Climate neutralcampus report_olgasafonova

How to make ASB Fuglesangs Allé

a climate neutral campus? A report within Social Marketing subject

Olga Safonova, MSc. in Marketing

Aarhus School of Business, University of Aarhus

December 2008

2

Table of contents

Introduction......................................................................................................................... 3

Current situation on campus............................................................................................... 4

Problem delimitation........................................................................................................... 5

Theoretical framework ........................................................................................................ 6

Change objectives ................................................................................................................ 6

Target group ........................................................................................................................ 6

BCOS model..........................................................................................................................7

Competition ......................................................................................................................... 8

Means of intervention.......................................................................................................... 9

Progress measurement ....................................................................................................... 11

Supplementary measures ................................................................................................... 11

Conclusion ..........................................................................................................................12

References...........................................................................................................................13

Bibliography........................................................................................................................14

Appendix 1. Interview with PhD. Researcher at MAPP Berit Kamp, conducted on 22nd of October 2008..................................................................................................................15

Appendix 2. The questionnaire results ..............................................................................18

3

Introduction The mission of Aarhus School of Business, Aarhus University is to contribute added

value to the society through its primary activities - research, education and dialogue on

the creation and development of companies and organisations1. No doubts, ASB has

made significant advances in many fields, providing business community with research

based knowledge and well educated graduates, equipping the students with the

knowledge that is relevant and required in the international labor market and fostering

further development opportunities for students, researchers and community as a whole.

ASB is EQUIS accredited2 which makes it one of the best business schools worldwide.

Currently ASB hosts more than 7000 students3, which makes it one of the Europe's

largest educational institutions.

Being such a large institution also makes ASB one of the entities, having significant

impact on the environment. This impact is produced both directly - through ASB's

everyday operation activities and indirectly - through the activities initiated by its

students and employees. Keeping in mind ASB's mission is to contribute added value to

the society, it would be quite logical to assume that ASB should strive to minimize its

environmental impact.

But does ASB really do that? Having carefully studied ASB's strategy for the next 4

years, its mission and vision I could not find any mentioning of ASB policy regarding

this matter. Being a student at ASB myself, I hardly notice any communications from

the administration to the students on this topic. Although there have been some

activities (for instance, launching educational programs such as BSc. program in

Business Administration and Sustainability4 , Erhvervsøkonomi og erhvervsjura med

fokus på miljø og bæredygtighed5 and Master i Energi og Miljø6;) and initiatives by

ASB employees (see for example transcript of the interview with PhD. Researcher

Berit Kamp, Appendix 1), there seem to be lack of attention to the question of the

environmental impact from the top administration.

4

At the same time, environmental issues are being constantly raised in the public agenda,

both worldwide and on the national level in Denmark. ASB itself is listed as

participating in Climate initiative by Aarhus University. A range of campaigns is

currently running in Denmark (for example, campaign "1 ton less"7 by the Danish

Ministry of Climate and Energy). Denmark is also going to host UN Climate change

conference in Copenhagen in 20098.

Current situation on campus A group of 4 students (ThuyTien Luong, Ana Mocanu, Rotem Avni and myself) has

conducted a preliminary research, which outlined several factors that need to be

improved to move ASB towards greater sustainability. These factors were presented in

class on October 21st, 2008 and include the following aspects:

• Resources consumption (including energy, paper, and water);

• Recycling practices – garbage sorting, waste reduction;

• School procurement policies – agreements with service providers: catering,

cleaning, green plants service, building and construction, etc.;

• Encouraging students and staff to get more involved in the environmental issues.

Later on we have created and sent out a questionnaire to find out the students attitude

towards the topic and particular behaviors performed by students. The results of this

questionnaire (see Appendix 2) will be used as a starting point for my intervention.

These results have demonstrated that generally students at ASB have a positive attitude

towards making ASB a sustainable campus; however, sometimes they do not have an

opportunity to behave in a way, that would contribute into achieving this goal – for

instance, there is hardly any opportunity to separate the garbage for further recycling at

ASB. Also, some aspects can scarcely be controlled by the students. With respect to the

efficient energy consumption, these are not the behaviors of the students, but the

structural conditions on campus that would allow saving the energy and/or using it in an

efficient manner. Those structural conditions can be buildings insulation, overall

buildings design, the type of windows and doors, the heating equipment and its

5

regulation, the type of electrical equipment, lighting, etc.

