Linnaeus University’s Climate Action Plan 2023–2025

Reg. no: LNU-2023/1744

Linnaeus University’s Climate Action Plan 2023–2025

Dnr: LNU 2021/4064

Dnr: LNU 2021/4064

Dnr: LNU 2021/4064

Table of contents Action plan - overview ............................................. 3 Introduction ............................................................... 4 Education .................................................................. 6 Research and utilisation ............................................ 7 Business travel and commuting ................................ 8 Procurement and purchasing .................................... 9 Energy and buildings .............................................. 10 Food and meetings .................................................. 11 Waste and circularity .............................................. 12

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Action plan – overview

VISION

We set knowledge in motion for a sustainable societal development

GOAL 25

 Linnaeus University gives its students the best conditions, regardless of their starting point, to carry out a successful development journey that makes them equipped to contribute to meeting societal challenges.  Linnaeus University’s work with knowledge environments strengthens the value of academic disciplines’ education, research and collaboration.  Linnaeus University contributes with knowledge-based solutions to global societal challenges through systematic and visible sustainability work in all parts of its operations.

SUCCESS FACTORS

 Linnaeus University’s students meet education content that develops their knowledge and ability to contribute to a sustainable society.  Through its sustainability goals, Linnaeus University works systematically and cohesively to develop, visualise and follow-up the whole university’s work within these areas.  Linnaeus University creates conditions for making the most of and developing the competence and commitment to sustainability issues among members of staff.  Through its education, research and collaboration, Linnaeus University contributes to the climate adaptation.

CLIMATE IMPACT

Indirect impact through:

Direct impact through:

Business travel and commuting Education

AREA

Energy and buildings Procurement and purchasing

Research and utilisation

Food and meetings Waste and circularity

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Introduction The world is facing a climate emergency, as highlighted in the latest report by the UN’s climate panel, the IPCC1. The report indicates that we are heading towards approximately 3 degrees Celsius of global warming this century and that climate change is extensive, rapid, and more severe than ever before. The international community acknowledges that the next few years are critical for limiting climate change and avoiding the worst consequences, making them crucial for the future of humanity. In 2022, the UN Environment Programme (UNEP) stated that only a complete transformation of our economies and societies can save us from an accelerating climate catastrophe.

Universities play a central role in this transition. We educate today’s and tomorrow’s citizens and decision-makers and generate knowledge through our research. We also take responsibility for reducing the negative climate impact of our own operations based on scientific grounds.

The Higher Education Act (1992:1434), Chapter 1, Section 5, states: “In the course of their operations, higher education institutions shall promote sustainable development to assure for present and future generations a sound and healthy environment, economic and social welfare, and justice.” Actively working towards contributing to the climate transition is therefore a central part of the mission of higher education institutions. In 2019, as one of the first higher education institutions in Sweden, Linnaeus University signed a national climate framework for universities and university colleges 2. The framework emphasises the crucial role of universities in the climate transition, and signatory higher education institutions have committed to setting ambitious goals for climate action as well as allocating resources to achieve these goals. Swedish higher education institutions face similar opportunities and challenges in the context of the climate transition. To facilitate the sharing of knowledge and experiences and to develop common strategies and solutions in climate action, the Swedish Association of Higher Education Institutions (SUHF) has established the Higher Education Institutions’ Climate Network3.

The present action plan aims to concretise and accelerate the university’s efforts in addressing climate change, in order to fulfil commitments outlined in the climate framework, aligning with national and international agreements and legislation. The climate action plan also aligns with Linnaeus University’s internal aspirations, expressed in Vision 2030, Goal 2025, the university’s sustainability policy, and other sustainability goals.

Key starting points for successful implementation of activities and measures specified in this action plan is to provide students and staff with opportunities to participate in the university’s climate action and to demonstrate clear climate leadership. This applies to both indirect and direct climate impact. The university’s best chance to influence societal development and make a difference in the field of climate is through education and research. But Linnaeus University also aims to set an example as a sustainable work- and study place, recognising that these aspects are connected. Our university grounds are our public face. Both the appearance of the buildings and the overall grounds give an idea of Linnaeus University’s vision and ambition. Our university grounds and the university as an organisation furthermore serve as what is referred to as “living labs”, subject to study and learning in their own right. This means that the work on climate change mitigation can engage both students and staff and be seen as a learning process, fostering the 1

https://report.ipcc.ch/ar6syr/pdf/IPCC_AR6_SYR_SPM.pdf https://lnu.se/contentassets/c6414c5d341b4262b631c6e2dd6ce9a7/beslut-om-anslutning-tillklimatramverk-lnu.pdf (Only available in Swedish) 3 https://www.slu.se/en/Collaborative-Centres-and-Projects/higher-educations-climate-network/ 2

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creation of new knowledge and cultures. In this way, the university’s various spheres of influence (direct and indirect) are integrated.

