NUS Sustainability Skills Survey: Leicester Responses

Transcription

1 NUS Sustainability Skills Survey: Leicester Responses 1. This paper reports the Leicester-specific findings of the NUS/HEA sustainability skills survey and draws conclusions for future work, including: Background International student recruitment Employability activities Inter-curricula development Sustainability and CSR communications. 2. The NUS cite sustainability as one of their priority areas for several reasons: The UK continues to face spiralling unemployment levels, around 1m of which are young people (aged 16-24), therefore we need to ensure graduates are fully equipped with the skills desired and valued by their future employers The green economy is seen as a solution to our current economic and environmental position meaning that Education for Sustainable Development is becoming increasingly relevant both in policy and curriculum reform. Over a third of UK growth in is likely to come from Green Business, according to a report by the Green Alliance. The changing landscape in funding in Higher Education is predicted to lead to changes in student expectations, coupled with the finding that the vast majority of recent graduates (96%) have an expectation that they be involved in sustainability in some way during their careers. NUS/HEA Sustainability Skills Survey 3. NUS and NUS Services have been working with the HEA since 2010 to assess student experiences of education for sustainable development (ESD) and understand the attitudes and skills developed as a result. 4. This research consistently finds that 80% of students want their institution to be actively incorporate and promote sustainable development, and that over 60% want to learn more about it. 5. The NUS view this as a mandate to drive student-led sustainability across the country. Leicester specific data Leicester students responded to the most recent NUS Skills survey (February 2016) making us the second highest responding University (after Plymouth), which demonstrates the effectiveness of our sustainability-related engagement with students and their keen interest in this area. 7. As with any survey of this nature there is a potential for participant bias but the findings presented are very similar to those reported previously (2012) and to the national results consistently found by HEA/NUS for the past six years. 8. The summarised findings are in the appendix. Conclusion & recommendations 9. The response rate to this survey suggested that this is an important subject for students and the results confirmed that. This was unsurprising as the NUS have made sustainability one of their priority areas for a few years now, recognising it as crucial to the future success of students both professionally and personally. Students too see the value in sustainability education; most reported learning about these issues in primary and secondary school. 10. It is disappointing that 86% of students felt that the University should promote sustainable development yet only half felt that we achieved that. However, given the lack of financial and strategic support for this agenda, this score is relatively high and a testament to the hard work and enthusiasm of several individuals around the organisation. 11. The main findings of this survey centre around four areas:

2 a) International student recruitment & experience 12. There was a significant difference in the responses of international (particularly non-eu) and home students in their interest and engagement in sustainability-related activities. Originally the forte of the post-1992 group, ESD has become an area of focus for more traditional universities. For example, the University of Nottingham have evidence that their success in the UI Green Metric (which values Education highly as it is worth 18% of the total score) has attracted overseas students; comprehensive sustainability and ESD programmes are also now marketed to students at UEA, Leeds, Newcastle, Surrey and Cardiff amongst others. Leicester generally scores in the bottom third against our main competitor group. Recommendations: Sustainability to be included in the strategic plan Sustainability, particularly ESD to be branded and marketed to current and prospective students, particularly the international markets. b) Employability activities 13. Students believe that employers are looking for sustainability-literate graduates and there is evidence that they are correct. However, there is currently a mismatch between the skills current Leicester students feel they need and those they are being taught. Recommendations: Employability skill development opportunities to be identified to students during both inter and extra-curricula activities Activities to include a reflective component to help students identify skills developed Compulsory CV workshops with second and third year students c) Inter-curricula development 14. With 70% of students wanting to learn more about sustainable development and believing it should be incorporated into the current curriculum, there is a strong argument for future curricula development to include ESD. Recommendations: Recognition of ESD as a formal University work stream Develop staff development opportunities to help academics incorporate ESD into their teaching Develop more inter-disciplinary learning opportunities for students, such as the forthcoming Sustainable Year Abroad and Sustainable Futures Minor Provide real world learning opportunities for students, such as dissertations with external organisations d) Sustainability communications 15. Leicester has a strong sustainability-related research pedigree: half the REF impact case studies were sustainability-related and such research accounted for 10.5% of total research expenditure in 2015/16. Our sustainability work has been shortlisted for three Green Gown Awards and recently won Highly Commended; our sustainability-related student engagement is regarded as sector-leading and we have recently opened the largest Passivhaus building in the UK. 16. Despite this, we do not have a reputation in this field as it is not marketed as an institutional strength and is largely ignored in our communications.