There is a tremendous knowledge and expertise base on how universities and other

educational institutions worldwide cope with the challenge of minimizing their

environmental impact. However, if the changes are to be made and success is to be

achieved, the main aspect is an organization-wide commitment to the problem.

Problem delimitation In my report I would concentrate primarily on upstream activities. Upstream

interventions are aimed at structural changes. Donovan and Henley (2003) define

upstream approach as an approach that “addresses the preventive measures that can be

put in place by agencies and organizations that will bring about desired individual

behavior, sometimes without the individual conscious volition”. Andreasen (2006)

argues that upstream approach is often more efficient than downstream. Thøgersen and

Ölander (1995) emphasize the importance of structural conditions as an ‘objective

preconditions for behavior’. However, in order to really bring the change about and to

reduce the environmental impact created by ASB, a holistic (i.e. both upstream and

downstream) approach is necessary. Therefore, in the last chapter of my report I will

mention some supplementary downstream measures that would be compatible with the

proposed intervention.

A note of caution has to be made regarding the results of the questionnaire: due to the

relatively small sample and time constrains, the generalizations of the results to the

whole population (i.e. all of the ASB students) can hardly be made. However, solely for

the purpose of this report, it is assumed that the majority of ASB students would express

similar attitudes, should they have a possibility to participate in the survey. Another

issue to be mentioned is that due to the nature of some questions, the answers can be

biased. Individuals tend to picture themselves as always complying with socially desired

behavior (Schwarz & Oyserman, 2001).

6

Theoretical framework To initiate a positive change and to persuade people in charge (in our case, ASB top

management) to pay more attention to the subject of making ASB Fuglesangs Allé a

climate neutral campus, a targeted approach should be applied. Stages of Change model

(Prochaska et al., 2002; Andreasen 2006) will be used as a theoretical framework to

address the problem. The target audience for the present intervention will need to be

segmented into supporters, opponents and “undecideds” (Andreasen, 2006). After that,

BCOS (Benefits, Costs, Others and Self-assurance issues) model will be applied and

potential competition will be outlined.

Change objectives The specific change objective is the degree of attention given to environmental and

climate issues by ASB administration. In other words, the aim is to move the issue up

the public, media and policy agendas (Andreasen, 2006) within the ASB. Survey has

revealed that students are willing to behave in an environmentally friendly manner, but

often do not have an opportunity to do so. The ASB management has a power and

authority necessary to facilitate this opportunity and to influence the situation on

campus. ASB administration's actions would be more efficient and effective.

Target group The primary target group for this intervention is therefore ASB top management,

including Dean, Academic Council, Advisory Boards and ASB Management. The

secondary target groups are the students attending various educational programs, the

researchers, lecturers and other employees, working on campus.

The primary target group can be partially attributed to precontempators and partially to

contemplators. The lack of attention to the practical environmental issues on campus

can be explained by the presence of precontemplators in the decision-making

authorities. Other issues are considered by those precontemplators as more relevant, or

7

as having higher priority. At the same time, the launch of several educational programs

having a direct connection with the sustainability and environment, signals that there

are some persons in the top management who realize the importance of the problem and

promote it within the school’s policy.

Thus, the supporters of the problem might be the professors, who will have to educate

the students in the newly launched programs; the researchers, which have a professional

interest in the environmental issues; finally, some members of the advisory board might

have a personal preference toward the issues of the environment and climate impact.

The opponents are those individuals, who consider other topics to be more important

and therefore would be reluctant to put their attention to the problem of making ASB a

climate neutral campus. Also, when the budget has to be drawn up, the opponents might

want a bigger “piece of pie” to be devoted to their particular projects and initiatives. They

might therefore justify these projects as having a bigger importance and a higher priority

for ASB.

Besides, there might be “undecideds”, who neither for nor against the environmental

issues at ASB.

BCOS model After the set of target candidates is identified, Andreasen (2006) recommends finding

possible points of influence. That can be done with help of BCOS model.

So now the challenge is to frame and present an issue in a way that the benefits of the

positive change will be higher than the costs; the target audience has also to be

persuaded that it is actually possible for them to make a change (self-assurance issues)

and that others involved in the change may facilitate it.