For each area in the climate action plan, one or several goals are listed. Regarding the areas of Education and Research and Utilisation, there are already established goal formulations in Goal 2025, related to climate work. The approved indicators and key figures for Goal 2025 specify a reduction by half of Linnaeus University’s climate footprint by 20304. This requires a calculation of the university’s total climate impact and a baseline year to start from. As part of the groundwork for this, a climate assessment, based on the year 2019, will be initiated in 2023.

Instruction Since a climate assessment of Linnaeus University’s operations has not yet been conducted, this climate action plan relies on a collection of examples developed by SUHF’s expert group for collaboration, identifying areas of influence. The areas of influence listed in this action plan also draw on climate assessments conducted by other higher education institutions, which indicate the approximate distribution of the institutions’ direct climate impact. These areas of influence have varying degrees of relevance to Linnaeus University’s operations and conditions. Based on SUHF’s collection of examples and other higher education institutions’ climate assessments, the following areas of influence/directions have been identified as relevant in this climate action plan: Indirect impact:  education  research and utilisation Direct impact:  business travel and commuting  procurement and purchasing  energy and buildings  food and meetings  waste and circularity Under each area, the activities and measures to be implemented are specified. When the climate assessment of Linnaeus University’s operations is completed, the effectiveness and precision of the action plan’s measures, activities, and follow-up can be improved.

This climate action plan, with its specified activities and measures, extends until 31 December, 2025. The climate action plan will be revised before the next period, based on the completed climate assessment and the outcomes of implemented activities and measures. The climate action plan and its activities and measures are included in the annual operational planning and monitoring at the university-wide level, conducted in LINNEA. The climate action plan will be operationalised at the faculty/department and office levels. The Steering Group for Environmental Management System and the Sustainability Council will ensure the content relevance of the climate action plan.

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https://diariet.lnu.se/__D2_DOWNLOAD__/70c29398-5e53-4d03-a0262ccbe86a48d2/Rektors_beslutsmote_14_20220406_RB_60.pdf (Only available in Swedish.)

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Education As expectations and demands for a climate transition grow, questions arise about how it will impact higher education. The university is preparing students for the future. Higher education should meet the current and future requirements for new knowledge and skills in order to make a real contribution to the climate transition. Linnaeus University has approximately 40 000 students, and the university’s potential to contribute to the climate transition through education is significant, as is also stated in Goal 2025.

Courses and programmes that address the “climate issue” are available in all the faculties at Linnaeus University, and sometimes also as collaborations across faculty boundaries.

There are already many good examples of how education contributes to the climate transition. Given the expectations and demands of the surrounding world, there may be reason to develop and deepen education with a focus on climate transition and sustainability challenges, in order to give students at Linnaeus University even better opportunities to acquire relevant knowledge and skills to be able to meet societal challenges in their future careers. The university can also to a greater extent embrace students’ questions and engagement and involve them in the development of Linnaeus University’s climate and sustainability efforts. Education and learning for sustainable development and climate transition require collaboration across disciplinary boundaries, something that can and should continue to be facilitated and developed.

Linnaeus University goals:   

Linnaeus University contributes to the climate transition through education, research, and collaboration (Goal 3, Goal 2025).

Linnaeus University provides students with the best conditions to develop in a way that equips them to contribute to meeting societal challenges, regardless of their starting point (Goal 1, Goal 2025).

Linnaeus University’s students encounter educational content that fosters knowledge, critical thinking, and abilities needed to contribute to a sustainable society (Goal 1, Goal 2025).

Activities and measures:      

Collect, evaluate, and capitalise on experiences from the reviews of the climate and sustainability relevance of educational programmes that are being, and have been, conducted at several faculties.

Incorporate students’ questions and engagement regarding the climate transition into education.

Ensure that a short online course on climate is available to all students at Linnaeus University.

Develop material to create a mandatory course on climate and sustainability for programme students.

Establish a model and conduct workshops for teaching staff to enhance their knowledge about integrating climate and sustainability perspectives into education.

