EPFL Sustainability Report 2010 - 2011 JUNE 2012
EPFL recognizes the need to responsibly manage resources, conduct social relations, and stimulate the economy. Given its position as a well-respected university and research institution, EPFL is committed to adopting and further developing sustainability strategies intended to generate positive impacts both internally and externally. Demonstrating this commitment to building a more sustainable campus, EPFL joined the ISCN-GULF Sustainable Campus Charter as a signatory member. The Charter was developed and endorsed by the International Sustainable Campus Network (ISCN) and the Global University Leaders Forum (GULF). The ISCN is a global network that aims to enhance universities’ commitments to construct, redesign, and organize their campuses in an exemplary and sustainable way, and to include the experiences in their research and education mission (www.isc-network.org). GULF was initiated by the World Economic Forum to develop a global community of university leaders, foster collaboration between top universities in areas of significance for global policy and help shape the agenda of the World Economic Forum. The GULF community now includes 25 heads of universities from nine different countries and constitutes the premier university leaders forum in the world (www.weforum.org/global-university-leaders-forum). To communicate EPFL’s progress and future goals for sustainability-related efforts in a systematic and transparent manner, this report combines EPFL’s reporting under the ISCN-GULF Sustainable Campus Charter with a sustainability report following the guidelines of the Global Reporting Initiative (GRI), which is known internationally as the most widely accepted sustainability reporting framework.
TABLE OF CONTENT
President’s Statement
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ISCN-GULF Charter Summary Report 1. Introduction and Profile Campus Community and Culture Governance and Institutional Context
2. Principle 1 Sustainability Performance of Buildings on Campus Management Approach to Principle 1 Topics Main Initiatives and Results in 2011 Overview of EPFL’s Principle 1 Goals
3. Principle 2 Campus-Wide Master Planning and Target-Setting Management Approach to Principle 2 Topics Main Initiatives and Results 2011 Overview of EPFL’s Principle 2 Goals
4. Principle 3 Integration of Facilities, Research, and Education Management Approach to Principle 3 Topics Main Initiatives and Results Overview of EPFL’s Principle 3 Goals
3 3 4
7 7 8 9 11 11 12 13 15 15 16 17
GRI Performance Report 1. Education, Research, Knowledge and Technology Transfer Education Research Significant Increase in the Number of Publications Future Research Priorities Knowledge and Technology Transfer Ranked as a Global Leader
2. Students, Faculty and Staff Rapid Growth at EPFL Employee Turnover Training and Education Human Resources Management Adaptive Management Wage Flexibility and Performance Review Activity Rates and Contract Types Benefits Plan A Strong International Organization Integration of International Students and Staff Gender Diversity and Equal Opportunities for Women Student Assistance and Welfare Accessibility for Disabled Persons A Decentralized Network of Health and Safety Privacy and Data Protection
3. Facilities and Environment Campus Initiatives for Green Buildings Energy Efficiency / Renewable Energy GHG Emissions Air Emissions and Transportation Initiatives Paper Consumption Waste Significant Spills Biodiversity Student Association and Activities Management Responsibilities
4. Society and Outreach
Providing Specific Public Services Relations with Stakeholders Strategic Partnerships in Europe and Worldwide Ethical Conduct in all Activities
5. Funding and Governance 21 21 22 24 25 26 29 31 31 33 34 35 35 36 37 37 38 39 40 42 42 43 43 45 45 47 48 50 52 54 55 56 56 57 57 59 59 60 62 63
Federal and Third-party Funding Fund Allocations and Expenditures Responsible Financial Management Indirect Economic Impacts Governance Accountability and Performance Risk Management Evaluation of Schools and Colleges Participation of Groups
65 65 66 66 66 67 68 69 69 69
6. GRI Guideline Application in this Report
71
Sources
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ANNEX 1. Original text of the ISCN-GULF Sustainable Campus Charter 75 2. Frequently asked Questions related the ISCN/GULF Charter 77 3. Members of the Global University Leaders Forum (GULF) 79
GRI-INDEX On the EPFL Sustainability Report 2010 to 2011 Disclosures on Management Approaches - DMAs GRI Guideline Application in the Sustainability Report 2010 to 2011
95
Imprint
96
83 92
President’s Statement
Honored by the first International Sustainable Campus Network (ISCN) award in 2009 that recognized 40 years of sustainable building on its campus, EPFL is resolutely committed to pursue its role as living laboratory for sustainable development by skillfully combining all its forces of innovation. Nevertheless, EPFL is at a turning point in its existence. The University’s academic and entrepreneurial successes generate remarkable growth in international comparison that needs to be managed according to a sustainable perspective. For instance, EPFL’s increasing internationalization constitutes an environmental challenge – particularly regarding greenhouse gas emissions – as well as a social challenge. Fully aware of the exemplary nature that a university of its scale represents in the area of sustainable development, EPFL wishes to continue its progress while demonstrating that it is a socially responsible institution. To transform this sustained growth into sustainable growth, EPFL and the neighboring Lausanne University have chosen to imagine together tomorrow’s campus. This association will allow to solve jointly the complex challenges that await future generations, in particular demographic growth, climatic change and energetic shortage. A new sustainable development strategy for the next decade, established jointly with Lausanne University, is under consideration and will deploy its effects very rapidly. High up in our list of priorities is the deep respect for men and women who study and work at the University. Coming from 120 nations, they bring extraordinary and promising cultural diversity, but require a well-adjusted integration policy. Equality also remains a priority, not only for genders, but minority communities as well. Finally, psychological and physical health for all continues to be the institution’s constant preoccupation. The campus’s environmental impact remains another priority, especially that of energy. How can we increase our autonomy and environmental quality despite growth? Concerning infrastructures, heating and cooling with heat pumps using lake water, as is the case now, still seems to be the most sustainable solution. On the other hand, the issue of electricity continues to be more difficult to curb, particularly in the context of a paradigm change at federal level for issues of safety and environment. Lastly, the impact of professional mobility and commuting that congests not only the atmosphere but physical transport networks as well features among the major environmental concerns. At the academic level, EPFL’s goal is to develop a campus that is a real sustainable development living laboratory, both as a resource for education and research, and as a place where students and researchers can provide their sustainability expertise. The task is huge, yet EPFL is fortunate to cultivate excellence thanks to researchers, students and staff who are inspired, curious and ready to take up new challenges. One of these will be for mankind to inhabit the planet in ever-increasing numbers with ever more limited resources. This complex challenge also pertains to the economic aspect of sustainable development and will mobilize present-day societies and, in an even more advanced way, academic institutions, of which convincing demonstrations are expected. We are proud to belong to the ISCN-GULF international network of sustainable university campuses and to regularly take part in its activities to share best practices. In order to meet future challenges, cooperation and networking are decisive assets. This sustainable development report features among the fruits of this network. Its drawing up according to the Global Reporting Initiative’s Guidelines underlines our determination to make our practices more transparent. Patrick Aebischer, EPFL President
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The EPFL Executive Board: Prof. Francis-Luc Perret (Vice-President for Planning and Logistics), Prof. Patrick Aebischer (President of EPFL), Adrienne Corboud Fumagalli (Vice-President for Innovation and Technology Transfer) and Prof. Philippe Gillet (Vice-President for Academic Affairs)
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ISCN-GULF Charter Summary Report
1. Introduction and profile The Ecole Polytechnique Fédérale de Lausanne (EPFL) is one of two Federal Polytechnical Universities in Switzerland. Like its sister institution ETH Zurich, EPFL has three missions: education, research, and technology transfer at the highest national and international level. Students coming from all over the world experience a top quality environment. EPFL regularly appears at the top of international rankings as one of the best universities in the world. This acclaim was earned as EPFL, focused its development on innovative education for tomorrow’s technology leaders, on phase-lead technological research fostering solutions to major world issues, and on innovative partnerships fueling the economy.
Campus Community and culture EPFL’s main facilities are located in Switzerland, in the western part of Lausanne, at the heart of the diversified and international Lake Geneva area. In January 2009, the Institute of Micro Engineering (IMT) located in Neuchâtel was integrated into the School of Engineering at EPFL. In 2010 an off-shoring project, called EPFL Middle-East (ME), was launched in Ras Al Khaimah in the United Arab Emirates. In 2010/2011, EPFL hosts over 10,000 people on campus with 7,762/8,442 students (bachelor, master and doctoral) and 4,920/5,109 faculty and staff (with PhD students). From 2001 to 2011, the proportion of students has risen by 63 % and the proportion of staff by 61%. During the same period, the global payroll increased by more than 50%, in the amount of 486 million CHF in 2010. EPFL competes with the world’s best universities by establishing international links, by recruiting its academic and research staff worldwide, and by remaining attractive to students from abroad. With 120 nationalities represented on campus and more than 60% of its professors coming from abroad, EPFL is one of the world’s most cosmopolitan universities. Half of the students registered in 2010/2011 were non-Swiss. The proportion of foreign students has risen over the last ten years from 35 to 50 %. This proportion is particularly high among PhD students of whom 75 % come from abroad. In 2011, most of the foreign employees and students came from France making it the University’s most important market outside of Switzerland, followed by Italy and Germany. Among countries outside Europe, Iran, USA, India and China are the most represented. EPFL has successfully established partnerships worldwide. International student exchange programs and research collaborations exist in all five continents. These partnerships are imperative for EPFL to carry out its mission to make its teaching, research and partnerships available on a global scale. Its reputation as a leading international educational and research hub is growing. EPFL’s International Relations department is dedicated to further developing the international mission of EPFL. The department supports EPFL in upholding its status as a world-class institution through active networking with key universities, efficient positioning of EPFL in first-rate international school associations, reaching out to the alumni, targeted international promotion of EPFL’s Masters and PhD programs. With this international presence, EPFL aims to respond to the most pressing world challenges as it continues to develop scientific partnerships, research and education that can help adapt technologies and innovations to the context of developing countries.
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EPFL has 189 Partner Universities throughout Europe, North and Latin America and Asia, where students may choose to study. As part of the 189 partnerships, 19 new student exchange programs were signed since 2008 and more than 3,000 students took advantage of these programs between 2008 and 2010 (1,806 incoming students and 1,291 outgoing students).
Institutional partnerships
Student exchange agreements
Cooperation projects
Fig.1: EPFL’s academic partners
Governance and Institutional Context EPFL is directed under the jurisdiction of the Swiss Confederation by the ETH Board which itself depends on the Federal Department of Home Affairs, more specifically the Secretary of State for Education and Research. The EPFL Executive Board is led by a President and three Vice-Presidents: Academic Affairs, Planning and Logistics and Technology Transfer. The Secretary General coordinates the activities of the Executive Board. The General Counsel acts as legal adviser and is responsible for risk management on an institutional level. They both participate in EPFL Executive meetings in an advisory capacity for matters that concern them.
Executive Board Vice-presidency Academic Affairs
Vice-presidency Technology Transfer
Vice-presidency Planning Logistics
General Counsel
Secretary General
Schools
Basic Sciences
Life Sciences
Engineering
Colleges Computer and Communication Sciences
Architecture, Civil and Environmental Engineering
Fig.2: Organization chart
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College of Humanities
Management of Technology
In terms of research and education, EPFL is structured into five Schools (divided into research institutes and education programs): • Basic science (mathematics, physics, chemistry) • Engineering (electronics, microtechnology, materials, mechanical) • Life sciences (neuroscience, bioengineering, cancer research) • The natural and built environment (architecture, civil engineering, environment) • Information technology and communication systems And two colleges: • College of Management of Technology • College of Humanities, which is a place of convergence of human and social sciences Each School consists of educational Programs and Research Institutes. Institutes are comprised of chairs (academic level) and laboratories (technological level). They are responsible for teaching, researching and outreach to academic, industrial and public community in one of the School’s scientific domains. Centres for Transdisciplinary Research, which are scientific and technological infrastructures serving the Institutes and education Programs and dedicated to teaching and conducting research, depend to the Vice-Presidency for Technology Transfer. The School Bodies are the School Board and the School Council. The School Board is made of a School Dean and a different number of members for each School. The Dean bears the overall responsibility of the School, in terms of strategic vision, planning, budgetary and finance management. He proposes to the EPFL Executive Board the appointment of Section Directors, Institute Directors and professors, for submission to the ETH Board. The School Council pays particular attention to information and participation in the four bodies of the School: teachers, administrative and technical staff, scientists, and students. EPFL adopted rules and regulations concerning the structure and organization of each School and the competences and tasks of their bodies. Funding is primarily federal and by law, the EPFL is a public institution, autonomous, established under public law and with its own legal personality (Art. 5 FIT Act). This status allows EPFL to effectively execute its mission focusing on education, research and technology transfer. EPFL’s organization is autonomously led in the areas of academia, internal finance and staffing. • Federal Act of 4 October 1991 on the Federal Institutes of Technology (FIT Act) The FIT Act determines the missions and organization and hence the autonomy of the different institutions of the EPF Domain. It establishes in particular the existence of the four bodies, namely faculty, doctoral assistants and scientific staff, students and administrative and technical staff. • Ordinance of 19 November 2003 on the EPF Domain This ordinance determines the details concerning application directly linked with the FIT Act. • Ordinance of the ETH Board of 13 November 2003 on the EPFs (Zurich and Lausanne) This ordinance determines the mandate and rules concerning the organization of the EPFZ and EPFL directly linked with the FIT Act.