The benefits of making ASB Fuglesangs Allé a climate neutral campus, as they should

8

be communicated upstream, include several aspects. Firstly, a positioning of ASB as a

sustainable campus would enhance its image, both among current and potential

stakeholders. Secondly, the implementation of certain initiatives (for example, ensuring

proper buildings insulation) would allow ASB to save significant amount on operational

costs and thus increase its operational efficiency. Thirdly, ASB would be able to serve as

a concrete real-life example and a material for case-studies, which could then be used in

all the newly launched educational programs connected to the environment and

sustainability.

The costs of making ASB a climate neutral campus can include the development and

launch of initial policies and initiatives. Another aspect is setting up the budget and

planning of the campaigns. The lack of experience might also be perceived as a cost.

The next factor of BCOS model, others, can include allies who would be able to help

ASB to become more climate neutral campus. Those might be companies, who either try

to present themselves as socially responsible organizations, or whose business is, for

example, the development and selling of the efficient energy consumptions solutions.

The range of the companies is very wide – from building contractors and architects to

high-tech engineering companies. Other educational institutions, both in Denmark and

worldwide, can act as a facilitators, know-how providers or cooperation partners in

bringing about the positive change at ASB. Besides, the sustainability enthusiasts and

“green citizens” can have an impact as well – among those are some ASB students as well

as researchers with particular interest in and knowledge about environmental issues.

Finally, self-assurance issues of BCOS model might involve small initiatives within

ASB, as well as previous experience of bringing about the change on campus (not

necessarily in the field of environmental issues).

Competition Every social marketing campaign or intervention faces a real competition. Such

competition may take the form of the organizations, entities or individuals, who is trying

9

to get their own behavior adopted. In other situations, it is just status quo that offers the

target audience some important benefits, which they do not want to give up (Andreasen,

2006).

In the case of making ASB Fuglesangs Allé a climate neutral campus, a competition is

generally those agents within ASB who pursue goals other than sustainable

development. The members of ASB management who sees the aggressive growth of

ASB as a preferable direction for the development, might be interested in spending the

budget on acquiring more buildings and getting more students enrolled, without

thinking of the environmental impact this might cause.

With respect to the resource usage, companies who make significant revenue on selling

those resources to ASB might be competitors as well. Such companies are interested in

getting campus consume more rather than less. Stationary and electronic equipment

companies can be listed as example.

Finally, individuals employed at ASB and students attending educational programs can

be resistant to change because they are perfectly fine with how the things work right

now. They might not want to invest their time into learning new habits or changing the

old habits. They also might resist to adopting the new routines – like, for instance,

sorting out the garbage and bringing the paper garbage to the specially designated sites;

lowering down the temperature at their offices to save the energy; reducing their

printouts or switching off the electrical devices when they are not in use.

Means of intervention Below I would like to suggest initial step of an upstream intervention in order to get ASB

top management to pay more attention to environmental issues on campus. The idea is

to move the issue up the agenda within ASB. Andreasen (2006) pinpoints three agendas

in which social problems can be addressed. First, there is a public agenda. This agenda

reflects what is important in general public’s perception. In the case of making ASB

Fuglesangs Allé a climate neutral campus the students and the employees at ASB can be

10

referred to as a public. Such delimitation is made since this particular topic may not be

of interest to the more general public, say the entire population of Denmark. On the

other hand, the students and employees at ASB are present on campus on day-to-day

basis and therefore the topic might be relevant for them.

Second, a media agenda plays an important role in getting the attention to the issues of

sustainability. For ASB Fuglesangs Allé, media players operating within ASB will have to

be part of the intervention. Those media players are basically all online and offline

publications, created at ASB and for ASB: Commerciel and Focus magazines issued by

Studenterlauget, blogs at ASB, ASBYou social network, etc.

Finally, the policy agenda can be affected by different “political” organizations at ASB.

Those are Studenterlauget, the union of international students at ASB called ASBIS, the

student unions for different educational programs, for instance MarS for Marketing

students, Communis for Corporate Communication students, FIBU for Finance and

International Business students, etc.

The idea is to get in contact with all the agents that have a possibility to act on a media or

a policy agenda. By highlighting the issue in the “local” ASB media and bringing it up in

on the policy agenda, it would then be possible to attract the attention of the top

management to the problem of making ASB a climate neutral campus. As for the public

agenda, a very wide range of activities has to be done to bring the issue to the general

public attention. In our case, the initial step will be creating a group on the popular

social media application Facebook. Why Facebook is chosen for this step? It is

extremely popular service among students in general, and ASB students are not

exclusion. Almost every student at ASB has a profile on Facebook and uses it on a daily

basis. Facebook became a means of communication among students, a means of

expressing the attitudes and simply a life-streaming tool where people keep their

network of friends updated on what is happening to them. Moreover, some features of

Facebook allow easily creating and disseminating the message among its users. It thus

can be used to reach the students who care about the environmental issues. It can

provide a way for people to act collectively to address social problems, a key component

11

of sustainability, and also engage in environmental activism.