3 Recommendations: Capitalise on our current strengths by marketing Leicester s strong sustainability credentials Support development of future sustainability-related initiatives to improve our performance against our competitors. 17. The University of Leicester is lagging behind its competitors in the area of sustainability due to a lack of resourcing and management support. This is reflected in our performance in sustainability-related league tables and in the feedback we are receiving from students. This survey provides evidence that sustainability is an area of great importance to current and prospective students, particularly international students, and therefore should be formally supported at Leicester to maximise student recruitment and experience. S Lee (Environment Team) & S Gretton (ESD Forum) November 16

4 Appendix. NUS Sustainability Skills Survey 2016 Leicester Results Summary Demographics 18. Over 8000 students responded to the national survey, just over 900 of them from Leicester. 19. Responses came from 63% undergraduates and 31% postgraduates. 34% were international students and 64% were female. Nationally only 45% of respondents were female and 86% were UK students. 20. Almost half of respondents were 1 st year undergraduates, (national = 44%). Final year students were probably poorly represented because the survey was released in spring when they were completing their dissertations. Next year s survey will be carried out in December to avoid this. PhD Other Foundation / Level 1 Masters Undergrad degree 21. All three colleges were well represented with students studying over 30 subject areas, although Social Sciences and Law gained a higher response rate. NB. Other = no specific course stated General university opinions 22. The top three reasons given for choosing The University of Leicester were: The reputation of the University (91%) The reputation of the course (89%) Employment prospects after completing the course (85%) National results were similar: 1. Employment prospects after completing the course (86%) 2. The reputation of the course (86%) 3. The reputation of the University (85%) 4. Teaching methods (82%) 23. The least popular reasons for choosing their University were: 4

5 Nightlife (42% disagreed) The proximity of the University to home (36% disagreed) % respondents agreed that the position of the university in league tables is important. This was higher than the national results reflecting the higher proportion of international students responding. Nationally, respondents were significantly less likely to select this option (e.g. 78% in 2013, 68% in 2016). 25. HE respondents in 2016 were significantly more likely than previous years to say how seriously the university takes global development issues influenced their choice of where to study (e.g. 34% in 2012, 41% in % at Leicester). Leicester s perceived sustainability credentials % believed that universities should actively incorporate and promote sustainable development. This mirrored the national result of 87%. This belief was higher amongst international (non EU) students (92%). 27. Whereas other institutions scored highly by their students perception that they takes action to limit the negative impact it has on the environment and society (72% felt their institution did this), only 59% respondents agreed that Leicester does. This breaks down to 56% home students vs. 69% of international (non EU) students, which confirms our suspicion that we engage with international students more effectively % felt that the SU takes action to limit the negative impact it has on the environment and society. This reflected the national result of 64% and is unsurprising as we have many SU initiatives such as the Student Sustainability Working Group and Hungry for Change project. 29. Although the majority of students believe that the University should promote sustainable development, less than half believed that it has achieved this - 49% agreed that being a Leicester student encouraged them to think and act to help the environment and other people. This compares to 58% nationally. 30. However international (EU (64%) and non EU (64%)) students were almost twice as likely as home students (39%) to report this. Again, we find that international students are more likely to participate in extra-curricula sustainability activities. 31. More than 50% of students from 17 courses think that the University takes action to limit the negative impact it has on the environment and society. 32. More than 10% of students from 28 courses disagree to some extent that being a student at the University of Leicester encourages them to think and act to help the environment, and other people. Sustainable development is something which universities / colleges should actively incorporate and promote 60% 50% 40% 30% 20% 10% 0% Strongly Neither agree nor disagree Disagree Strongly Disagree Don't Know 5

6 My university / college takes action to limit the negative impact it has on the environment and society 60% 40% 20% 0% Strongly Neither agree nor disagree Disagree Strongly Disagree Don't Know Being a student at my university / college encourages me to think and act to help the environment, and other people 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Strongly Neither agree nor disagree Disagree Strongly Disagree Don't Know Previous sustainability education 33. The survey asked questions to ascertain students sustainability educational background. Most sustainability-related issues were reported to have been learned about at secondary school. 34. Exceptions to this included: More International (non EU) reported learning about Human rights and Social Justice at University (59% & 50%) 11.4% of international (non EU) students reported having not learnt about climate change yet, and a further 9.3% have not learnt about waste, water & energy. 15% of home students have not yet learnt about social justice All international students reported learning more about cultural diversity and equality at university than previous education (EU 56%, non-eu 59%) Half of all international students also felt they had learned about corporate social responsibility and business ethics at University, whilst 29% of home students felt they had not learnt this yet. This is likely to be related to course studied at university as more international students choose businessrelated courses. Post-graduates were more likely to report that university had encouraged them the most to act to help the environment and people. 6