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2. Principle 1 Sustainability Performance of Buildings on Campus Principle 1: To demonstrate respect for nature and society, sustainability considerations should be an integral part of planning, construction, renovation, and operation of buildings on campus. A sustainable campus infrastructure is governed by respect for natural resources and social responsibility, and embraces the principle of a low-carbon economy. Concrete goals embodied in individual buildings can include minimizing environmental impacts (such as energy and water consumption or waste), furthering equal access (such as nondiscrimination of the disabled), and optimizing the integration of the built and natural environments. To ensure buildings on campus can meet these goals in the long term, and in a flexible manner, useful processes include participatory planning (integrating end-users such as faculty, staff, and students) and life-cycle costing (taking into account future cost-savings from sustainable construction).
Management Approach to Principle 1 Topics Honored in 2009 by the Construction Award of ISCN, the EPFL has shown for decades its ability to sustainably manage its infrastructure. Integrated into the Vice Presidency for Planning and Logistics, the Sustainable Development Unit works closely with the Real Estate and Infrastructure Department to apply the highest standards of construction, renovation and operation of buildings. Federal standards (environmental management program RUMBA) and the most demanding Swiss Professional Standards (SIA) are applied consistently. When projects are applicable, the Swiss standard Minergie is also applied. EPFL decided in 2011 to hire a second staff member in the Sustainability Office and to report under the Global Reporting Initiative framework at the B level. This consolidation of the sustainable management at EPFL is a strong statement in favor of the social responsibility of the campus and will positively impact the projects. The Real Estate and Infrastructure Department has also decided to strengthen its team with an engineer specialized in energy, who is in charge of the Energy Master Plan of EPFL. At the start of 2011, the heated or cooled floor space of EPFL academic buildings was roughly 461,513 m2 (floor area), encompassing 59 buildings Energy management at EPFL has been a challenge, as the energy reference area has increased by 25% since 2001. In upcoming years, a continuous rise of the area is expected as further densification of the campus is planned. This involves the construction of new buildings around the Rolex Learning Center, the expansion of the housing capacity (516 additional lodgings in 2013) and the development of services (medical and dental care, pharmacy, hairdresser, etc.), shops, and a conference center with 3,000 seats. The infrastructures constructed in the seventies to provide energy to EPFL’s facilities have reached their efficiency limitations. An energy master plan is currently established to adapt the current infrastructures to meet the demands of forthcoming growth.
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Main Initiatives and Results in 2011 Regarding new developments, EPFL strives to develop energy-efficient buildings, to promote the use of renewable energy and to foster transfer of technology. The main renewable energy focus during the reporting period (2011) was on building the second phase of the solar power plant and on establishing the energy master plan, which required setting long-term goals and defining priority measures and investments for the next four years planning cycle. In 2011, thermal piles were installed under the foundations of the new conference center in order to carry out further research on the exploitation of geothermal energy. In 2011, EPFL has decided to completely renovate the library and to assign it fall 2012 to central administrative services (staffs, human resources, finance). For the first time, a building of the first phase of construction at EPFL in the 1970s underwent a full transformation. The building will be connected to the central heating and heat pumps to be labeled Minergie through insulation performance and higher natural ventilation. In addition, the EPFL has launched in 2011 an international architectural competition to build 2 or 3 “Pavilions� and restore the centrality of the EPFL (Cosandey Place), on the outskirts of the Rolex Learning Center. Specifications for these plans push designers to fully integrate sustainable development criteria in their project.
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Overview of EPFL’s Principle 1 Goals Topics Priority topics (with units of measurement)
Goals and Initiatives Objectives and targets Key Initiatives (for reporting year, for the following year, and/or beyond)
(in reporting year, and/or planned for the following and beyond)
Results Performance 2010
Performance 2011
Resource use Electricity consumption (MJ normalized by space and headcount)
Renewable energy produced (MWh)
Goals will be evaluated during energy master planning, underway now for 2012 - 2022 period Largest solar park in Installing PV on all EPFL Switzerland by 2012 flat roofs
Renewable electricity use
519 MJ/m2 28,448 MJ/person
537 MJ/m2 27310 MJ/person
4,500 m2 of PV installed, 53 MWh/yr generated (start of operation December 2010) 23 %
8,713 m2 of PV installed, 2/3 of solar park completed, 837 MWh/yr generated (only first step in operation) 23 %
259 MJ/m2/yr, 14,172 MJ/person
230 MJ/m2/yr, 11,723 MJ/person
267 MJ/m2 14,648 MJ/person
212 MJ/m2 10,778 MJ/person
69 %
71 %
8,671 MWh
8,449 MWh
241 tons (augmentation by 30% compared to 2009), 23% of recycled A4 paper
189 tons 31% of recycled A4 paper
16,900 l/person
16,139 l/person
(in % of electricity use) Goals will be evaluated Energy demand for heating and cooling (MJ normalized by during energy master space and headcount)
planning
Heat energy consumption
Goals will be evaluated during energy master planning
(MJ normalized to space and headcount)
Heating and cooling produced Goals will be evaluated during energy master from renewable sources (% of total heat)
Heat pumps and lake cooling
planning
Natural gas purchased for steam (MWh)
Goals will be evaluated during energy master planning Quantity and quality of paper Goals to be evaluated consumed (overall paper use in in master planning for tons, % of recycled A4 paper) 2012-2016 Goals to be evaluated Water consumption in master planning for (liters per person) 2012-2016
Waste, recycling, local emissions, and non-compliance Waste by head count (kg/person)
Recycling rate
Goals to be evaluated in master planning for 2012-2016 Goals to be evaluated in master planning for 2012-2016
Improved signage and labeling of bins
165 kg/person
178 kg/person
55 % Total recycled: 679 tons
61 % 879 tons recycled
Building design aspects Sustainability principles for design
Optimize designs for energy efficiency, passive energy, use of renewables, and flexibility/adaptability of usage
Buildings oriented for Rolex Center achieved passive solar heating, Minergie certification on improved insulation, Oct. 18, 2010 modified HVAC settings for reduced energy use
No new buildings in 2011
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3. Principle 2 Campus-wide Master Planning and Target-Setting Principle 2: To ensure long-term sustainable campus development, campus-wide master planning and target-setting should include environmental and social goals. Sustainable campus development needs to rely on forward-looking planning processes that consider the campus as a whole, and not just individual buildings. These processes can include comprehensive master planning with goals for impact management (for example, limiting use of land and other natural resources and protecting ecosystems), responsible operation (for example encouraging environmentally compatible transport modes and efficiently managing urban flows), and social integration (ensuring user diversity, creating indoor and outdoor spaces for social exchange and shared learning, and supporting ease of access to commerce and services). Such integrated planning can profit from including users and neighbors, and can be strengthened by organization-wide target-setting (for example, greenhouse gas emission goals). Existing low-carbon lifestyles and practices within individual campuses that foster sustainability, such as easy access for pedestrians, grey water recycling, and low levels of resource use and waste generation, need to be identified, expanded, and disseminated widely.
Management Approach to Principle 2 Topics The Real Estate and Infrastructure Department, reporting to Vice-Presidency Planning and Logistics, is responsible to plan and manage credits allocated to buildings and infrastructure and to assure the operation and management of the technical infrastructures including heating, ventilation, sanitary, electricity, computer networks, alarms, fixing. As a result, this Department is responsible for the planning and implementation of all measures that concern energy, construction, waste and transportation. It is also responsible for data tracking in these areas. The Sustainable Committee, formerly named RUMBA Committee, currently under reconstruction, will be comprised of representatives from the Real Estate and Infrastructure Department (energy, construction, waste) and as well as representatives from other sectors including purchasing and human resources. Based on a biennial reporting structure, 2011 was a reporting year for the federal environmental program RUMBA. By 2016, the Federal Council intends to reduce each department’s environmental impact by at least 10% compared with 2006. The results of this report demonstrate that the federal administration is still on course to achieve this goal. However, on 25 May 2011, the Federal Council defined its new energy policy, which focuses on expanding the power mix (giving priority to hydroelectric and new renewables energies) and on energy saving measures. The federal government should act as a model and set a good example. It should meet a substantial part of its own energy needs with renewables and apply the principle of best practices in all areas. On this basis, EPFL decided through his Vice-Presidency for Planning and Logistics to launch a new strategy and action plan in 2011 which is outlined in an energy master plan. The plan was based on a life cycle assessment carried out in 2011 that revealed the CO2 emissions for energy production and consumption for 2010. Additionally, in collaboration with the University of Lausanne, the Sustainability Office of EPFL launched a sustainable mobility plan for 2011-2014 with measures for bike friendly access, public transportation and speed and parking limitations for example. 11
In 2011, the former Safety, Hygiene and Environment service (SHE) was reconfigured under the name Safety, Prevention and Health Department (DSPS) and reinforced with new resources and services. The DSPS is responsible for the safety requirements related to the expansion of the EPFL campus and the extreme diversity of research activities. In addition, student life, science and cultural events, the presence of start-ups on campus and of large companies in Innovation Square required advanced security measures and greater attention to health and safety. The current safety network is composed of 4 DSPS occupational health and safety specialists and 5 School Safety Coordinators (CSFs), making it the centre for implementation of health and safety measures.
Main Initiatives and Results 2011 EPFL received its third quality seal from the Swiss Foundation Nature and Economy, for promoting biodiversity on site in 2011. Since September 2011, the Safety, Health and Prevention Department has been operating a Health Point for primary care appointments with nurses. Appointments are free of charge and open to the whole EPFL community for: primary care with trained nurses, prevention, vaccine boosters, information and advice on various healthrelated issues, stress, addiction, nutrition, occupational medicine, and orientation within the health system. EPFL has also implemented a new Life Cycle Analysis based on software designed by Quantis, an EFPL startup. To better understand commuting trends, a survey was conducted in 2011 that showed 400 participants to the “bike to work” event, 800 required bike repairs at the “Point Vélo”, and there was 1 new bike sharing station added in the Innovation square.
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Overview of EPFL’s Principle 2 Goals Topics Priority topics (with units of measurement)
Goals and Initiatives Key Initiatives Objectives and targets (for reporting year, for the following year, and/or beyond)
(in reporting year, and/or planned for the following and beyond)
Results Performance 2010
Performance 2011
Institution-wide carbon targets and related achievements CO2 emissions
in tons CO2-eq: Heat 7,734 Electricity 22,281 Infrastructures 12,756 Processes 2,118 Commuting 7,491 Business travel 5,392
in tons CO2-eq: Heat 5,556 Electricity 22,514 Infrastructures 12,756 Processes 2,043 Commuting 8,116 Business travel 5,930
Commute modal split: 53 % Public transport 21 % Car 2 % Motorcycle/moped 15 % Bicycle 6 % Walking
Commute modal split: 58 % Public transport 21 % Car 2 % Motorcycle/moped 14 % Bicycle 5 % Walking
Bicycling
430 participants
400 participants
Air and train travel data As part of energy master available planning, set sustainability goal for reduced air miles and video conference access Social Inclusion and protection Diversity Policy and programs to support women on staff; (percentage of faculty/staff and Active recruitment of student populations which are international candidates international and/or female)
Air: 9,653 km/person Rail: 1,112 km/person Car: 195 km/person
Air: 10,206 km/person Rail: 974 km/person Car: 189 km/person
(tons CO2-eq)
Align with national Switzerland’s GHG goals for Kyoto Protocol: 10 % reduction over 1990 levels by 2016
A Life-Cycle Assessment was conducted in 2011
Transportation Commuting / alternative transportation (commute modal split, by %)
Develop transportation management plan, including: - Parking policy and pricing structure, - Increase incentives (Continued public transit discounts, telecommuting, carpooling subsidies) - Improve biking infrastructure
(number of participants in annual bike to work contest) Business travel
Access to services (number of services available on campus)
Participative campus / neighborhood planning (number of meetings attended)
71 % of academic staff from abroad, 27 % women students, 32 % women staff, 17 % women in executive positions Goals to be considered during Continued development of Services on campus: 2012 - 2016 master planning campus services, with the 23 dining/restaurants addition of Rolex Learning 60 student organizations 20 other services (health, Center, and Esplanade sports, kindergarten, staff training, etc.) Active member in numerous 2 meetings with University Continue dialogue with of Lausanne, 1 with community and regional neighboring city and municipal government planning initiatives institutions
73 % of academic staff from abroad, 27 % women students, 32 % women staff, 18 % women in executive positions No change since 2010
Same number of meetings as 2010
Land-use and biodiversity Biodiversity preservation (number of third party certifications)
Maintain Quality Seal status by Foundation Nature Swiss Economy
Quality seal maintained
Requalification
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4. Principle 3 Integration of Facilities, Research, and Education Principle 3: To align the organization’s core mission with sustainable development, facilities, research, and education should be linked to create a “living laboratory” for sustainability. On a sustainable campus, the built environment, operational systems, research, scholarship, and education are linked as a “living laboratory” for sustainability. Users (such as students, faculty, and staff) have access to research, teaching, and learning opportunities regarding connections between environmental, social, and economic issues. Campus sustainability programs have concrete goals and can bring together campus residents with external partners, such as industry, government, or organized civil society. Beyond exploring a sustainable future in general, such programs can address issues pertinent to research and higher education (such as environmental impacts of research facilities, participatory teaching, or research that transcends disciplines). Institutional commitments (such as a sustainability policy) and dedicated resources (such as a person or team in the administration focused on this task) contribute to success.