Progress measurement The process of moving the issue up the public, media and policy agendas can not happen

overnight, because this process involves many different elements and the interactions

between those elements are complex. Nevertheless, the progress can and should be

measured. The measures need to include the following:

- controlling if the policy regarding environmental issues had been formulated and

disseminated by ASB top management;

- monitoring the media issued at ASB to get the track of the topic highlighted;

- conducting yet another research (questionnaire) aimed to measure the

opportunities to perform the environmentally friendly behavior (for example,

recycling) as perceived by the students;

- measuring students and employees awareness of the ASB environmental policy.

In order to sustain intervention goals in the longer run, a working group dealing

exclusively with this issue has to be created. This working group should design and

develop concrete recommendations on how to reduce the impact of ASB on the

environment. Cooperation with the public institutions involved in the environmental

issues on a higher level has to be established – for example, the Ministry of Climate and

Energy or the Ministry of Science, Technology and Innovation. Partnering with the

schools and Universities which are already pursuing climate neutrality can also be

reinforcing for the goal of making ASB a sustainable, environmentally friendly campus.

Supplementary measures In order for the intervention to have an effect, a supplementary measures need to be

implemented. These measures are downstream approach campaigns, teaching the

students and employees concrete behaviors, for example where and how to recycle or

how to use fewer resources. In case of paper usage a solution can be teaching people to

print less out and do more on a computer. The library or lecturers at ASB may

contribute, for instance, by conducting seminars introducing best practices of note

12

taking on a computer.

Campaigns on reducing CO2 emissions by following simple steps of turning down the

heat in the offices or switching off the equipment consuming electricity, when the

equipment is not in use, can also be introduced. The important issue in such type of

campaigns is to demonstrate people how much they can actually reduce the CO2

emissions by their own actions. The real numbers, showing the impact, the detailed

feedback and vivid visualization are powerful tools in persuasion (Thøgersen & Grønhøj,

2008).

Conclusion The present report has outlined the initial steps that need to be taken in order to make

ASB Fuglesangs Allé a climate neutral campus. The upstream approach was chosen for

the intervention, since it is more efficient and effective. Stages of Change theory was

used to identify the target group and BCOS model was applied to define points of

influence within this target group. After that, possible competition was described. The

process of moving the issue of environmental impact up the public, media and policy

agendas was suggested as a necessary tool to initiate the positive change at ASB

Fuglesangs Allé. Finally, means of progress measurement and supplementary measures

were suggested for the present intervention.

I would like again to emphasize, that the steps described in the present report are

needed to initiate the process of change at ASB. In order to get the real results, a long-

term commitment to the issue is necessary. A holistic approach to this problem has to be

adopted. Significant amount of time and efforts has to be put into planning and

designing the interventions (both upstream and downstream).

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References 1. ASB Mission statement, retrieved 16th of December, 2008

from http://asb.dk/article.aspx?pid=4533,.

2. The European Quality Improvement System, retrieved 16th of December, 2008

from http://www.efmd.org/index.php/component/efmd/?cmsid=040929rpku

3. Facts about ASB, retrieved 16th of December, 2008

from http://asb.dk/article.aspx?pid=4523

4. The description of BSc in Business Administration and Sustainability educational

program, retrieved 16th of December, 2008 from

http://www.asb.dk/article.aspx?pid=17795

5. The description of educational program ’Erhvervsøkonomi og erhvervsjura med

fokus på miljø og bæredygtighed’ , retrieved 16th of December, 2008 from

http://asb.dk/article.aspx?pid=18120

6. The description of educational program ‘Master i Miljø- og Energiret’, retrieved

16th of December 2008 from http://www.asb.dk/article.aspx?pid=3095

7. A campaign by the Danish Ministry of the Climate and Energy on reducing CO2

emission, retrieved 16th of December 2008 from http://www.1tonmindre.dk/

8. United Nations Climate Change Conference, Copenhagen 2009, retrieved 16th of

December 2008 from http://www.cop15.dk

14

Bibliography

Books:

Andreasen, A. (2006). Social marketing in the 21st century: Sage.

