Modelling energy demand from higher education institutions: A case study of the UK

Wadud, Zia; Royston, Sarah; Selby, Jan

doi:10.1016/j.apenergy.2018.09.203

Cited by 37 publications

(29 citation statements)

References 31 publications

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“…Indeed, Royston (2016) reports that the sector has seen an increase of 33% in energy consumption since 1990, which may be unevenly distributed through different types of academic activity. These findings also qualitatively support Wadud's (2019) research that indicated proportionally higher levels of energy demand for research intensive institutions within the HE sector, and start to provide a nuanced understanding of the role policies play in driving this demand.…”

Section: Discussion and Reflectionssupporting

confidence: 78%

“…Furthermore, within Higher Education (HE), research-intensive universities have been argued to be significant contributors to HE carbon emissions. For instance, the 20 institutions that belong to the Russell Group (known for their research intensity), collectively contribute to over half of the UK's Higher Education Institution's (HEI) carbon emissions (Wadud et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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‘Doing good science’: The impact of invisible energy policies on laboratory energy demand in higher education

Gormally

O’Neill

Hazas

et al. 2019

Energy Research & Social Science

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Education is the second largest consumer of energy in the service sector, however, little research to date has focused on the link between education policy and energy demand. Using a case study, this paper explores the role of invisible energy policies in Higher Education (HE). We make a distinctive contribution to debates about invisible energy policy by applying concepts from governmentality to show how different policies and technologies of governance come in to conflict in practice. And, we argue that although there are a number of institutional and national-level policies directly related to sustainability (including energy) there are also a number of conflicting priorities, most notably linked to the neoliberalisation of HE. Our case study focuses on teaching and research laboratories and empirically explores the impacts of both intentional and non-intentional energy policy in these spaces. Specifically this research highlights that the ability to 'do good science' has implications for demand management that go beyond research and teaching laboratory activities, and into the wider realm of HE institutions and policies.

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Section: Discussion and Reflectionssupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

‘Doing good science’: The impact of invisible energy policies on laboratory energy demand in higher education

Gormally

O’Neill

Hazas

et al. 2019

Energy Research & Social Science

View full text Add to dashboard Cite

show abstract

“…Several methods and indicators were evaluated to monitor and measure energy performance in buildings. In a recent research [30], the authors developed a novel method which utilises a panel data set and advanced panel econometric techniques in order to establish an accurate baseline in higher education institutions. In the US, the DR market is well developed, and several baseline methodologies have been tested.…”

Section: Consumption Baseline Methodologymentioning

confidence: 99%

Modelling and evaluation of the Baseline Energy Consumption and the Key Performance Indicators in Technical University of Cluj‐Napoca buildings within a Demand Response programme: a case study

Cretu

Czumbil

Bargauan

et al. 2020

IET Renewable Power Generation

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“…Research-intensive universities have been identified as significant contributors to sector carbon emissions: The 20 research-intensive institutions that make up the Russell Group contribute to over half of the UK's universities' carbon emissions (Wadud, Royston, & Selby, 2019). Universities are simultaneously viewed as being uniquely equipped for practicing sustainability and leading the sustainability movement-indeed, it has been suggested that they have a moral duty to reach the next generation of influencers and leaders (Croog, 2016;Disterheft et al, 2013).…”

Section: The Climate Emergency and Neoliberalismmentioning

confidence: 99%

Universities, Sustainability, and Neoliberalism: Contradictions of the Climate Emergency Declarations

O’Neill

Sinden

2021

PaG

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UK universities have been successively declaring a climate emergency, following the University of Bristol’s lead in 2019. Universities are key actors in climate change education, and potentially progressive organisations researching, teaching and implementing low carbon futures. Using universities’ sustainability strategies, we present a secondary analysis identifying neoliberalism’s significant role in influencing universities’ sustainability policies and practices. This plays out through university boosterism where universities use their sustainability work to claim sustainability leadership, representing a form of sustainability capital to attract funding and potential students. Furthermore, we suggest a cognitive-practice gap exists between those <em>researching</em> sustainability and those <em>implementing</em> sustainability in universities. Thus, we conclude that there are inherent tensions in universities’ sustainability governance, with universities embodying contradictory sustainability discourses and advancing a form of green capital. Entrenched neoliberal ideologies present challenges for those declaring a climate emergency and how such declarations are subsequently operationalised.

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Modelling energy demand from higher education institutions: A case study of the UK

Cited by 37 publications

References 31 publications

‘Doing good science’: The impact of invisible energy policies on laboratory energy demand in higher education

‘Doing good science’: The impact of invisible energy policies on laboratory energy demand in higher education

Modelling and evaluation of the Baseline Energy Consumption and the Key Performance Indicators in Technical University of Cluj‐Napoca buildings within a Demand Response programme: a case study

Universities, Sustainability, and Neoliberalism: Contradictions of the Climate Emergency Declarations

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