Management Approach to Principle 3 Topics Since 2008, the Sustainable Development Unit of EPFL is hosted by the Vice President for Planning and Logistics and primarily focused on Principles 1 and 2, without losing sight of the cross-disciplinary component of education and research. However, there is no platform dedicated to this subject. The RUMBA recovery program is expected to stimulate progress in this area based on the understanding that: 1. EPFL is a perfect place to explore new cleantech projects and the Vice-Presidency for Planning and Logistics tries to implement them whenever possible. In 2010 and 2011, several initiatives were launched and assessed: a. Design and construction from the two first phases of the Solar Park Romande-Energie EPFL, in close collaboration with the Solar Laboratory (LESO) b. Design and construction of four energy-efficient piles installed between the end of May and the beginning of June 2010 in the foundations of the Swisstech Convention Center. They will enable research to be performed on leveraging geothermal energy and the mechanical behavior of the foundations. c. A Power Grid on a Chip: a device only 4 mm thick can now manage an urban power grid a thousand times faster than previously possible. The first unit of this integrated circuit has just been developed and deployed on the official electric network first at the laboratory level, with outstanding results. A larger project applied to several EPFL buildings is in preparation. d. OpenSense, a project run by four laboratories at EPFL and one at ETH Zurich, is studying the possibility of installing sensors on the roofs of buses and trams, thus taking advantage of already existing public transport and mobile phone networks. Testing is currently underway in Lausanne. 2. ENAC School interdisciplinary week takes place in the second half of undergraduate students’ second year. ENAC week allows a first approach to complex issues related to territorial development and connects the students of architecture, civil engineering and environmental sciences. The Sustainable Development Unit is involved in these courses and offers case studies related to the sustainable campus, mainly in terms of mobility and renewable energy. 15
3. The Science and Humanities program (SHS) is an integral part of all study plans at EPFL, from the first year of a Bachelor’s degree to the first year of the Master’s degree. It offers students a great freedom of choice, of approximately 120 courses that cover a wide range of humanities and social sciences. Each student can thus construct a program relevant to their interests, with the help of about 80 teachers. During the four years, students will deepen their understanding of some areas and explore a variety of new topics. 4. The aim of the Cooperation & Development Center (CODEV) is to contribute to tackling development issues through the promotion and strengthening of scientific cooperation, in conjunction with academic and research institutions in emerging and developing countries. Using an interdisciplinary approach that combines the knowledge produced by the different disciplines at the EPFL and the social, economic and institutional capacities of the countries of the South, CODEV seeks to promote the application of state-of-the-art technologies to real social, environmental and economic needs in order to respond to the most pressing world challenges and to contribute to the efforts being made to reduce poverty. The UNESCO Chair in Technologies for Development was established in 2007 at EPFL, becoming one of Switzerland’s three UNESCO Chairs. The Chair operates as an international cooperation platform, building bridges among disciplines and sectors. In collaboration with partners in emerging and developing countries, it aims to find adapted technology solutions to bring sustainable development to the greatest number of people. 5. Finally, the association of students UNIPOLY, dedicated to sustainable development brings together about 80 students at the UNIL and EPFL, and provides an excellent gateway for sustainable campus projects such as: supportive purchasing, sustainable tricks, sustainable food, weekly market, annual sustainable calendar, river cleanup, beekeeping, etc.
Main Initiatives and Results In 2011, the Sustainability Office contributed to • the 2011 ENAC week with a four hour course on sustainability of the EPFL campus. 3 groups of 3 students chose these topics for their teamwork. • the final design of the new Master degree program in energy management and sustainability. • the contest OUI-DD (University Interfaculty Organization for Sustainable Development), launched in March 2007 by the EPFL and expanded at the UNIL in the fall of that year, grants prizes for student projects with an approach that integrates sustainable development. In 2011, 2 awards were presented. The contest is open to all Bachelor and Master students of UNIL and EPFL, and students engaged in a work license (UNIL only). All work performed under the supervision of a teacher through an academic curriculum can be applied. These may include individual or group projects. • the regular collaboration with UNIPOLY and the sustainable unit of UNIL and the opening of a garden for students on the UNIL site. • The 1st FORUM for education and sustainable development (4-5 November 2011) with 250 participants
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Overview of EPFL’s Principle 3 Goals Topics Priority topics (with units of measurement)
Goals and Initiatives Objectives and targets Key Initiatives (for reporting year, for the following year, and/or beyond)
(in reporting year, and/or planned for the following and beyond)
Results Performance 2010
Performance 2011
Topical Integration Training on Sustainable Development
Promote the introduction of the principles of sustainable development into courses and projects of all sections.
Sustainable development research projects
ENAC Program: 168 Masters degrees granted 15 lectures related to sustainable development
1 academic chair (Landolt) with research and training objectives closely tied to sustainable development
(number of faculty and projects dedicated to sustainability)
ENAC Program: 169 Masters degrees granted 15 lectures related to sustainable development ENAC week Master in Energy and sustainable development 3 winners selected in contest 2 winners selected in contest for bachelors and masters for bachelors and masters term projects term projects (OUI-DD contest) (OUI-DD contest) 34 labs related to sustainable 2 new labs: Laboratory of development Architecture and Sustainable Technologies and The Interdisciplinary Laboratory of Performance-Integrated Design
Social Integration Campus community engagement (student organization membership, number of projects and events)
Educate campus community on campus sustainability
Neighbor Day with the University of Lausanne
UNIPOLY student association led 9 projects related to sustainability. UNIPOLY membership: 72 “Ingénieurs du monde” student association led several projects related to cooperation
UNIPOLY student association led 16 projects related to sustainability, UNIPOLY membership: 80 “Ingénieurs du monde” membership: 45
Commitments and resources for campus sustainability Campus sustainability charter Financial resources (total funding in CHF)
Human resources (number of staff dedicated to campus sustainability)
Reporting ISCN-GULF 2009-2010 500,000 CHF
Funding sources include: CO2 tax revenues, government funds, institutional budget A sustainability coordinator 2 staff persons oversees sustainability (1 fulltime contracts programming and a RUMBA and 1 trainee) coordinator oversees environmental management. Academic chairs oversee sustainability-related research and educational initiatives
Reporting ISCN-GULF 2010-2011 750,000 CHF
2 staff persons (2 fulltime contracts)
17
18
19
20
GRI Performance Report
1. Education, Research, Knowledge and Technology Transfer Education With education as a cornerstone of EPFL’s mission, 13 complete study programs are offered at the bachelor’s and master’s levels in addition to 4 specialized master programs and 18 Doctoral programs. These study programs are designed to be flexible and modular. They meet the requirements of the Bologna accords and as a result, students can take advantage of a wide array of exchange opportunities, and the degrees they earn are internationally recognized. Significant increase in number of degrees
2001
2006
2010
2011
n.a.
658
617
684
498
604
628
653
199
292
336
331
294
136
200
145
Bachelor Master PhD Postgrad 700 600
EPFL has used the Bologna reform to diversify and add progressive fields like Financial Engineering, Nanotechnology, Management of Technology and Entrepreneurship, Computational Science and Engineering, and Nuclear Engineering (with ETH Zurich and PSI). Industry-specific internships are being introduced for all programs in engineering as a result of relationships developed through the Sections’ Advisory Committees, made up of employers’ representatives working with the heads of the programs. Founded in 2004, the College of Humanities (CDH) is responsible for developing and managing courses in Human and Social Science (SHS) provided to all EPFL bachelor and master students. The CDH responds to the need for EPFL teaching programs going beyond strictly technical skills to include human and social science as part of the curriculum and to raise social responsibility among students. The SHS program currently offers a choice of approximately 120 courses across a wide range of subjects, particularly in the fields of the philosophy of science, societal organization, cultural and artistic production and the social and human aspects of technical, scientific and entrepreneurial professions. The oath of Archimedes was founded in 1990 by students at the school. Based on the model of the oath of Hippocrates, it expresses the duties and responsibilities of the engineer. Students are strongly encouraged to sign the oath of Archimedes at the time of their graduation.
500 400 300 200 100 0 2001
2002
2003 Bachelor
2004
2005 Master
2006
2007 PhD
2008
2009
2010
2011
Postgrad
Fig.3: Evolution of the number of EPFL degrees from 2001 to 2011
At the bachelor level, a student interested in sustainable development primarily focuses on the Environmental Sciences and Engineering, Electrical & Electronic Engineering or Mechanical Engineering. At the master level, an additional program is offered: Energy Management and Sustainability.
More detailed data on students and degrees can be found in the Students, Faculty and Staff section on page 31.
21
Research
Transdisciplinary research
In support of its primary mission to educate, more than 250 laboratories and research groups make EPFL one of Europe’s most innovative and productive technology institutes. EPFL emphasizes both fundamental research and engineering applications, and its unique structure facilitates transdisciplinary research and encourages partnerships with other institutions.
The promotion of transdisciplinary research has been one of the strategic priorities of EPFL for several years. A number of transdisciplinary centers were created since 2008 such as the Center for Neuroprosthetics, the Transportation Center (TraCE), the Energy Center (CEN) or the Center for Advanced Modeling Science (CADMOS) together with the Universities of Lausanne and Geneva. All these initiatives enable the exploration of emerging fields and help bridge academic boundaries. In 2010 and 2011 EPFL’s transdisciplinary centers actively worked in the areas of energy, transportation, material science, mathematics, international cooperation, micronanotechnology, translational biomechanics, and neuroprostheses. EPFL is a leader or co-leader of several National Centres of Competence in Research (NCCR), the Competence Center for Materials Science and Technology (CCMX), and the National Competence Center in Biomedical Imaging (NCCBI).
The Energy Center collaborates The Roundtable with other national and international networks like on Sustainable Biofuels the Competence Center (RSB) is a leading multi-stake- for Energy and Mobiholder initiative coordinated by lity (ETH domain), the Energy Research the Energy Center at EPFL that Center of Martisupports the development of sustai- gny, and the Energy Science Center of nable biofuels. ETH Zurich. The In 2011, its new RSB Certification Energy Center leads several of its own system was recognized by the Euro- projects on different pean Commission for meeting topics like the production and storage of the sustainability criteria of hydrogen, energy in urban areas, biofuels, electricity and the Renewable Energy electrical mobility. Directive. Established in April 2009, the TraCE Transportation Center involves 36 laboratories across the campus with over 500 scientists from all EPFL Schools, and plays an important role in cross-disciplinary graduate programs. It is the entry point at EPFL for all research projects dealing with transportation and mobility. Its added value in promoting research and technology transfer in this field is widely acknowledged among its numerous academic and industrial partners in Switzerland and abroad. The Center’s existence has made it possible in particular to strengthen international cooperation, especially to respond to European project calls.
22
The Cooperation & Development Center (CODEV) seeks to promote the application of state-of-the-art technologies to real social, environmental and economic needs of developing countries through an interdisciplinary approach, drawing from the contributions of the different disciplines at EPFL. EPFL’s Research in this field has been conducted for more than 30 years. Currently, approximately 30 projects involving scientific cooperation for development are being conducted through the EPFL in collaboration with various laboratories and schools across numerous countries. CODEV setup a Seed Money Program, providing annual grants to support projects with a strong commitment to development cooperation. These grants are awarded on a competitive basis. EPFL leads the major Swiss Plasma and Fusion Laboratory (Center for Research in Plasma Physics). Its main goal is to participate in the worldwide development of this new energy source through strong education and research programs. Several laboratories are directly or indirectly active in sustainable development including those for computing, signal processing, aero, hydro and turbo machines, and solar cells. For instance, the Industrial Energy Systems Lab (LENI), hosted by the School of Engineering (STI), is a center of excellence in teaching and research related to thermodynamics and to sustainable engineering of energy systems (thermal or electrochemical) and industrial processes. Paving the way towards the 2000 Watt society, LENI leads theoretical and experimental studies on energy conversion systems and equipment with an emphasis on decentralized cogeneration (including fuel cells), renewables (including solar and biomass) and heat pumps. In addition, the Roundtable on Sustainable Biofuels (RSB) is an international initiative coordinated by the Energy Center at EPFL in Lausanne that brings together farmers, companies, non-governmental organizations, experts, governments, and inter-governmental agencies concerned with ensuring the sustainability of biofuels production and processing. The RSB has developed a third-party certification system for biofuels sustainability standards, encompassing environmental, social and economic principles and criteria through an open, transparent, and multi-stakeholder process. The RSB standard and certification system was recognized in 2011 by the European Union as proof of compliance with the Renewable Energy Directive.
ENAC and its Dedicated Chair for Sustainability A key environmental and multidisciplinary contribution of EPFL research is carried out at the School of Architecture, Civil and Environmental Engineering (ENAC), which brings more than 60 faculty members together from four research Institutes: architecture, civil engineering, environmental sciences and urban planning. ENAC has taken a long-term academic response to this multidisciplinary challenge through a coordinated cross-disciplinary approach to understand and solve complex built and natural environmental problems. The disciplines united in the School seek solutions to the most pressing problem of our time: guaranteeing a sustainable environment for humanity through a successful integration of human activities within the biosphere. In this context, ENAC is deeply committed to producing solutions to meet a wide range of challenges, such as global warming, population growth, the formation of megacities, land use pressures, and increased demands for energy and transportation systems. Hosted at the School of Architecture, Civil and Environmental Engineering, and inaugurated in 2008, the Landolt Chair for a Sustainable Future hosts visiting professorships across the campus with an interdisciplinary and public-oriented seminar series. It builds its strength from a multitude of concrete and innovative initiatives in teaching, research and technology transfer. As its primary objective, the program brings every year to the EPFL campus a world-renowned specialist in an area related to sustainable development. The strategic goals for the Chair are set by an Academic Board which brings together representatives of the EPFL’s five Schools and two Colleges, of the EPFL Presidency and of the Executive Board of Swiss private bankers Landolt & Cie.