Donovan, R. J., & Henley, N. (2003). Social marketing: Principles and practice.

Melbourne: IP Communications.

Articles:

Thørgersen, J., Ölander, F. (1995). Understanding of consumer behaviour as a

prerequisite for environmental protection. Journal of Consumer Policy, 18, 345-385.

Schwarz, N. & Oyserman, D. (2001). Asking questions about behaviour: Cognition,

communication, and questionnaire construction. American Journal of Evaluation, 22,

127-160.

Prochaska, J. O., Redding, C. A., & Evers, K. E. (2002). The transtheoretical model and

stages of change. In K. Glanz, B. K. Rimer, & F. M. Lewis (Eds.), Health behavior and

health education: Theory, research, and practice (3rd Ed., pp. 99-120). San Francisco:

Jossey-Bass.

Sutton, S. (2005), "Stage theories of health behaviour," in Predicting health behaviour,

2nd ed., Mark Conner and Paul Norman, Eds. Maidenhead, UK: Open University Press.

Thøgersen, J., Grønhøj, A. (2008). Providing feedback as a means to empower

householders to save electricity: A social cognitive approach. Conference paper. 29th

International Congress of Psychology, Berlin Germany.

15

Appendix 1

Interview with PhD. Researcher at MAPP Berit Kamp, conducted on 22nd of October 2008

1. Is there any way of measuring the school print-outs/ink?

Measuring the school print-outs by the amount of paper loaded in the printers is

difficult since as soon as the paper for each printer is finished the IT department just

fill it up without controlling the number of papers. It is possible to do it, but still,

nobody did it so far. Another way of measuring the print-outs is by following up with

the students printing accounts. Nobody is doing it either and it only concerns the

consumption of paper among the students. The ink consumption measurement was

never considered.

2. Did the school do anything in order to reduce the no of printings?

So far the school doesn’t do any thing in order to reduce the number of printings. It

is only a matter of individual initiative, which is generally inconsistent in time. New

politics and rules should be considered in this respect.

3. Are there any future projects focused on reducing print-outs/saving

ink?

There are no specific future projects focused on reducing print -outs or saving ink;

only thoughts.

4. What are the methods used in saving energy/heating consumption in

school at present? Are there any new ideas in the pipe for the future?

In present, the methods used in order to save energy are the sensors located in each

class, which turn off the lights automatically when there is no movement detected

for a while in the class rooms. The lights turn on automatic when some one enters

the class. ASB collaborates with some energy saving consultant. The analysis

16

handled so far proved that there are little amounts to be saved with the energy in the

future; there is little to be done. But still they are first trying to get features

(numbers) in order to have something consistent to rely on.

In terms of saving the heating consumption, there were few tentative that failed in

the past, so that this issue stopped being of concern in any way for a while now. At

present it is more up to people and their initiative (teachers, PhD students, etc who

have their own office) to turn off the heating when leaving the room, or to keep it a

bit down when working there. There are some plans for the future. They are willing

to start by mapping the heating consumption (numbers) in the buildings belonging

the Aarhus University and ASB. They consider trying to reduce the overall

temperature in the offices and classes by 2 – 3 degrees. There is also a plan to close

the heating at night in the areas which are not populated so much.

5. Are there any plans regarding the garbage shorting for recycling in

classes, cafeteria, and library? (glass, paper, plastic, batteries, metal,

etc.)

So far there are no plans regarding the garbage shorting. In the past the school tried

to sort the garbage in the offices at the Statistics & Marketing department, but it was

a failure since the company that pick up the garbage throw it all in the same track.

The plan for the future is to work on an agreement with both cleaning assistants and

people in charge with picking up the garbage, in order to make the initiative of

sorting the garbage have sense and not being an action in vane.

6. Are the catering and cleaning services outsourced?

The cleaning services in ASB are outsourced; the cleaning company is called ESS.

There is only some of the food served in the cafeterias which is outsourced. The rest

is cooked indoor.

7. Is ASB considering serving any organic food in the near future?

There are no future plans in terms of serving organic food in school.

8. Are the chemicals used in ASB for cleaning environmentally friendly?

17

Most of the chemicals used in ASB have Eco-label. Still the strident color of the

chemicals raises some suspicions concerning their real ecological character.