Offer university-wide interdisciplinary events and activities in collaboration with and for students, staff, and the general public.

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Research and utilisation Society has high expectations of the university’s ability to contribute to the climate transition. Through excellent research, Linnaeus University can meet these expectations.

Research at Linnaeus University spans a wide field, encompassing hundreds of research subjects and over 30 doctoral education subjects. This breadth is also a strength in the work towards sustainable societal development, which forms the foundation of research at Linnaeus University. There is continuous and purposeful effort to set knowledge in motion across disciplinary boundaries and to integrate research with education and collaboration.

At Linnaeus University, parts of the research are organised across organisational and academic boundaries in the Linnaeus Knowledge Environments. Each environment serves as a nurturing ground for knowledge formation in relation to sustainability challenges, such as water, health, democracy, and green sustainable development. At Linnaeus University, research is also organised into Linnaeus University Centres, where cutting-edge research with national and international prominence is conducted. How is the dissemination and impact of the knowledge generated through research at Linnaeus University ensured?

Linnaeus University goals:  

Linnaeus University should contribute to the climate transition through education, research, and collaboration (Goal 3, Goal 2025).

The university’s collaboration with the surrounding community should be made visible and plays a crucial role in addressing societal challenges. By developing through mutual collaboration with various sectors of society, conditions are created to mobilise resources and meet the societal challenges that we are facing (Goal 2, Goal 2025).

Activities and measures:    

Investigate the possibility and provide support for faculties to use faculty funds to encourage project applications in the field of climate transition5.

Inventory existing forums for researchers to come together across disciplinary boundaries for visibility and development of new research projects/application opportunities.

Develop one or more (interdisciplinary) elective doctoral courses on perspectives on climate and sustainability.

Look into the need for contract education in the field of climate and sustainability and, based on what is found, encourage the development of educational packages.

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See e.g., the Pufendorf Institute at Lunds universitet: https://www.lunduniversity.lu.se/lucat/group/v1000931

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Business travel and commuting Travel constitutes a significant portion of the university’s direct total climate impact.

Climate assessments conducted at other Swedish higher education institutions indicate that business travel accounts for approximately 30% of the universities’ carbon dioxide emissions. Traveling for work is part of working at a university and, to some extent, a prerequisite for running a successful operation. Finding ways to travel with reduced carbon footprint – and sometimes considering alternative ways of meeting – is therefore of great importance.

The Higher Education Institutions’ Climate Network states that member institutions should reduce their own climate impact in line with society’s commitments as expressed in national and international agreements. Within business travel, air travel represents the largest source of emissions by far. At Linnaeus University, air travel accounted for 87% of carbon dioxide emissions from business trips and transportation in 2019. Reducing the climate impact of travel includes promoting sustainable commuting to and from our university sites.

Linnaeus University goals:  

Carbon dioxide emissions from business travel should be reduced by 50% per full-time equivalent by 2025, compared to the 2019 level.

Linnaeus University’s total carbon dioxide emissions should be reduced by 50% per full-time equivalent by 2030, compared to the 2019 level.

Activities and measures: Business travel       

Identify opportunities and risks of carbon budgeting as a tool to achieve emission reductions, based on a pilot study at the Faculty of Arts and Humanities.

Ensure attainment of university-wide goals for reduction of emissions from business travel.

Use and share experiences of sustainable travel.

Investigate the possibility and benefits of a sustainability/climate exchange fund or the equivalent.

Develop a guide for sustainable travel, including support for managers.

Investigate the possibility and benefits of procuring renewable aviation fuel for a portion of air travel.

Identify risks associated with reduced air travel based on current knowledge.

Investigate the possibility of having university-wide Lnu service bikes.

Commuting  

Investigate the possibility of a commuter cycling benefit for employees.

Collaborate with municipalities, regions, and property owners to encourage and increase opportunities for sustainable commuting to and from Linnaeus University.

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Procurement and purchasing A significant portion of Linnaeus University’s negative climate impact is attributed to the goods and services it procures6. When products are produced, transported, and used, greenhouse gas emissions are generated. By imposing climate and environmental requirements in the process procurement, this impact can be reduced. However, it can also be mitigated by ensuring that the products purchased by the university are used for longer periods and that used goods and products are properly disposed of or reused to a greater extent. Environmental requirements are currently imposed in the procurement of services and goods, and there are systems in place in several areas for handling used products and goods. However, efforts to reduce emissions from the goods and services procured can be further developed, both internally and in collaboration with other parties.