23
Significant increase in the number of publications Number of papers In all fields
In environment /ecology 250
9000 8000
200
7000 6000
150
5000 4000
100
3000 2000
50
1000 0
0 2001-2005
2002-2006
2003-2007
2004-2008
2005-2009
2006-2010
2007-2011
2001-2005
2002-2006
2003-2007
2004-2008
2005-2009
2006-2010
2007-2011
2004-2008
2005-2009
2006-2010
2007-2011
2004-2008
2005-2009
2006-2010
2007-2011
Times cited In all fields
In environment /ecology
80000
2'500
70000 2'000
60000 50000
1'500
40000 1'000
30000 20000
500
10000 0
0 2001-2005
2002-2006
2003-2007
2004-2008
2005-2009
2006-2010
2007-2011
2001-2005
2002-2006
2003-2007
Citations per paper In all fields
In environment /ecology
10
10
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
0
0 2001-2005
2002-2006
2003-2007
2004-2008
2005-2009
2006-2010
2007-2011
2001-2005
2002-2006
2003-2007
Fig.4: Citation rankings in All Fields compared to citation rankings in Environment/Ecology over 5-year intervals (Source: ISI Web of Knowledge)
24
2011
Papers
Citations Citations per paper
Chemistry Physics Engineering Materials science Biology & Biochemistry Neuroscience & Behavior Molecular Biology & Genetics Clinical Medicine Computer science Environment/Ecology Geosciences Mathematics All Fields*
3013 3548 2542 1420 672 392 336 605 1135 400 274 609 15693
69007 54302 22719 19790 13222 8916 8915 8737 7274 6182 4499 2602 235380
22.90 15.30 8.94 13.94 19.68 22.74 26.53 14.44 6.41 15.46 16.42 4.27 15.00
* includes data for all papers from ranked and unranked fields Fig.5: 2011 Fields rankings for EPFL (Source: ISI Web of Knowledge)
Future research priorities The ETH Board has defined five key focus areas for research in the coming years: advanced manufacturing technologies, energy technologies for a sustainable world, engineering of life sciences, environmental systems and technologies, and methods and platforms for the advancement of science. Within the portfolio of activities, emphasis is given to topics that respond to societal needs and that are considered competitive in the international research arena. The issue of energy production and consumption will play a significant role throughout the world in the decades to come. Therefore, the Federal Council has decided to make energy research a top priority and to establish a related Swiss Action Plan. As a key player in energy research already, EPFL is well positioned to play an active role in the Action Plan and to further develop research, education and technological solutions in this field on both the national and international level.
25
Knowledge and Technology Transfer
Technology Transfer Office (TTO)
Collaboration with the industrial, economic and scientific environments is a long-standing tradition at the EPFL. Created in 2004, the Vice President of Technology Transfer launched specific initiatives aimed at enhancing EPFL’s impact on the economy, at promoting links between EPFL and the business world and at developing a dynamic regional centre for innovation through four focus areas: • TTO is EPFL’s Technology Transfer Office. It handles research contracts as well as the evaluation, protection, management and licensing of EPFL’s intellectual property. • Partnerships deal with large international companies which are interested in strategic collaborations with EPFL including the introduction of corporate R&D activities on the EPFL campus. • Alliance is the Industry Liaison Program for French-speaking academic institutions and is hosted at EPFL. It is financially supported by the Commission for Technology and Innovation (CTI), Cantons of western Switzerland, State Secretariat for Economic Affairs (SECO), the Association of Companies Alliance, and EPFL. • Support for startup projects is provided through the Innogrants. The unit handles the links with the Innovation Square, the local Science Park and FIT, a seed-funding foundation.
New ideas and inventions often show promise when they are the results of research but are not immediately adopted by the industry, particularly small and medium sized enterprises (SME). In order to increase the likeliness of transfer of the most promising inventions, the TTO supports specific studies (based on demonstrations and prototypes) through a new program which was first introduced in 2010 and completely launched in 2011. This new initiative will complement the Innogrants which are more focused on supporting startup projects. In 2010, EPFL celebrated its 1000th invention and one of these early inventions (Professor Graetzel’s solar cells) received the Millenium Technology Prize the same year. This technology has since been licensed to a new partner, Dongjin Semichem, from Korea. EPFL’s TTO is active in the negotiation and approval of collaboration agreements. The figure below shows the number of contracts and their respective monetary value which have been granted in 2010. Startups and SME’s represent more than 15% of the total contracts, but because of their limited resources a smaller proportion of financial allocations are granted to these recipients (about 6%). Many research projects with SME’s and startups are financed through CTI grants. Large corporations represented 34% of the contracts and 27% of the financial allocations. More than 48% of the contracts and about 67% of the financial allocations were granted to public or non-profit institutions.
Monetary value of research contracts (CHFM)
Number of research contracts
2% 4%
8%
27 % 27 %
341 CONTRACTS
CHF 68.9 M
Professor Graetzel received the Millenium Technology Prize for its solar cells in 2010
10%
30 %
18 %
34 %
40 %
Startup
SME
Corporations
European projects
Public institutions
Fig.6: Number of contracts and their monetary value in CHFM of research collaaborations handled by TTO in 2010
TTO also manages EPFL’s intellectual property from the disclosure of new technologies (mainly inventions and software) by the researchers to the licensing or transfer of IP such as patents, and software copyrights and material. The figure below shows a very positive 26
trend for invention and technology disclosures whereas the startup creation has followed the economic fluctuations of the internet business development. EPFL’s TTO presently manages a portfolio of 311 active patents and 353 licenses. These numbers are of the same order of magnitude as for institutions like MIT and
reflect the progressive nature of EPFL. The licenses generated in 2010 represent a total gross income of CHF 1.8 M including approximately CHF 0.4M for reimbursements of patenting costs. The net revenue of active licenses reached CHF 570,000 for 2010, following decreased investments in EPFL patenting.
250 200 150 100 50 0
2001
2002
2003
Priority Patent Application
2004
2005
2006
Licences, Technology Transfer agreements & options
2007
2008
2009
Invention & Technology Disclosures
2010
2011
Startups
Fig.7: Distribution of intellectual property handled by TTO from 2001 to 2011
Partnerships EPFL proposes to corporations a variety of collaborative agreements, from research-specific contracts to general frameworks and even agreements involving R&D teams on the EPFL campus. Companies can therefore benefit from the proximity of EPFL researchers and infrastructure to explore new fields and topics. The Innovation Square should enable further strengthening of the EPFL-industry relationships in addition to providing more training opportunities for its students and closer relations with its startups. The Science Park (PSE), founded in the 1990s, has evolved to become the Innovation Square currently housing 12 buildings that provide major companies and promising startups the conditions they need to flourish. It is firstly devoted to house research groups and innovation teams from companies such as Logitech, Nokia,
Alliance Launched in 2005, Alliance, the consortium of knowledge and technology transfer coordinated by EPFL, has the mission of linking higher education schools (universities, universities of applied science, university hospitals), research centers (CSEM, IDIAP) and enterprises. The funding of Alliance is provided by CTI (37%), SECO together with Cantons from Western Switzerland (36%) and EPFL and the Alliance Association (27%). Additionally, EPFL provides further support in the form of in-kind contributions.
Nestlé, Cisco, Debiopharm, Constellium and Credit Suisse operating in diverse fields such as information technology, biotechnology and telecommunications. A second sector is devoted to young entrepreneurs. Today, it houses more than 80 startup companies. A business incubator founded in 2008 is the latest facility to become available. Known as the ‘Garage’, it provides future startups with the infrastructure and support they need to get off the ground. EPFL has been supportive of relations with corporations for more than 25 years. Most recently, between 2008 and 2010, EPFL established 1,137 research collaboration agreements with companies and public entities representing a financial contribution to participating laboratories in the amount of CHF 264 M. Of the 52 startup companies established, three quarters have licenses for technology developed through EPFL.
In the last 5 years, Alliance enabled the visit of nearly 700 companies, the majority of which were SME’s. The Technology Advisors of Alliance thereby had the opportunity to determine the needs of the SME’s and encourage them to collaborate with expert academic researchers of the higher-education schools. As a result, nearly 200 collaborative technology projects were launched, primarily with the five institutions of the HES-SO (59%) and EPFL (28%).
27
Innogrants The Innogrants program was launched in 2005. Since then, more than 330 proposals were submitted of which 50 were funded. The one-year salaries were granted to EPFL project owners who intended to commercially release their technology. The School of Engineering (STI) and the School of Computer and Communication Sciences (IC) have been the primary candidates and recipients of the Innogrants. One important feature of the Innogrants is the origin of the entrepreneurs, 75% of whom have been non-Swiss citizens. This is consistent with the statistics of comparable technology clusters like Silicon Valley where a large proportion of entrepreneurs are immigrants. More than CHF 4.5 M was invested since 2005 and about 28 companies were created. These projects further received CHF 9 M in external grants from CTI and the Gebert Ruf foundation and CHF 18 M in equity from private investors. The program however remains unstable because of its dependency on private funding. In 2008, EPFL supported 18 startups and 20 startups in 2009. Of these 38 companies, 15 were supported by Innogrants, demonstrating how critical this type of funding is for the program. Jochen Mundinger, founder of the IT startup RouteRANK, a software solution for travel planning, was listed in the TR35, the most promising innovators under 35 by the MIT Technology Review.
12% startups in the “clean-tech” industry Supporting entrepreneurship requires as much stimulation as funding. An established culture rich in innovation can be a key enabler for further developments. EPFL provides training through its College of Management of Technology (CDM) and the Vice-Presidency for Technology Transfer (VPIV) contributes to this important topic through the organization of the “venture ideas @ EPFL” cycle of conferences in partnership with the CDM and venturelab. In 2010, the EPFL organized its 11th and 12th editions. Regarding fields of activity, about 26% of the startups are active in information technology (IT), and another 25% are active in medical technologies and biotechnology. Startups involved in the “clean-tech” industry (energy and environment) represent 12%. Among IT startups, routeRANK provides a software solution for travel planning that addresses the entire
28
travel route, integrating rail, road and air connections. In a single search, routeRANK finds and ranks the best possible travel routes, allowing users to sort them according to their priorities such as price, travel time and CO2 emissions. Its founder has been listed by the MIT Technology Review among the most innovative entrepreneurs under 35.
20 18 16 14 12 10 8 6 4 2 0 2001
2002
IT
Biotech
2003
2004
Medtech
2005
Mechanical
2006 Micro-nanotech
2007
2008
Electronics
2009 Sensors
2010
2011
Energy-environment
Fig.8: EPFL startups by year and fields of activity from 2001 to 2011
2% 12% 26% IT
6%
Biotech Medtech
12%
Mechanical
10%
Micro-nanotech Electronics
9%
Sensors
7%
16%
Energy-environment Others
Fig.9: EPFL overall startups by fields of activity (historical proportion 1994 - 2011)
Scientific advisor In addition to the four focus areas described above, EPFL has also been committed to driving innovation and technology transfer by combining fundamental and applied research in projects. EPFL is the Official Scientific Advisor to notable technology ventures, such as Alinghi, SolarImpulse l’Hydroptère, and as of 2009, the Rivages Project in association with the Bernard Stamm team for the next Vendée Globe challenge.
Ranked as a global leader EPFL is currently ranked alongside Cambridge as the top university in Europe in the category of engineering, technology and computer sciences according to the Shanghai Academic Ranking of World Universities (ARWU) and according to the Leiden Crown Indicator, EPFL was ranked number 2 in Europe and number 10 in the world in 2011. Regarding the European Research Council (ERC) grants 2007-2010, EPFL was in the top 5 universities for science, life science and engineering. EPFL was ranked in second place under the Interim Evaluation of the 7th Framework Program in December, 2010. EPFL has been certified in 2010 the EUR-ACE label for 13 of its Engineering Master Degrees. This European accreditation is designed to improve the match
QS/Times Higher Education - Global QS/Times Higher Education - Engineering & Technology Shanghai Jiao Tong - Engineering, Technology & Computer Science Leiden ranking Crown Indicator - Top 250 Leiden ranking Crown Indicator - Top 10% publications
between training and industry needs, and encourage the free movement of graduates across the continent. Research prizes received by EPFL professors include the Millenium Prize to Professor Michael Graetzel, the Humboldt research Prize to Professor Majed Chergui and the Mechanical Engineers Association Prize to Professor John Thome.
in 2010
n째1
EPFL is in Europe according to the Leiden Ranking EPFL was ranked number 1 in Europe (12th in world) by the Leiden Ranking in 2011/2012 based on the top 10% of publications.
2006
2007
2008
2009
2010
2011
17 (64)
42 (117)
14 (50)
12 (42)
8 (32)
11 (35)
11 (45)
9 (47)
8 (44)
9 (44)
6 (31)
6 (28)
n.a.
3 (28)
2 (18)
1 (15)
2 (20)
2 (20)
1 (15)
2 (10)
n.a.
1 (12)
2 (40)
n.a. n.a.
n.a.
n.a.
n.a.