9. Is there any plan to have more plants in the school? Who is in charge

for this? Is it an outsourced service?

The services concerning watering the plants in the school are outsourced by BC

Plantemiljø A/S. The plants might have also been bought from the same company, if

not still belong to the company, it is not for sure. Though, they might be bought by

ASB from them.

10. Is there any plan ahead to heave more students involved in “green

environmental” activities?

There are no plans ahead in order to have more students involved in the “Green

Environment” activities. It is as well a matter of initiative among them. There seem

to be some groups of voluntary students at Aarhus University concerned with the

“Green Environment”. But there is nothing systematic or consistent in general.

11. Is there any cooperation with the school’s management regarding

these projects?

The management of each department of the school is more or less concerned about

these aspects. There were no organized/centralized initiatives at these levels.

12. What departments are involved in making ASB a climate neutral

campus?

Little known about it since there is nothing organized in this direction but it is more

up to individuals to act in a direction.

18

Appendix 2

The questionnaire results

I print out the slides because it is easy to write notes on the slides during the lectures. Absolutely disagree 1 (1)

6%

2 (1)

6%

3 (0)

0%

4 (0)

0%

5 (1)

6%

6 (0)

0%

7 (1)

6%

8 (3)

19%

9 (2)

12%

Absolutely agree 10 (7)

44% Total of votes : 16

I generally print more than one page per sheet. Absolutely disagree 1 (0)

0%

2 (0)

0%

19

3 (0)

0%

4 (0)

0%

5 (1)

6%

6 (0)

0%

7 (1)

6%

8 (0)

0%

9 (1)

6%



I print out all the slides/ hand outs for my lectures. Absolutely disagree 1 (1)

6%

2 (1)

6%

3 (0)

0%

4 (0)

0%

5 (3)

19%

6 (2)

12%

7 (2)

12%

20

8 (3)

19%

9 (0)

0%



I try to reduce my print-outs, because I care about the environment. Absolutely disagree 1 (2)

12%

2 (0)

0%

3 (5)

31%

4 (0)

0%

5 (2)

12%

6 (1)

6%

7 (2)

12%

8 (0)

0%

9 (1)

6%



I try to reduce my print-outs, because I do not like having too much paper at my place.

21

Absolutely disagree 1 (1)

6%

2 (2)

12%

3 (3)

19%

4 (1)

6%

5 (0)

0%

6 (2)

12%

7 (1)

6%

8 (0)

0%

9 (1)

6%



I try to reduce my print-outs, because it is expensive. Absolutely disagree 1 (1)

6%

2 (0)

0%

3 (0)

0%

4 (0)

0%

5 (0)

0%

22

6 (1)

6%

7 (3)

19%

8 (1)

6%

9 (2)

12%



I am willing to separate the paper and food waste when I am at ASB. Absolutely disagree 1 (0)

0%

2 (1)

6%

3 (0)

0%

4 (0)

0%

5 (0)

0%

6 (1)

6%

7 (1)

6%

8 (2)

12%

9 (3)

19%



23

ASB has a clear policy about recycling. Absolutely disagree 1 (7)

44%

2 (2)

12%

3 (1)

6%

4 (0)

0%

5 (6)

38%

6 (0)

0%

7 (0)

0%

8 (0)

0%

9 (0)

0%



There are no opportunities to separate the garbage at ASB. Absolutely disagree 1 (1)

6%

2 (0)

0%

3 (2)

12%

4 (1)

24

6%

5 (5)

31%

6 (0)

0%

7 (0)

0%

8 (1)

6%

9 (2)

12%



I usually separate the paper garbage when I am at ASB Absolutely disagree 1 (6)

38%

2 (1)

6%

3 (1)

6%

4 (2)

12%

5 (2)

12%

6 (1)

6%

7 (0)

0%

8 (1)

6%

9 (1)

25

6%



There are trash bins meant especially for paper at suitable locations at ASB (library, computer rooms). Absolutely disagree 1 (4)

25%

2 (1)

6%

3 (0)

0%

4 (1)

6%

5 (4)

25%

6 (0)

0%

7 (1)

6%

8 (1)

6%

9 (2)

12%



I always print out the compulsory reading materials (articles).