There is also a need for a better understanding of the climate and environmental impact of goods and products from a lifecycle perspective.

Linnaeus University goals: 



The environmental impact of a certain product or certain goods should always be considered from a life cycle perspective. This means that the environmental impact should be assessed based on the entire life cycle of the product or goods (see the university’s policy on procurement).

Linnaeus University’s total carbon dioxide emissions should be reduced by 50% per full-time equivalent by 2030, compared to the 2019 level.

Activities and measures:      

Ensure that the procedure for collaboration between the Finance Office and other experts is followed during procurement.

Inventory and monitor climate requirements in procurement contracts for goods and services in order to gradually refine and improve them.

Investigate and develop a description of what IT products can be utilised beyond depreciation/contracts.

Impose stricter requirements in the procurement of rental car suppliers to ensure the delivery and easy use of fossil fuel-free cars.

Discuss with the travel agency to receive proposals for trips with the lowest climate impact Impose requirements on suppliers of electricity, cooling, and heating regarding reporting and minimisation of greenhouse gas emissions.

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In the climate assessments conducted at other higher education institutions in Sweden, the negative impact from procurement and purchasing accounts for approximately one third of the institutions’ total climate impact.

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Energy and buildings Heating and operation of the university buildings in Växjö and Kalmar account for a significant energy consumption.7 This is almost exclusively sourced from renewable sources, and greenhouse gas emissions from energy use in the buildings are therefore very low in this context. From a climate perspective, however, there is still reason to work towards reducing energy consumption as the availability of renewable energy is limited, and energy efficiency can accelerate the phase-out of fossil fuels in society at large.

Construction processes lead to significant greenhouse gas emissions – there is, however, great potential to reduce carbon dioxide emissions through, for example, the choice of construction materials and transport. The university does not own the buildings but is a tenant, which makes emissions reductions in connection with new construction and renovation dependent on good collaboration with property owners and construction contractors.

Linnaeus University goals: 

Linnaeus University’s total carbon dioxide emissions should be reduced by 50% per full-time equivalent by 2030, compared to the 2019 level.

Activities and measures:    

Visualise the university’s energy consumption and solar energy production.

Report precise carbon dioxide emissions from energy use (electricity, heating, and cooling).

Promote biodiversity in the university grounds through concrete projects.

Investigate the possibility for expanding fossil-free energy production in the university premises.

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The total energy consumption in 2022 was 11 969 MWh, of which heating, cooling, and building electricity accounted for 60%, and operational electricity accounted for the remaining energy consumption.

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Food and meetings Food production accounts for a significant portion of global greenhouse gas emissions.

By choosing climate-smart food and beverages, emissions can be significantly reduced on an overall level. In the case of Linnaeus University, a large amount of food and provisions are consumed during our meetings and events, for which catering and food service providers are contracted. By setting explicit climate requirements in these contracts, the negative climate impact from food and provisions can be minimised.

On the university premises in both Kalmar and Växjö, there are restaurants and dining facilities that are not directly under the control of Linnaeus University. However, through discussion with those responsible, the university can nevertheless influence the range of food and refreshments.

Linnaeus University goals: 

Linnaeus University’s total carbon dioxide emissions should be reduced by 50% per full-time equivalent by 2030, compared to the 2019 level.

Activities and measures:   

Ensure that events and meetings/conferences organised by Linnémöten meet the criteria for Sustainable events.

Initiate a series of discussions with restaurateurs at the university premises to discuss reduction of environmental and climate impact.

Ensure that all events, meetings, and conferences organised by Linnaeus University meet the criteria for Sustainable events.

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Waste and circularity An advanced and efficient waste sorting and recycling system reduces the amount of waste sent for incineration, thus limiting the associated carbon dioxide emissions. An advanced system for product/material reuse reduces overall resource consumption and, consequently, the climate impact of purchasing goods.

Linnaeus University already has a well-functioning waste management system, although the proportion of sorted waste in various fractions could be increased even further.

Knowledge about waste management and its climate and environmental impact can be enhanced among both students and staff.

Linnaeus University goals: 

Linnaeus University’s total carbon dioxide emissions should be reduced by 50% per full-time equivalent by 2030, compared to the 2019 level.

Activities and measures:    

Improve communication with staff and students on waste sorting and management of waste from environmental stations.

Implement specific circularity projects.

Investigate and explore possibilities for reducing climate impact through waste management.

Produce a description of what happens to end-of-life products within the university.

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