European ranking (World ranking) Fig.10: International Academic Ranking
29
30
2. Students, faculty and staff Rapid growth at epfl Since 2001, EPFL has been growing significantly. The number of employees has risen by 61% and the number of students, including PhD students has risen by 63%. In particular, the number PhD students increased at a very fast pace (152%) from 2001 to 2011. Regarding professors, the progress during the same period depends on the professional category: the number of associate and tenure track professors increased significantly (253% and 392% respectively) whereas the number of full professors increased much more slowly (33%). The non-professorial academic staff has also been strengthened: the number of senior scientists and scientific collaborators increased by 209% (121% respectively) during the same period. This reflects how young professors, non-professorial academic staff and PhD students are at the very heart of EPFL development. This continuous rise of staff and students is part of the EPFL development plan. For example, a target has been set for 2019 to reach 10,000 students (of which 2,500 PhD students) and 500 professors on the campus. However, scientific staff has grown less rapidly (+62%).
+ 61% Staff
+ 152% PhD students
+ 392% Tenure track professors
9000 8000 7000 6000 5000 4000 3000 2000 1000 0 2001
2002
2003
Staff (with PhD students)
2004
2005
2006
2007
2008
Students (with PhD students)
2009
2010
2011
PhD students
Fig.11: Evolution of students and staff number since 2001
Supporting population growth is a sustainability challenge for all management (especially the Executive Board managing faculty), the Vice-President of Academic Affairs managing students, the Vice-President of Planning and Logistics managing staff, and for the Vice-President of Technology Transfer managing both staff and companies.
from 2001 to 2011 31
STUDENTS
2001 5180
2006 6336
2010 7762
2011 8442
∆ 01-11 63 %
∆ 10-11 9%
Bachelor students Master students Doctoral students Postgrad students
2984 1130 783 283
3104 1633 1407 192
3959 1716 1901 186
4364 1961 1975 142
46 % 74 % 152 % – 50 %
10 % 14 % 4% – 24 %
STAFF
3169
3830
4920
5109
61 %
4%
Professors Scientific Administrative staff Technical staff
173 1990 506 500
238 2356 642 594
298 3086 790 746
311 3218 817 763
80 % 62 % 61 % 53 %
4% 4% 3% 2%
Fig.12: Significant increase in number of students and employees (by professional category) since 2001 (headcount)
PROFESSORS
2001 173
2006 238
2010 298
2011 311
∆ 01-11 80 %
∆ 10-11 4%
Full Professors Associate Professors Tenure Track Assistant Professors Swiss National Fund Assistant Professors
135 15 13 10
150 37 41 10
179 49 58 12
180 53 64 14
33 % 253 % 392 % 40 %
1% 8% 10 % 17 %
SCIENTIFIC
1990
2356
3086
3218
62 %
4%
Adjunct Professors Senior Scientists Assistants (incl. PhD students) Scientific Collaborators
31 22 1411 526
46 36 1503 771
57 67 1873 1089
55 68 1934 1161
77 % 209 % 37 % 121 %
-4 % 1% 3% 7%
ADMINISTRATIVE STAFF TECHNICAL STAFF TOTAL
506 500 3169
642 594 3830
790 746 4920
817 763 5109
61 % 53 % 61 %
3% 2% 4%
Fig.13: Detailed evolution of employees’ number (by professional category) since 2001 (headcount)
32
Employee turnover The employee turnover has remained stable since 2006. This is also the case for the resignation turnover, which is very low (about 5%). The employee turnover is consistent with the desired policy of recruiting staff with fixed term contracts. The highest turnover occurs mostly among young scientific staff and PhD students, who initiate one or two projects at EPFL and then complete their activity elsewhere. The departure rate is significantly higher among young people, in particular young women. The average age of departing employees is 33 years old, which is low and confirms EPFL position as an institution training students and young scientists.
Departures Resignations Number of employees Employee turnover Resignation turnover
2006
2010
2011
726
913
1007
233
245
296
3830
4920
5109
19 %
19 %
20 %
6%
5%
6%
Fig.14: Number and rate of employees’ departures and resignations
2010 Departures Departures: women Departures rate Departures rate: women
< 30
30 - 50
> 50
228
628
57
80
169
15
25 %
69 %
6%
35 %
27 %
26 %
The percentage of employees under age of 40 has slightly increased, from 61% in 2001 to 67% in 2011, whilst the opposite trend has been seen for older individuals (50 and more), from 21% in 2001 to 16% in 2011. The significant number of staff hired 20 years ago is now compensated by the recent growth of younger staff. The percentage of women has increased in all age categories, but more significantly over 40.
2001 Total employee % employee % women 2006 Total employee % employee % women 2010 Total employee % employee % women 2011 Total employee % employee % women
< 30
30-39
40-49
50-59
> 60
999
896
543
544
117
32 %
29 %
17 %
18 %
4%
24 %
26 %
26 %
29 %
19 %
1299
1071
653
548
179
35 %
28 %
17 %
15 %
5%
28 %
31 %
32 %
30 %
21 %
1777
1427
796
584
241
37 %
30 %
16 %
12 %
5%
29 %
33 %
41 %
29 %
28 %
1864
1494
836
570
252
37 %
30 %
17 %
11 %
5%
30 %
32 %
42 %
30 %
29 %
Fig.17: Percentage of employees and women by age category, from 2001 to 2011
Fig.15: Number of employees’ departure by gender and age group in 2010
The number of recruitments significantly increased between 2001 and 2011, illustrating the dynamic demographic of EPFL during these years. As the university grows, the staff must expand, which is reflected in the recruiting of more than 24% of the employees, posing a significant administrative burden with many of these new employees requiring visas and integration support. The number of foreign recruitments has indeed increased by 127% since 2001.
2006 2010 2011 ∆ 06-11 ∆ 10-11 827 1113 1223 Recruitment Number of employees 3830 4920 5109
48 %
10 %
33 %
4%
Fig.16: Number of recruitment, from 2006 to 2011
33
Training and education Regarding skills management, EPFL strives to anticipate the steps of career development and puts measures in place to support and stimulate the mobility and the career paths of its researchers and staff. This support entails various measures such as training, coaching, moral and material encouragement. As an educational institution, EPFL encourages its employees to take advantage of the great resources it has to offer. Academic training is crucial and completely integrated in departments and Institutes. However, training for scientific skills is funded through the budget for academic skills and is the responsibility of the Schools. Therefore, the analysis of training in the university must be carefully contextualized, as the Staff Training Service (STS) offers a non-academic training option. The courses are intended for all EPFL staff, without any distinction of status or function in the following areas: working techniques and personal development, team and work management, and professional improvement (nonacademic). In 2011, the STS training program offered 42 subjects, including 6 new topics and 15 subjects of tailored courses. A third of the training program is offered in English. In addition to its own internal training program, STS funds 50% of the registration fees for language courses, which are offered to employees at the EPFL Languages Centre run by the University of Lausanne. It also funds individual training courses taken outside EPFL. When applicable, EPFL provides sabbatical periods with guaranteed return to employment. Since 2001, the participation in STS has increased significantly. The number of courses offered increased more than threefold, from 24 in 2002 to 82 in 2010 and the number of participants dramatically increased
2004
2005
by 700% in nine years, from 233 in 2002 to 1900 in 2010. The percentage of participation in STS program also increased significantly, from 7.1% in 2002 to 41.9% in 2010. The total budget for training is still limited, as 0.25% of total payroll is devoted to training in 2010. However, this percentage has not compromised computer training.
% participation in training Daily training costs (CHF) % of payroll for training
2002
2006
2010
7.1 %
33.7 %
41.9 %
499
346
356
0.30 %
0.29 %
0.25 %
Fig.18: Key figures on non-academic training
since 2002
+ 700% participation
in training programs
The participants who complete training programs (internal, external and languages) mainly represent categories of scientific, administrative and technical employees. Of the employees from of the technical category, half of the participants attend the training course every year.
2006
2007
2008
2009
2010
Hrs
Hrs/pers
Hrs
Hrs/pers
Hrs
Hrs/pers
Hrs
Hrs/pers
Hrs
Hrs/pers
Hrs
Hrs/pers
Hrs
Hrs/pers
4477
4.0
4812
4.1
8363
6.8
15398
11.9
18061
13.1
20065
13.6
19478
12.8
Professors
65
0.2
66
0.2
135
0.4
798
2.4
1028
2.8
794
2.0
817
2.0
Scientific
2738
1.2
4343
1.9
8585
3.7
16350
6.7
18460
7.2
17794
6.1
20271
6.8
External
176
Administrative and technical
Temporary Total
7455
2.0
140
849
191
328
553
574
42
98
130
492
253
365
9402
2.5
18'029
4.7
32866
8.1
38368
8.9
39459
Fig.19: Hours of training by professional category from 2004 to 2010
34
8.2
41504
8.4
Human Resources Management
Hrs / pers. 16 14 12 10 8 6 4 2 0
2004
2005
2006
Administrative and technical
2007
2008
Professors
2009
Scientific
2010 Total
At EPFL, a fast growing organization of higher education and research, human resource management faces a number of challenges. These include that the Human Resource Department on the one hand delegates key competencies and resources to the individual Schools, while it has to maintain a coordinating role and ensure that a cohesive corporate culture is fostered. Similarly, it needs to make sure that EPFL’s academic activities and the organization’s central services stay connected and in tune with each other.
Fig.20: Hours of training per person by professional category from 2004 to 2010
EPFL provides a 2.5 day special course to support employees who are retiring. In addition, those receiving pensions are granted the added benefit of continued access to their EPFL email account and their access card remains active. However, training for those intending to continue working is not provided. Severance pay depends on age and length of service.
Adaptive management
The STS also offers a course exclusively reserved for scientific staff, called Career and Personal Assessment which explores ways for participants to perfect their competencies for a more favorable position in their fields. This course attracts about 100 people each year, i.e. more than 1300 participants from the beginning, 15 years ago.
The ATMOS job satisfaction surveys provide a means for assessing employees’ experience based on a wide range of perspectives. They provide valuable insights for Human Resources to further develop and adapt the staff policy. The 2004 survey was the first of its kind in the Swiss academic world. More than 50% of employees participated. It revealed a quality working environment with staff commitment as the main focus of the survey. EPFL was characterized by an “ATMOS” index of 6.8 in 10, which is considered “sufficient to good”.
Beyond its primary mission to educate, EPFL attaches particular importance to vocational training and significantly contributes to this cause by training 20 to 30 young apprentices every year. In 2010, more than 80 apprentices were introduced to more than 8 professional areas, with a particular focus in technology.
Number of apprentices 100 95 90 85 80 75 70 65 60 55 50
2001
2002
2003
2004
2005
2006
2007
2008 2009
2010
2011
Efficient tools such as the SAP Human Resources module, the social balance of 2009, the ATMOS satisfaction surveys of 2004 and 2012, and the annual performance reviews allow management to adapt to changing circumstances and needs of the staff.
As a means of ensuring fair compensation to employees, EPFL conducts performance reviews. The most reliable information regarding feedback for the performance reviews comes from the 2004 ATMOS survey. 47% had an annual review during the last two years, of which 80% felt it was very helpful. For administrative and technical employees, it is approximated that 70% have a performance review with their superior each year. PhD students are not considered as they have their own evaluation system. New results will be analyzed in 2012 with the second satisfaction survey, ATMOS II. The STS provides courses every year on Assessment and Objectives Setting Interviews for appraisers and also for employees.
Fig.21: Evolution of the apprentices’ number from 2001 to 2011
35
Wage flexibility and performance review At EPFL, total salary represents 70% of the total annual expenditures. In 2007, in collaboration with ETH Zurich and the participants of the ETH Board, EPFL introduced a New Salary System (NSS), which is more flexible and more adapted to the evolution of its employees’ skills. The adjustment of the NSS serves to put a premium on experience and reward individual or group performance. Thanks to a dual incentive system, performance and skills are rewarded by one-off bonuses and/or extraordinary salary increases, resulting in a selective allocation of available means. This remuneration system requires regular private meetings between managers and employees, in order to discuss more transparently their respective priorities and expectations (management by objectives). PhD students have been remunerated with a flat-rate salary, outside the new salary system, since 2008 (2010 for postdocs). The average wage presented below must be considered as an aggregate figure, which includes PhD students and postdocs’ salaries.
2001 2006 2010 2011 ∆ 06-11 Staff
3169
3830
4920
5109
33 %
Total payroll including
social security (million CHF)
296
365
486
508
39 %
Average wage without
n.a.
88.90
94.70
94.90
7%
social security (kCHF)
Fig.22: Evolution of total payroll and average wage from 2001 to 2011
EPFL offers the same benefits to all employees, regardless of their employment contract. Benefits offered include: - Employees have the option of opening an account with a better interest rate than the average banks, through the Federal Employees’ Bank. - In accordance with the Law on Injury Insurance (Loi sur l’assurance-accidents, LAA), every employee is obligated to be insured against accidents at the Swiss National Accident Insurance Fund (SUVA) - Career/Professional development training - Reserved spaces in EPFL childcare and school - Access to the sports center
36
Activity rates and Contract types EPFL encourages part-time work, especially for administrative and technical employees although, very few Activity rates % part-time employees % part-time women
professors work part-time (about 10%). An analysis of activity rates reveals that at the end of 2011, 28% of employees were working part-time. This proportion has barely changed over the reporting period, as it was 32% in 2002. In 2010, women represented 70% of employees working part-time.
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
31.9 %
31.6 %
30.6 %
29.2 %
29.8 %
29.3 %
29.1 %
28.8 %
28.9 %
28.3 %
65.8 %
66.4 %
66.1 %
68.9 %
69.2 %
63.9 %
71.4 %
71.0 %
70.5 %
70.1 %
Fig.23: Evolution of activity rates from 2002 to 2011 (in percentage) for regular staff
Regarding employment contracts, a deliberate effort has been made to better balance human resources by reducing permanent contracts and increasing fixed term contracts, under which employees are committed to working for discrete periods. This strategy aims to provide the flexibility for scientists and young professors to enhance their collabo-
in 2011
rative efforts and knowledge exchange internally and with other institutions. The percentage of fixed term contracts has evolved from 57% in 2006 to 64% in 2011. Employees with temporary contracts (student assistant and external lecturer) are not accounted as staff. The number of temporary contracts has increased by 44% since 2006.