26

Absolutely disagree 1 (1)

6%

2 (0)

0%

3 (1)

6%

4 (1)

6%

5 (1)

6%

6 (2)

12%

7 (0)

0%

8 (3)

19%

9 (4)

25%



I am comfortable with taking the notes on my computer rather than on paper/print-outs. Absolutely disagree 1 (3)

19%

2 (2)

12%

3 (5)

31%

4 (1)

6%

5 (2)

27

12%

6 (0)

0%

7 (0)

0%

8 (1)

6%

9 (1)

6%



There are a lot of green plants at ASB. Absolutely disagree 1 (0)

0%

2 (3)

19%

3 (2)

12%

4 (4)

25%

5 (3)

19%

6 (3)

19%

7 (0)

0%

8 (1)

6%

9 (0)

0%


28


I can buy healthy food at ASB. Absolutely disagree 1 (1)

6%

2 (3)

19%

3 (1)

6%

4 (1)

6%

5 (7)

44%

6 (1)

6%

7 (2)

12%

8 (0)

0%

9 (0)

0%



Generally students at ASB care about the environment. Absolutely disagree 1 (0)

0%

2 (1)

6%

3 (2)

29

12%

4 (4)

25%

5 (9)

56%

6 (0)

0%

7 (0)

0%

8 (0)

0%

9 (0)

0%



I would like ASB to be more environmentally friendly Absolutely disagree 1 (0)

0%

2 (0)

0%

3 (0)

0%

4 (0)

0%

5 (4)

25%

6 (1)

6%

7 (3)

19%

8 (3)

19%

9 (1)

30

6%



I would like to be able to buy organic food at ASB. Absolutely disagree 1 (1)

6%

2 (1)

6%

3 (3)

19%

4 (0)

0%

5 (4)

25%

6 (1)

6%

7 (1)

6%

8 (2)

12%

9 (0)

0%



I, personally, can influence the situation at ASB with regards to environmental impact. Absolutely disagree 1 (0)

0%

2 (0)

0%

31

3 (1)

6%

4 (2)

12%

5 (3)

19%

6 (3)

19%

7 (1)

6%

8 (1)

6%

9 (2)

12%



Generally students at ASB try to reduce their impact on the environment. Absolutely disagree 1 (0)

0%

2 (3)

19%

3 (3)

19%

4 (1)

6%

5 (5)

31%

6 (1)

6%

7 (2)

12%

8 (1)

32

6%

9 (0)

0%



I am interested in making ASB more sustainable campus. Absolutely disagree 1 (0)

0%

2 (1)

6%

3 (0)

0%

4 (0)

0%

5 (2)

12%

6 (2)

12%

7 (3)

19%

8 (4)

25%

9 (2)

12%



ASB is an environmentally friendly institution. Absolutely disagree 1 (1)

33

6%

2 (0)

0%

3 (1)

6%

4 (6)

38%

5 (4)

25%

6 (1)

6%

7 (2)

12%

8 (0)

0%

9 (1)

6%



I would like to contribute into making ASB more environmentally friendly. Absolutely disagree 1 (1)

6%

2 (1)

6%

3 (0)

0%

4 (0)

0%

5 (4)

25%

6 (1)

34

6%

7 (3)

19%

8 (3)

19%

9 (1)

6%



ASB administration makes an effort to be a sustainable campus. Absolutely disagree 1 (1)

6%

2 (2)

12%

3 (3)

19%

4 (1)

6%

5 (5)

31%

6 (0)

0%

7 (2)

12%

8 (0)

0%

9 (1)

6%



35

ASB issues too many printing materials (magazines, brochures on study programs, etc.) Absolutely disagree 1 (1)

6%

2 (0)

0%

3 (1)

6%

4 (2)

12%

5 (2)

12%

6 (0)

0%

7 (2)

12%

8 (3)

19%

9 (1)

6%



I prefer to get information from ASB via online channels rather than on paper. Absolutely disagree 1 (0)

0%

2 (0)

0%

3 (0)

36

0%

4 (0)

0%

5 (1)

6%

6 (1)

6%

7 (1)

6%

8 (6)

38%

9 (3)

19%



I generally print all the slides/ hand outs in school. Absolutely disagree 1 (2)

12%

2 (1)

6%

3 (2)

12%

4 (0)

0%

5 (0)

0%

6 (1)

6%

7 (4)

25%

8 (2)

37

12%

9 (0)

0%


25%

Climate neutralcampus report_olgasafonova

Documents

climate neutral

slides hand

16i generally

making asb

asb top management

educational

target audience

social marketing