
Senior management personnel
with responsibility to oversee
ESDGC incorporation within
annual monitoring statements
and programme reviews
61
Specific Practice (SP) 3.3: ESDGC league tables/awards managed and defined within institution’s structure
Sub-Practices
Notes (personnel responsible, frequency of
updates, how do staff have input?)
Current
situation
Planned future actions (who, how, what, when?)
3.3a
ESDGC league tables and
awards defined within
institutional strategies and
policies
3.3b
Specific job description roles
incorporate role of supporting
staff in ensuring ESDGC
league table and award criteria
are addressed
3.3c
Addressing the requirements
for ESDGC league tables and
related awards included in the
staff development programme
delivery
3.3d
Senior management personnel
with responsibility to oversee
ESDGC league tables and
awards submissions, monitor
outcomes and review progress
and achievements
62
References
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Grant, K.P., and Pennypacker, J.S. (2006) Project management maturity: an assessment of
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Glover, A., Claricoates, J., Jones, Y., Morgan, J. and Peters, C. (2012) Developing and
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citizenship (ESDGC), Review of a curriculum audit in Wales, Higher Education Academy,
United Kingdom.
Higher Education Funding Council for Wales. (2012) Baselining for ESDGC – Piloting an
approach. Retrieved from http://www.hefcw.ac.uk/documents/about_
he_in_wales/wag_priorities_and_policies/baselining%20for%20esdgc%20edf%20-
%20final%20report%20to%20hefcw%20310311.pdf
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