64% of fixed term
Fixed Term Contract Permanent Contract Temporary Contract Average seniority
contracts
2006
2007
2008
2009
2010
2011
â&#x2C6;&#x2020; 06-11 â&#x2C6;&#x2020; 10-11
57 %
59 %
59 %
61 %
62 %
64 %
43 %
41 %
41 %
39 %
38 %
36 %
1241
1310
1321
1458
1532
1781
44 %
16 %
7.3
6.8
6.6
6.4
6.4
6.5
-11 %
2%
Fig.24: Number of employees by type of employment contract
Benefits plan On 1 July 2008, the occupational pension plan of the ETH Domain has switched from defined benefits to defined contributions, on the basis of negotiated retirement plans ensuring retirement conditions that are optimal and comparable to the private sector. Contributions are paid by both the employee and the employer, the latter paying a more substantial input (about 60%, depending on the wage category). In 2010, the retirement capital amounted to 1,096.7 million CHF, with 4,650 contributors. The coverage ratio reached 104% the same year, indicating that the fund is in good health. 37
foreign employees represented 54% of the overall population of employees. This trend is a clear reflection of the increased number of foreign academic employees attracted from outside the European Union: the proportion of people coming from countries EPFL is proud of its multiculturalism and outside Europe increased by 61 % from academic diversity, which is part of EPFL 2002 to 2010. The diversity of nationaliin 2011 tradition of openness. EPFL continues ties represented is impressive with 120 to become more international, with countries represented in 2011 (com40% of the bachelor and master stupared to 75 in 2002). The greatest dents, and 74% of the PhD students percentage of foreign employees is coming from outside Switzerland in found among scientific collabora2011. More than 50% of the protors and PhD students. In 2011, fessors come from abroad. In the 74% of the latter were foreign. Swiss administrative and the technical staff, represent only 26% of this group. This percentages are much lower, respectively diversity offers many opportunities but 17% and 21% in 2010. also presents some cultural and linguistic EPFL has been marked by strong international rechallenges. EPFL is becoming more and more bilinpresentation since 2002. In 2011, the proportion of gual with English as the common denominator.
A strong international organization
74% of PhD students were foreign
Employees
BA + MA students 2010
20 %
PhD Students 2011
10 % 8%
12 % 30 %
2002
55 %
2011
25 % 14 % 38 %
17%
2001
2001
46 % 75 %
33 % 34 %
60 %
48 % 49 %
Switzerland
European Union
Countries outside Europe
Fig.25: Proportion of EPFL employees, bachelor, master and PhD students, by origins from 2001 to 2011
% of foreign employees 100 90 80 70 60 50 40 30 20 10 0
120 countries represented at EPFL Professors
Scientific
PhD students
2006
Administrative
Technical
2010
Fig.26: Proportion of foreign employees by professional category in 2006 and 2010
38
26 %
Integration of international students and staff The multicultural population at EPFL requires special administrative attention. For incoming students, the immediate challenge is finding affordable housing. A new EPFL housing office opened in 2010 with the mission to help students in search of housing, increase the housing offerings in Lausanne and surrounding areas, ensure the continued availability of housing from private and institutional landlords, gain the trust of private and institutional landlords, and adapt rental requirements for students. A common UNIL-EPFL database improves the transparency of this applicant market. All students coming for a short term program (visitors, internship etc.) benefit from this support. In addition, before the beginning of the semester, an integration week is offered to the new students during which more experienced students help them to become well acquainted with the campus and the city. Since 2007, the ACIDE-association (Association of Research Scientists and lecturers at EPFL) has been organizing various social events for all scientific members. These activities are open to all PhD candidates, postdocs, scientific assistants, researchers and lecturers at EPFL and include ski weekends, visits, BBQâ&#x20AC;&#x2122;s, hiking trips, ÂŤBal des doctorantsÂť, and happy hours at the campus bar. In addition, ACIDE provides specific services exclusively to its members: free legal advice, advice for professional conflicts, and collective agreement for complementary health insurance. For the new incoming professors, School administrations, in collaboration with Faculty Affairs, are in charge of the social integration of the faculty families (housing, insurance, nursery, school etc.).
39
Gender diversity and equal opportunities for women
nal activity, promoting EPFL subject areas to young women and encouraging female academic and administrative careers.
In addition to recognizing the great value associated with diverse origins represented at EPFL, there is also a focus on ensuring equal opportunities are provided for women. While significant progress was achieved in the past, recent percentages of women at EPFL have become more stable. Launched in 2009, the Equal Opportunities Office strives to, on the one hand, introduce measures and actions for equal opportunities at all levels at EPFL and, on the other hand, develop specific actions to attract women into scientific fields and encourage them to carry out a long-term career in science. In concrete terms, these measures involve making it easier to reconcile family life and professio-
Between 2001 and 2011, the number of women (students & employees) on campus has more than doubled, and the current percentage is around 29%. In 2011, women accounted for 27% of EPFL’s student population (including PhD students) and 11% of the teaching staff. The proportion of women taking bachelor’s and master’s courses increased from 19% to 27%, exceeding the 25% goal announced in the strategic planning 2008-2011. This proportion is increasing by approximately 10% each year. Regarding PhD students, there was a significantly increased representation of women between 2001 and 2006 (106%), while recent percentages are more stable.
TOTAL Women students Men students % women students % men students BA + MA Women students Men students % women students % men students PhD Women students Men students % women students % men students
2001
2006
2010
2011
∆ 01-11 ∆ 10-11
1015
1567
2099
2293
126 %
9%
4165
4769
5663
6149
48 %
9%
20 %
25 %
27 %
27 %
80 %
75 %
73 %
73 %
771
1159
1516
1709
122 %
13 %
3343
3578
4159
4616
38 %
11 %
19 %
24 %
27 %
27 %
81 %
76 %
73 %
73 %
171
352
533
542
217 %
2%
612
1055
1368
1433
134 %
5%
22 %
25 %
28 %
27 %
78 %
75 %
72 %
73 %
Fig.28: Number of women students from 2001 to 2011 (The total also includes post-graduate students)
Women students
EPFL now recruits one woman for every two men; 73% of administrative staff and 21% of technical staff are women. Significant efforts have been made in recent years to increase the number of female professors, which has increased from 6 (3%) in 2000 to 33 (11%) in 2011. However, the ambitious number of 15% of women professors announced in the strategic planning 2008-2011 has not yet been reached, demonstrating how further efforts are essential.
2500 2000 1500 1000 500 0
2001
2006 Total
BA+MA
2011 PhD
Fig.27: Number of women students from 2001 to 2011
40
Professors Scientific PhD Students Administrative Technical
Number women Percent women Number women Percent women Number women Percent women Number women Percent women Number women Percent women
2006
2010
2011
21 9% 185 22 % 351 26 % 440 69 % 91 15 %
32 11 % 282 23 % 431 27 % 566 72 % 154 21 %
33 11 % 305 24 % 459 28 % 594 73 % 157 21 %
Significant increase of women in advanced academic career from 14% to 24% for scientific staff
Fig.29: Number and percentage of women by professional category
The number of women in executive positions (senior management position, earning the equivalent or more than the salary category 10) increased from 14% in 2007 to 18% in 2011. However, women continue to face limitations as they are underrepresented in executive positions, whereas there is an equal gender representation under the salary category 10 (51% women in 2011).
Women > to EF 10 Men > to EF 10 Women < to EF 10 Men < to EF 10
2010
2011
79
85
395
381
706
737
687
707
Fig.30: Number of women / men over or under salary category 10 in 2010 and 2011
Executive positions
Non executive positions 18 % 49 %
51 %
from 5% to 11% for professorships since 2001 facilities. In addition, EPFL participates in the ETH domain program “Fix the leaky pipeline”, which addresses the decreasing proportion of women with advanced academic career positions. Moreover, EPFL has set up a program aimed at kindling interest for careers in engineering in girls under 13 years of age by providing information, helping them gain confidence in their abilities and pointing to appropriate female role models, by organizing workshops and other events. EPFL, with the Haute Ecole Pédagogique of the Canton of Vaud, has also been running a bus “Les sciences, ça m’intéresse!” that travels the country promoting science among young people, especially girls in French-speaking Switzerland. These measures have been successful. As the Leaky Pipeline figure shows below, the proportion of women in advanced academic career has increased significantly since 2001, from 14% to 23% for scientific staff and from 5% to 11% for professorships. 100 % 90 %
82 %
80 % 70 %
men
women
Fig.31: Proportion of women in executive/non-executive positions in 2011
60 % 50 % 40 % 30 % 20 % 10 %
The measures in place encouraging women to assume executive positions include mentoring, organization of networking events, courses, lectures, round tables and lunches, development of part-time working and flexible working hours, and expansion of day care
0%
Students (BA + MA)
PhD students
Scientific Staff
Professorships
Women 2001
Women 2006
Women 2010
Men 2001
Men 2006
Men 2010
Fig.32: Leaky Pipeline at EPFL in 2001, 2006 and 2010
41
Regarding work-life balance, in order to make it easier to reconcile family life and professional activity, EPFL highly subsidizes two childcare centres, which are located on the campus and host about 165 children. These centers include nurseries, childcare and pre-school classes. In addition, the office of equal opportunities of EPFL organizes some activities for the children of students and staff of EPFL during the school holidays. In terms of salary, between 2006 and 2011, the average wage of women from administrative staff has increased significantly. The average salary of women from the scientific staff slightly increased during the same period, while the average wage of men has decreased. This resulted from the increase of post-doc researchers and the decreased number of senior scientific staff. Among technical staff, the average wage increased for both men and women but in greater proportion for women. The comparison of average salaries between men and women cannot be viewed as an inequity of remuneration based on gender. Rather, the wage disparity between men and women is related to the position and level of experience, not the salary policy. Seniority also plays an important role. A survey carried out in 2009 focusing on equality issues showed that, overall, equal pay for equal work is now common practice. 2006
2010
2011
â&#x2C6;&#x2020; 06-11
111'132
109'718
108'629
-2%
98'155
99'475
101'030
3%
Total
108'741
107'326
106'825
-2%
men
124'098
137'859
137'531
11%
women
86'602
96'124
97'075
12%
Total
96'601
106'859
107'240
11%
men
89'651
95'066
95'401
6%
73'807
79'405
80'709
9%
87'000
91'545
92'095
6%
99'089
103'127
n. a.
men
Scientific staff women Administrative staff
Technical staff women Total
All
Fig.33: Average salary by gender and by employee category from 2006 to 2011
Regarding discrimination, no incidents were reported on the grounds of race, color, gender, religion, political opinion, national extraction, or social origin during the last ten years. Discrimination is currently not a concern. EPFL has managed to develop a multicultural environment without any incidents. Figures presented above confirm that there is a strong policy to increase the number of women in manager positions, to promote womenâ&#x20AC;&#x2122;s careers in general and to attract faculty and students from other countries.
42
Student assistance and welfare Established in 2002 with assets from the Social Foundation, the EPFL Students Foundation (FEE) is dedicated to supporting students registered at the EPFL, in particular when their financial situation makes it difficult for them to complete their studies. The Foundation may provide scholarships, assistance with accommodations, health support measures and any other form of material aid. In addition, the Foundation supports projects (for instance the bike sharing system) in favour of the whole student community. In order to ensure equal opportunities for people from all social horizons, EPFL has also implemented a social welfare system complementing cantonal support and developed strategies to promote bachelor studies in high schools for pupils of all social strata.
Accessibility for disabled persons The completed first phase of EPFLâ&#x20AC;&#x2122;s campus has been certified (1991) and recognized by relevant professional associations for its management of accessibility for the disabled. For example, the Rolex Learning Center previously had ramps which were unfavorable for the disabled, and these have been modified with improvements including innovative elevators. Since the introduction of the new federal law for disabled people in 2003, EPFL has progressively introduced a program for elderly students, not only for physical disabilities, but also for learning disabilities like dyslexia. In accordance with the law and at the request of a disabled candidate, the Vice President of Academic Affairs shall make appropriate accommodations in regards to the format of an exam or project suited to a particular disability and the use of necessary auxiliary means or personal assistance without compromising the objective of the exam or project. However, if there is a legislative framework concerning learning disabilities that already exists, that framework is not implemented.
A decentralized network of health and safety In 2011, the former Safety, Hygiene and Environment service (SHE) was reconfigured under the name Safety, Prevention and Health Department (DSPS) and reinforced with new resources and services. The DSPS is responsible for the safety requirements related to the expansion of the EPFL campus and the extreme diversity of research activities. In addition, student life, science and cultural events, the presence of start-ups on campus and of large companies in Innovation Square required advanced security measures and greater attention to health and safety. The current safety network is composed of DSPS occupational health and safety specialists (4 staff) and the School Safety Coordinators (CSFs, 5 staff), making it the centre for implementation of health and safety measures.
Since September 2011, the Safety, Health and Prevention Department has been operating a Health Point for primary care appointments with nurses. Appointments are free of charge and open to the whole EPFL community for: primary care with qualified nurses, prevention, vaccine boosters, information and advice on various health-related issues, stress, addiction, nutrition, occupational medicine, and orientation within the health system. The Safety, Health and Prevention Domain organizes a certain number of courses. Among them, the obligatory basic safety training is a two hour course concerning general safety at EPFL, prevention awareness in health and safety & first emergency measures.