7 What place where you have studied ecouraged you to think and act to help the environment and other people the most? 30% 20% 10% 0% Undergraduates Other students Postgraduates Primary Education Secondary Education College University I've not learned this yet Don't know Thinking of your time in education so far, which of the following issues been covered in the teaching and where were you studying when this happened? Waste, water, energy Climate change Human rights Health & wellbeing Social justic Rural & urban development Ecosystems & ecological principles Cultural diversity & equality SCR / business ethics Consumerism, global & ethical trade Citizenship & democracy Biological diversity & nature Accountability & ethics Primary Secondary College University Not learnt this yet Don't know Teaching & Learning at Leicester % of respondents agreed that sustainable development should be actively incorporated and promoted within courses, similar to the national result of 75%. 36. Breakdown of responses by student origin reveals that whilst 70% of Leicester home students believed that courses should promote sustainable development, this increased to 84% amongst non-eu international students. Nationally this figure was also significantly higher for international (non-eu) students at 87%. 37. This trend was mirrored as almost double as many international students (EU and non-eu) believed that course tutors should be required to teach sustainability as home students (66% vs. 38% respectively) % believed that all course tutors should be required to incorporate sustainable development within their teaching, higher than the national result of 52% % agreed that they would like to learn more about sustainable development; again this is slightly higher than the national result of 61% % didn t agree that Leicester covers how human activity is affecting nature /how to use resources efficiently to limit the impact on the environment 7

8 41. Opinions were fairly consistent across subjects; more than 30% of students from 23 courses strongly agreed that sustainable development is something in which universities/colleges should actively incorporate and promote. More than 50% of students from 33 courses generally agreed this is something universities should incorporate % of respondents agreed that they can contribute to the development of the curriculum at Leicester, which is lower than the 60% of students that responded nationally. 43. More than 50% of students from 33 courses agreed to some extend that university courses should actively encourage and promote sustainable development. More than 10% of students from 10 courses including: Spanish Studies, Pre-Clinical Medicine, Mathematics, Linguistics, Mechanical Engineering, Politics, Biological Sciences, Education (research), Archaeology and Accounting disagreed with this to some extent. Sustainable development is something which all university / college courses should actively incorporate and promote Don t know Strongly disagree disagree Neither agree nor disagree Strongly agree 0% 10% 20% 30% 40% 50% Sustainable development is something all course tutors should be required to incorporate within their teaching Don t know Strongly disagree disagree Neither agree nor disagree Strongly agree 0% 5% 10% 15% 20% 25% 30% Responses by course 44. Only 20% of respondents thought that the University has acted to reduce its negative impact on the environment and society more than other institutions they have attended. 45. Molecular Biologists give the worst percentage with 7.7% thinking the University has acted the most % of participants reported that the University has encouraged them to think and act to help the environment and other people more than the other institutions they have attended. 47. No students in Physics or Pre-clinical medicine thought the University has done this more than other institutions however 50% of Accounting students did. 48. Over 50% of respondents across 16 courses thought that cultural diversity and equality has been covered in University teaching and by the environment at Leicester in general. Four courses, however, had less than 10% of participants, which agreed with this - Computer Science, Economics, Geology and Microbiology. 49. Less than 10% of students in 14 courses thought that the University has covered ecosystems and ecological principles in its teaching and communication. Unsurprisingly Geography is the only department in which over 50% of students thought this is taught. 50. Similarly, less than 10% of students from 13 courses thought that they were taught about rural and urban development. Although Accounting students were more likely to report having learnt this. 51. More than 50% of students from 26 courses thought that ethical issues relating to their course have been covered in the teaching. No course (which had more than 5 responses to the survey) had less than 10% agree with this. 52. Less than 10% of participants from 9 courses thought that using resources efficiently to limit the impact on the environment and other people is covered in university teaching. 8

