Is Higher Education Playing a Leading Role in Climate Action? Part I.

The report “Higher Education’s Role in Adapting to a Changing Climate” was prepared in 2011 by the Higher Education Climate Adaptation Committee—a group of experts and institutional leaders in the United States—that is convened and coordinated by Second Nature in support of the American College & University Presidents’ Climate Commitment (ACUPCC). Although it is a bit dated by this point, the report does include a relevant list of things that higher education should be considering in terms of climate action. While at COP25, I have been thinking a lot about this list as prompts for series of blog posts. In the first of this series, I will focus on a quote from the Executive Summary of that report:

Higher education has taken a leadership role in climate mitigation — that is, preventing climate change by reducing greenhouse gas emissions. 

In 2006, twelve college and university presidents initiated ACUPCC and eventually, hundreds of institutions signed on to a commitment in which they were to a) develop a plan to achieve climate neutrality as soon as possible; b) complete an comprehensive inventory of all greenhouse gas emissions associated with the institution; and c) make the action plan, inventory and progress reports publicly available. Jennie Stephens, from Northeastern’s School of Public Policy and Urban Affairs is an expert in the social-political aspects of renewable energy transformation. Writing in The Conversation in 2018, Dr. Stephens argues that climate advocacy “has become well established on US campuses over the past decade,” with over 600 schools signing the American College and University President’s Climate Commitment.

To date, now thirteen years after the formation of ACUPCC, there are 6 signatory institutions that have achieved carbon neutrality according to Second Nature. Others plan to achieve this milestone by either 2025 or 2050 (but so do at least six states). Some campuses have been engaged in energy efficiency initiatives, either through new construction of LEED certified buildings or simply as a cost savings measure. Some institutions simply participate in mandatory demand response programs to curtail electrical use at critical times (e.g. during a heat wave) to minimize the chance of an electrical blackout. In the same article referenced above, Dr. Stephens noted that as of 2018, only 150 campuses globally had committed to divest their holdings in fossil fuel companies, and only about one-third of those are in the U.S.

Given these numbers, I would argue that overall, institutions of higher education are not demonstrating strong climate action leadership. There are exceptions of course (Monash University in Australia comes to mind). But given the research and innovation that universities are typically known for, we can and should be doing better, especially given the urgency needed to address climate change as outlined in the 2018 Intergovernmental Panel on Climate Change (IPCC) Special Report Global Warming of 1.5 °C and strongly reiterated in the special reports the IPCC published this year on Climate Change and Land and on the Ocean and Cryosphere in a Changing Climate.

These signs are seen frequently around the COP25 venue

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The Executive Summary from the 2011 report that I referenced at the start of this post notes that “campuses face direct risks to their operations and infrastructure from the impacts of climate disruption,” and thus, have the unique opportunity to role-model solutions in their own operations. Earlier today, I attended the 10th World Climate Summit that is held annually in conjunction with the COPs. While this is very much a business and investment-focused event, I went to a session entitled “Physical Climate Risk and Response” hosted by McKinsey & Company, a global management consulting firm. In a small group exercise, they asked attendees to consider the four questions in the screen shot below.

Discussion questions posed during a session hosted by McKinsey & Company

These seem like important questions for all institutions (including higher education) to be asking; I am curious as to how people at my campus would respond. One of the points made by the facilitators of this session was that climate risk should be integrated into the risk management framework of any organization. Thus, these questions seem like important ones for each campus to be asking as part of their own risk management. Without good answers to these questions, it would be difficult for an institution to take on one of the recommendations from the 2011 ACUPCC report where the authors suggested that higher education could also "serve as ‘hubs’ in their local communities for creating, testing, and disseminating knowledge about regional climate projections and adaptation strategies, and should work directly with their local communities to explain the science and implement solutions."