250 Safety Corres-
pondents form In 2010, EPFL had a higher accident the EPFL Safety rate compared to companies in the decentralized administration industry: 21 cases for 1000 full-time equivalent, as opposed network to 15 cases in 2006. The average accident
The DSPS supervises the security, safety and health organization of the Schools and may intervene directly through audits, technical inspections, and potentially closures. It acts as an interface with official supervisory bodies for matters related to health and safety in the workplace. It advises and assists the network in order to simplify and rationalise processes. It also conducts basic safety trainings that are mandatory for all new employees in addition to other courses. The DSPS reports directly to the EPFL Executive Board by the Vice-President planning and logistics. The EPFL Executive Board is responsible for the coordination, quality enhancement and support of safety activities. The Safety Committee monitors and improves safety facilities at EPFL, at both the strategic and operational levels. It also functions as a crisis unit. Application of safety measures at the prevention and operational level are decentralized in the Schools. Each School has a Safety Coordinator (CSF), assisted by a network of Safety Correspondents (COSEC). This decentralized network, composed of 5 CSF’s and more than 250 COSEC’s (in 2011), allows for efficient feedback at a higher level and serves as a way to involve employees in driving the improvement of occupational health and safety in the workplace.
rate for the sector was 18 cases for 1000 fulltime equivalent in 2006, and 19 cases in 2010. In 2010, SUVA (the Swiss National Accident Insurance Fund) covered 104 professional accidents at EPFL, as opposed to 62 accidents in 2006, which represents a 68% increase. It also covered 556 non-work related accidents, a 37% increase from 2006.
The number of interventions by the first aid team has quadrupled since 2004. This tendency is a result of an improved management of health cases. The introduction in 2005 of the obligatory safety training is also an element explaining the increased number of interventions.
Privacy and data protection The protection of the privacy of its students is an important concern for EPFL. Processes and regulations for data protection follow the Federal Law of 19 June 1992 on data protection, which is intended to protect the personality and the human rights of persons who are subject to personal data processing. An electronic document management system has been used since 2008 to store students’ and professors’ data and to ensure their security. In the reporting period there were no substantiated complaints regarding breaches of privacy or losses of students’ data. 43
44
3. Facilities and Environment campus The EPFL campus includes buildings that serve as laboratories, lecture halls, service areas like cafeterias, and office spaces for academic and other staff. The outdated campus design from the seventies did not account for housing or life on the campus after 5 o’clock, inspiring a major transformation beginning in early 2000 with the project “Campus 2010”. The idea was to progressively add liveliness and diversity to the campus while developing new functionalities like student housing, a hotel for visitors, a convention center, additional R&D facilities, and features to make the campus more livable like restaurants, a nursery, and public and private transportation. This kind of urbanization is intended to better integrate the campus in the west area of Lausanne, bring services closer to users and decrease the commuting load. The mix of academic functions and services now promotes a more lively campus.
the EPFL campus now has a stronger identity and has become a place where people choose to spend time. However, there have also been negative consequences in terms of the increased consumption of resources, and heavier burden on waste management and transportation systems. These are significant challenge which EPFL will be addressing over the next ten years.
The progressive transformation of the EPFL Campus in a livelier one generates a new environmental challenge, in terms of resources’ consumption, waste management and transportation systems
The icon of the Campus 2010 master plan is the Rolex Learning Center, which opened in February 2010 and was designed by Sanaa, who was awarded the Pritzker Prize in 2010. Open daily to both students and the public from 7 am to 12 am, the center functions as a laboratory for learning, library, and international hub for EPFL. During the course of this campus redesign effort, EPFL has grown to be more like a city with people utilizing campus buildings and offerings both day and night during the weekdays as well as weekends. The outcome has largely been a positive one as
At the start of 2011, the heated or cooled floor space of EPFL academic buildings was 461,513 m2 (floor area), encompassing 59 buildings. However, this energy reference area does not include all buildings present on the campus that have their own heating and cooling infrastructures including the Innovation Square, the hotel, and the students lodging. Although heated by EPFL, the scientific park, Triaudes housing, are also not included in the previously mentioned ERA figure because they are not considered academic buildings. The Chemistry and Physics buildings (BCH & BSP) are not included either, as they are operated and heated by the University of Lausanne. The combined ERA of these buildings for which heating data are not presented in this report is 136,231 m2 (23% of the overall campus area). Additionally, the Institute of Microengineering in Neuchâtel is not represented in the energy consumption data as the Microcity building is still under construction. EPFL has launched an off-shoring project in Ras Al Khaimah in the United Arab Emirates, called EPFL Middle-East (ME) in 2010. Infrastructures in Ras-AlKhaimah are currently not operated by EPFL.
45
2011 Floor area Academic buildings 461,513 m2 Scientific Park 11,276 m2 (PSE A+B+C) 12,062 m2 Triaudes housing Innovation Square (QI) 52,247 m2 + PSE D Starling Hotel 22,085 m2 + student housing 2,630 m2 Pavillons A + B 35,931 m2 BCH + BSP TOTAL 597,744 m2
Energy management at EPFL has been a challenge, as the energy reference area has increased by 25% since 2001. In upcoming years, a continuous rise of the area is expected as further densification of the campus is planned. This involves the construction of new buildings around the Rolex Learning Center, the expansion of the housing capacity (516 additional lodgings in 2013) and the development of services (medical and dental care, pharmacy, hairdresser, etc.), shops, and a conference center with 3,000 seats. The infrastructures constructed in the seventies to provide energy to EPFL’s facilities have reached their efficiency limitations. An energy master plan is currently established to adapt the current infrastructures to meet the demands of forthcoming growth.
Heat source District heating system: two heat pumps using lake water + combined heat and power facility (oil) independant heat pump + gas independant wood heating + gas independant gas heating uniL District heating system (oil)
Fig.34: Academic buildings (green), for which heating data are presented in this report
20
RE
NE
NS
13
D
E
11
18
N 0m
9
Le Garage
C Les Triaudes 7 A 12
BASSENGES BAP
BAC
5
A
10
A
8
Tir –F édé
ral
Château de Bassenges
100 m
H 16
Heat pumps with combined heat and power facility
Centre de conférence conférenc Ouverture prévue 2013 201
Av. du
Chantier
Dépôt
LAUSANNE – FLON
UNIL - SORGE
EPFL
RENENS ENENS – GARE
CCT
LE
H
GC G
BP
AAD
PO H
C
B
A
GR
GC
AAB
B
A
A
PH
SV
CO
ELA MXH
MXG
C
B
A
A
H
G
B
BI
MX
MXC
MXD
MXE
CO
EL
ELB
K
C
D
MA
A
B
C
F
G
H
BCH
J
Génopode
C ELE
PB INN
BS
CH
ME
MXF ELD
ELG
INF
BC
Cubotron
L
CE
CM
AI
J
PA
ELH
IN
INM
INJ
INR
RLC
ELL
ODY
PSE B
Forum Rolex
PSE A
PPH PSE C
PSE D
Lac Léman QI K
31
QI J
33 35 37
QUARTIER DE L'INNOVATION
N GE
E ÈV
39
StarlingHotel at EPFL Les Le s Es Estttudiantines udi
Academic buildings Non-academic buildings Buildings operated by the University of Lausanne
Fig.35: Academic (green) and non-academic (grey) buildings
46
po
LAU
ale RC1
QI F
QI I
t re s
IL
L-UN
PF r tif E
anton Rte C
PP PPB
QI E
QI H
Cen
TCV
NE
SAN
Odyssea
QI G
Amphipôle
Amphimax
PH
C
F
BM
SG
AAC
Rte de la Sorge
Initiatives for green buildings The Rolex Learning Center is a highly energy-efficient building which, for its low energy consumption, has received the Minergie certification â&#x20AC;&#x201C; the standard used in Switzerland for measuring energy efficiency in buildings. Obtaining the Minergie label was an outstanding achievement given the energy challenges associated with a 20,000 m2 open floor plan. The building is predominantly lit by natural light coupled with controlled natural ventilation systems, with the exceptions of the restaurant and multimedia library, which have cold ceilings. Thanks to high quality insulation, exterior blinds, natural lighting and ventilation, and heat pumps from lake, the Center energy consumption was 180 MJ/m2 per year. The building is currently being optimized in order to achieve the energy consumption target, which is 139 MJ/m2 per year. In 2010, EPFL opened the first building of the Innovation Square, the Logitech R&D headquarter named Borel Innovation Center, a Minergie building with an energy consumption of 38.5 kWh/m2 (139 MJ/m2), heated by a deported heat pump using the industrial water of the campus. Regarding new developments, EPFL strives to develop energy-efficient buildings, to promote the use of renewable energy and to foster transfer of technology. In 2011, thermal piles were installed under the foundations of the new conference center in order to carry out further research on the exploitation of geothermal energy. EPFL is continuously optimizing the energy efficiency of its buildings, resulting in up to 20% optimization for each building. Despite its efforts, reductions in energy consumption are typically counteracted by an increase of electricity consumption for the needs of research and development, particularly for data centers and biomedical processes. To address these inefficiencies, EPFL developed a comprehensive strategy to modernize its buildings in the long term with a focus on optimization and equipment upgrades. In 2010, the main datacenter was upgraded by replacing the air cooling system and hydraulic system. The result was an energy reduction from 10% to 15% and plans have been made to replicate this upgrade for all other datacenters. Additionally, two existing buildings were retrofitted. The ventilation system of the Chemistry building was upgraded with energy efficient equipment operated only when necessary, enabling a 50% energy reduction (585 MWh saved) for ventilation. At the Coupole building, the control panel was replaced with a more efficient system, resulting in a 20% reduction of heating.
47
Energy Efficiency / Renewable Energy The EPFL campus has a long history of integrating environmentally conscience designs and operations.
15 % 4% 1% 9%
Lake water heat Oil
71 %
Gas Electricity for pumping Electricity for heat pumps
Fig.36: EPFL Heat sources distribution in 2011
In 2010, 69% (71% in 2011) of energy used for heating EPFL buildings came from renewable energy, as its district heating system uses lake water. This system has been in operation for over 25 years. In 1985, EPFL installed an internal district heating system, with two heat pumps using lake water to provide heating and cooling. A combined heat and power facility ensures the complementary heat production and produces electricity used partly to drive the heat pumps. The turbines of the facility are oil-fired powered. The total direct energy consumption using lake water as a direct renewable energy source was 34.3 GWh (expressed in useful energy) in 2010, and 27.2 in 2011. 1.7 GWh were distributed in 2010 and 2011 as heating energy to third parties, which participate in the district heating networks around the campus. In addition, 5.0 GWh in 2010 and 7.4 GWh in 2011 were sold as electricity to third parties around the campus. The amount of oil purchased for combined heat and power production was 13.7 GWh (expressed in final energy) in 2010 and 6.4 in 2011. The amount of oil consumed depends to the climatic conditions, which were very mild in 2011. The purchase of natural gas for biomedical processes was 8.7 GWh (expressed in final energy) in 2010 and 8.5 GWh in 2011.
70% of EPFL heating energy
is from a renewable source
48
However, the main renewable energy focus during the reporting period (2010-2011) was on building the second phase of the solar power plant and on establishing the energy master plan, which required setting long-term goals and defining priority measures and investments for the next four years planning cycle. EPFL continued to promote renewable energies by signing in 2009 a partnership with an external provider, Romande Energie, in order to build Switzerland’s largest photovoltaic solar park (2MW). In accordance with this partnership, EPFL offers its roofs for the panels and buys 30% of the renewable energy produced at a cost effective price (compensatory feed-in remuneration). The remainder of that green electricity will be sold to the Romande Energie’s customers. By the end of 2011, almost half of the solar park was completed and 837,301 kWh of electricity was produced from these PV panels, representing 1 % of the total electricity consumed in 2011.
in 2011
837 MWh produced from EPFL solar park Regarding indirect energy use, the electricity consumption was 66.6 GWh (useful energy) in 2010 and 68.8 GWh in 2011. By the end of 2011, the electricity consumed at EPFL was coming from a European power mix of which 73.5% of the energy sources cannot be verified. Therefore, the amount of renewable sources of primary energy for heat and electricity was 23 % in 2010 and 2011. EPFL decided in October 2011 that starting January 2012, all the electricity bought will be labeled “hydro local”, meaning it comes from local hydroelectric plants.