9 Why students want to learn more about sustainable development 53. This question was asked as an open question and analysed as themes. 54. The national results found the top three themes to be: 1. It s important for the future 2. It s important to know about 3. So that I can make a difference. 55. The most common theme at Leicester was linked to What do you understand the term Sustainable Development to mean? as almost a third of students who answered talked about future generations, the most common answer for both questions. 56. However, the next most common theme was acknowledgement of their own lack of information. This theme tied to other themes, with a lot of students wanting to learn more to help, improve their own quality of life, or protect the environment, but having little to no knowledge of where to start. Additionally in this group were people who were interested in learning even more or learning about it from a different perspective. 57. It can also be inferred from some answers that there is a large number of students who believe that everyone should have some knowledge of sustainable development. The reasons for this are split, with some suggesting it is important for everyone to know, and others saying that this generation has a responsibility to learn. 58. The majority of the less common themes (fewer than 40 responses) seemed to be focused around the benefits that sustainable development could have on the students themselves. Some respondents also acknowledged that employers may want their employees to have some understanding of sustainable development; a small subsection of these people also wanted to be able to judge if the business they were applying for had a plan for sustainability. 59. Finally, the theme with the lowest number of responses is from people who are interested in finding out about how to develop or improve energy and materials. This was also tied into future generations as most people spoke about these developments allowing materials and resources to last so that future generations could continue to use them. This theme may have been more prevalent if more students from science and engineering had responded to the survey. However, there is currently no ESD in the engineering curricula despite this being a growing employment area. Future employment 60. Finally, students were asked about their perceptions about their employability skills and what they believe to be important to employers. The 2005 Government White Paper, Ensuring the Future stated: To maintain a more competitive economy we will need to make sustainability literacy a core competency for professional graduates. This need has been recognised by employers: A study carried out for the HEA in 2008 found that over half of employers surveyed (n=87) had at some time referred to social and environmental responsibility in their selection of recent graduates. 61. Just as employers are increasingly looking for sustainability literate employees, graduates are looking for sustainably responsible employers. 65% of Leicester respondents said they would consider important a chance to work in a business / organisation that makes a difference to social and environmental issues % said they would consider a position with a starting salary of 1000 lower than average ( 20,000) in a company with a strong environmental and social record (nationally this was 74%). This reduced to 48% when the starting salary is increased by 3000, lower than the national result of 53%. 63. A range of sustainability skills continue to be seen as important by students when entering employment: 9

10 How important do you think the following skills and knowledge are to your future employers? Understanding how human activity is affecting nature The causes of inequality in the world Using resources efficiently to limit the impact on the environment and other people Considering ethical issues linked to your subject Challenging the way we do things now (like business, politics, education) work now Looking at global problems from the perspective of people from around the world Looking at a problem using information from different subjects or disciplines Solving problems Planning for the by thinking about long term, as well whole systems as the short term including different connections & interactions Understanding how to create change Communicating complex information clearly and effectively to different types of people very important somewhat important neutral somewhat unimportant very unimportant don't know 10

11 64. However, one alarming finding was the contrast between what respondents reported they had learned at the University so far against what they believed to be important to their future employers: Understanding how human activity is affecting nature 65. Students felt that a combination of real world experience (such as placements) and building sustainability into existing course content and coursework would be the best way to help them to gain the sustainability skills they require. The Environment Team is currently developing two initiatives to assist with this: The causes of inequality in the world Using resources efficiently to limit the impact on the environment and other people Considering ethical issues linked to your subject Challenging the Looking at global way we do problems from things now (like the perspective business, of people from politics, around the education) work world now Looking at a problem using information from different subjects or disciplines Solving problems Planning for the by thinking long term, as about whole well as the short systems term including different connections & interactions Understanding how to create change Projects for Purpose based on the NUS Dissertations for Good database, this project will develop a Leicester specific database matching local organisations project requirements with students who want to do real world dissertations or voluntary projects. Living Labs will formalise the current ad hoc practice of students carrying out their dissertations with Estates staff and develop opportunities throughout Professional Services where students can gain real world project experience whilst also adding value to the University. Communicating complex information clearly and effectively to different types of people 11

12 66. Extra-curricular activities (such as the Sustainable Development Programme (Leicester Award activity) and Sustainable Futures online) were the least popular method to gain sustainability skills and knowledge, although they were still selected by over 60% of respondents. These activities currently only captured 217 students last year. 67. Women were significantly more likely to choose extra-curricula activities, a trend that we have seen each year in participant breakdown for the Sustainable Development Programme. What's the best way to help you gain the skills and knowledge covered in this survey? Link coursework or dissertations to the issues Offer placements or work experience Run extra-curricular activities within the SU Run extra-curricular activities within departments Offer a specific module on the course Build the material into the existing content in the course