22 % 1% 3%
Hydro Incentives
74 %
(compensatory feed-in remuneration)
Fossil Non-verifiable Fig.37: European power mix used at EPFL in 2011
MWh
MWh
180'000
180'000
Processes Heat Electricity
160'000 140'000
140'000
120'000
120'000
100'000
100'000
80'000
80'000
60'000
60'000
40'000
40'000
20'000
20'000
0
Renewable 23 %
Gas for processes Gas for heat Oil for heat Heat from the environment Electricity for heat pumps and CHP Electricity for pumping Electricity for buildings
160'000
0
Non-renewable 77 %
Renewable 23 %
Non-renewable 77 %
Fig.38: Current distribution of renewable/nonrenewable sources of primary energy for heat, electricity and processes in MWh in 2010
Trends in energy consumption This figure shows that the electricity and heat consumption is related to the increase of students and of the gross floor area. Total area (m2)
Electricity (kWh/m2)
Total area (m2)
Heat (Wh/m2.DD) 40
180 160
400,000
140
350,000
120
300,000
100
250,000
80
200,000
400,000
35
350,000
30
300,000 25
150'000
60 40 20 0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
250,000 20
200,000
15
150,000
100,000
10
100,000
50,000
5
50,000
0
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
0
Fig.39: Trends in Electricity (kWh/m2) and Heat (Wh/m2.DD) specific consumption for Buildings from 2001 to 2011
Energies (MWh)
Staff and students (Headcount)
Energies (MWh)
100,000
12,000
100,000
90,000
11,000
90,000
80,000
10,000
80,000
9,000
70,000
8,000
60,000
7,000
50,000
6,000
40,000
5,000
30,000
4,000
250,000
30,000
200,000
2,000
10,000
1,000
0
2004
2005
Electricity for industrial water
2006
2007
2008
2009
2010
Electricity for buildings
300,000
40,000
10,000 2003
350,000
50,000
20,000
2002
400,000
60,000
3,000
2001
450,000
70,000
20,000
0
Gross floor area (m2)
2011
Buildings' heating
150,000 100,000 2001
2002
2003
2004
2005
2006
2007
2008
Staff and students (Headcount)
2009
2010
2011
Total gross floor area
Fig.40: Trends of Electricity and Heat consumption for buildings from 2001 to 2011
49
GHG emissions
tons CO2-eq
EPFL is committed to 10% reduction in greenhouse gas emissions by 2016 (compared to 2006). A strategy and action plan was established in 2011 and is outlined in an energy master plan. CO2 (tons)
Heated area (m2)
7,000
60000 50000 40000
21%
22%
22%
24%
54%
51%
2010
2011
Other Infrastructures Transport Energy
30000
500,000 450,000
6,000
400,000 5,000
20000 10000
350,000
4,000
300,000
3,000
250,000 200,000
2,000
150,000 1,000
100,000
0
50,000
2004
2005
2006
2007
Combined heat and power facility
2008
2009
2010
2011
0
Fig.42: Main CO2 emissions by sources (in tons CO2-eq) in 2010 and 2011
tons CO2-eq 60000
Drinking water
Steam for Life sciences processes
Fig.41: Trends in CO2 emissions for the EPFL combined heat and power facility from 2004 to 2011
Waste water 50000
Paper Waste Computers
40000
A CO2 balance based on a Life Cycle Assessment, carried out in 2011 with the EPFL spinoff Quantis, revealed the CO2 emissions for energy production and consumption for 2010 and 2011. The calculation of CO2 emissions is based on data provided by the ecoinvent database. Student exchanges, food, material and equipment were not considered in the CO2 balance. Concerning direct (scope 1 against GHG Protocol) emissions, the CO2 increase from heating in 2005, 2009 and 2010 was due to colder weather requiring increased use of oil for the combined heat and power facility. Also responsible for the increase of CO2 is the steam, produced using a gas-powered boiler, for the biomedical processes and the animal facility for the new Life Sciences Building. This is an example of the balance between environmental goals and education and research goals that EPFL has to regularly examine. Concerning indirect (scope 2) emissions, about 45% of the overall amount of CO2 emissions come from the electricity consumption,as a result of the EU-mix.
Processes
45%
Commuting Heating/Cooling
20000
Infrastructures Electricity
10000 0
2010
2011
Fig.43: CO2 emissions by sources (in tons CO2-eq) in 2010 and 2011
tons CO2-eq 35,000 30,000 25,000 20,000
Electricity represents about of CO2 emissions
Business travel
30000
15,000 10,000
Gas for processes Gas for heat Oil for heat Electricity for heat pumps and CHP Electricity for pumping Electricity for buildings
5'000 0 Fig.44: CO2 emissions of Heat and Electricity consumption in 2011
50
Commuting
Air travel represent
Concerning other indirect (scope 3) emissions, an internal analysis concluded that staff and student commuting (CEAT 2011) produces the equivalent of 30 tons of CO2 daily, about 88% of which would be produced by commuters driving cars. This corresponds to a week day, where classrooms would be full and all staff would be at work.
88% 2% 4% 3% 3% 1%
Cars Motorcycles Train Metro (m1/m2) Bus Trolleybus
Fig.45: CO2 emissions shares from different commute modes in 2009
93% of business travel emissions
Business travel Concerning business travel, data were first collected in 2010. They revealed that intercontinental and continental flights represented 93% of CO2 emissions of business travel in 2010. Overall, CO2 emissions of business travel increased by 10% between 2010 and 2011. During the same period, the number of km covered by car and train diminished by 6%, whereas those by air increased by 11%. tons CO2-eq 6,000
Vehicles Rail domestic Rail international Air continental Air intercontinental
5,000
Cars represent of CO2 emissions produced by commuting
88%
4,000 3,000 2,000 1,000 0
2010
2011
Fig.46: CO2 emissions for business travel, in 2010 and 2011
Air 2010 in tons CO2-eq in km
Rail
Vehicles
Total
26
266
1,631,697
3,300,921
867,355
5,392 48,628,973
1,126
105
24
257
74 %
19 %
2%
0.4 %
4%
40,972,051
6,726,878
1,575,120
2,975,594
882,076
77 %
13 %
3%
6%
2%
intercontinental
continental
international
domestic
3,937
1,058
104
36,510,272
6,318,728
4,418
2011 in tons CO2-eq in km
5,930 100 % 53,115,761 100 %
Fig.47: CO2 emissions and kilometers covered for each mode of transportation (business travel)
51
aiR EmiSSionS anD tRanSPoRtation initiatiVES Concerning air emissions, EPFL is subject to the high standard of the Ordinance on Air Pollution Control (OAPC). In 2000, the oil-fired turbines have been equipped with a water-injection system to reduce the nitrogen oxides, in order to meet the requirements of the OAPC. In 2010 NOx emissions were 90 mg/m3, about 25 % lower than the limits required by the standard (120 mg/m3).
In addition, EPFL supported the operations of the “Point Vélo”, a bicycle repair service located on campus and student-operated since 2008, through the installation of more than a thousand secure parking places for bicycles. In 2011, 400 students and staff of EPFL, organized in 102 teams, participated in the national “Bike to work” contest, organized by the Pro Velo Association. An analysis of modal shares since 2003 (CEAT report, 2011) shows the impact of these gentle mobility measures. Bike travels have increased by 4.5% between 2007 and 2010.
70% of students
Air emissions of Lausanne west area is under the control of the master plan OPair, launched in 2006 with reduction goals for 2015. EPFL is concerned with a pack of measures:
In addition, EPFL has numerous incentive programs to encourage the use of alternative transportation, such as contributing to public transportation fares, subsidies for carpooling, car sharing at a preferable rate for staff and students. In support of these programs, the new central area which opened in 2010, named Place Cosandey in honor of the first EPFL President, embraces a sustainable mobility concept. The area is an automobile-free zone where people are encouraged to walk and ride their bicycles.
use public transportation
• Public transportation promotion • Normalization of the parking lots with more constraints • Speed limitation at 30 km/h and speed regulation infrastructures • Sustainable mobility master plan • Bike friendly roads and bike infrastructure (bicycle path, secured and covered parking spots for bikes, shower, cloakroom)
Since 2003 (jointly with University of Lausanne since 2005), EPFL has been conducting Mobility surveys every year in order to capture the mobility patterns of its staff and students. Knowing the structure of the journeys linked to the campuses is important not only to better organize transportation and mobility, but also to re-orient the activities on the campuses towards a more sustainable development. The trend regarding modes of transportation is very encouraging. The use of public transportation has increased from 45% in 2003 to 58% in 2011, while the use of car reduced from 30% to 21% during these respective years. These statistics are especially notable as the EPFL population has increased by 35% over the same period. In terms of bicycle use, the transition is more stable, although the period during which the survey is conducted may influence the current numbers.
Fig.48: Extract of the POLCA pollution inventory NOx emissions (2005)
Concerning indirect energy use of commuters, EPFL continues to encourage non-motorized modes of transportation. EPFL established in 2009 the first self-service rent-a-bike system of Switzerland, with the installation of 5 stations on the campus. Two more stations were built at UNIL and IDHEAP in 2010 and one for the Innovation Square in 2011. Bicycles are available free of charge for three hours for staff and students.
52
Major changes have taken place since 2003 regarding modes of transportation. However, a spatial analysis of the mobility patterns (CEAT report, 2011) indicates that “the overall increase of staff and students and the modal shift to public transport have placed an intense pressure on roads and have overburdened the train and especially the metro. While the actual transportation systems have endured these stresses up to this point, their capacity to accommodate the greater number of users is reaching its limit.”
100 % 90 % 80 % 70 % 60 % 50 % 40 % 30 % 20 % 10 % 0%
2005 (March)
2003 (May-June) by foot
bicycle
public transport
2009 (April-May)
2008 (April)
2007 (March-April)
moped/scooter
car
2010 (April)
2011 (April)
motobike
Fig.49: Evolution of mobility patterns at EPFL, from 2003 to 2011
The modes of transportation observed for students and staff by gender shows very pronounced differences. The difference is significant between staff and students and narrower between male and female. The use of public transportation was almost 70% for students, while only 35% for female staff and 42% for male staff. In contrast, 8% of students commuted by car, while 49% of female staff and 32% of male staff drove.
Female student
Male student 7%
9% 10 % 2%
8%
1%
1%
67 %
69 %
Male STAFF 3%
since 2003
-use30% of car
1%
9%
Female STAFF
+ 30% use of public transport
16 %
6%
11 %
16 %
1%
35 %
42 %
2%
49 % 32 %
1% 2%
by foot car
bicycle
motobike
moped/scooter public transport
Fig.50: Modal shares at EPFL by gender and staff / student in 2010
53
Paper consumption In 2011, non-recycled A4 paper use was 89 tons and recycled A4 paper use 39 tons, which represents only 31% of the overall paper use. This figure clearly shows
that there is plenty room for progress in this area. From 2006 to 2011, the overall paper consumption increased by 13% while EPFL population increased by 32%. During the same period, the recycled A4 paper consumption increased by 19%
in tons
2006
2007
2008
2009
2010
2011
â&#x2C6;&#x2020; 06-11
non-recycled A4 paper use recycled A4 paper use % recycled A4 paper use other non-recycled paper use (A3, A0, color) Overall paper use
n. a.
117
73
108
109
89
33
24
29
42
33
39
17 %
28 %
28 %
23 %
31 %
134
29
43
36
99
61
â&#x20AC;&#x201C; 54 %
167
170
144
186
241
189
13 %
19 %
Fig.51: Non-recycled/recycled paper consumption evolution from 2006 to 2011 (in tons)
Paper use (in tons)
EPFL population
160
12,000
140
10,000
120 8,000
100 80
6,000
60
4,000
40
Paper use / person (in kg)
160
18
140
16
120
14 12
100
10
80
8
60
6
40 2,000
20 0
Paper use (in tons)
2007
2008
2009
2010
2011
0
4
20 0
non-recycled A4 paper use
2
2007
2008
2009
2010
0
2011
recycled A4 paper use
Fig.52: A4 paper consumption evolution from 2007 to 2011 (in tons)
Paper consumed/recycled (in tons)
Recycled paper represents only of the overall A4 paper use
31%
The overall paper consumption increased by 13% from 2006 to 2011. During the same period, the amount of paper recycled at EPFL decreased by 20%. The significant additional production in 2009 can be explained by the introduction of two free newspapers on the campus, one of which was discontinued in 2010, explaining the reduced amount of recycled paper. 54
EPFL population
300
12,000
250
10,000
200
8,000
150
6,000
100
4,000
50
2,000
0
2008
2009
paper recycled at EPFL
2010
2011
0
overall paper use
Fig.53: Evolution of paper recycled at EPFL compared to the overall paper consumption from 2008 to 2011 (in tons)
Waste EPFL has the infrastructure in place to collect waste both at a central location and at individual facilities. In each building, containers are available for the recovery
Disposal method
Type of waste
2006
Incineration Composting Biogas
domestic waste
350.3
374.8
-
Recycling
organic waste (lawn) organic waste (food leftovers) cooking vegetable oil paper cardboard plastics glass ferrous metals non-ferrous metals electronics wood PET aluminum toner and ink cartridges inert waste
Total recycled waste Total non-hazardous waste Recycling rate
of paper, aluminum, PET and glass. In addition, each workplace has its own bin for the recycling of paper. Overall, the campus has 21 different recycling streams including paper, plastic, metals, wood, construction debris, electronics and toner cartridges.
2007 2008 Non-hazardous waste (in tons)
2009
2010
2011
∆ 10-11
366.6
395.6
557.8
569.9
2%
-
-
-
25.0
28.0
12%
-
-
-
7.7
64.6
64.2
-1%
206.8 92.1 12.6 46.1 10.3 42.9 7.9 0.6 -
197.2 101.2 8.8 42.3 9.6 39.6 8.2 0.5 108.6
178.5 126.3 17.2 46.1 8.9 48.5 45.5 8.9 0.6 6.8
197.3 138.4 15.9 55.0 57.5 14.0 51.3 72.0 10.1 1.0 3.0 31.5
1.0 152.6 142.6 18.7 53.5 44.4 7.3 63.0 71.2 10.8 1.4 3.1 17.0
1.0 164.7 141.2 22.0 93.8 88.2 13.4 49.6 95.4 12.2 0.9 3.5 100.5
0% 8% -1% 18% 75% 99% 84% -21% 34% 13% -35% 13% 492%
419.3
516.2
487.1
654.7
675.9
878.5
30%
769.6
891.0
853.7
1050.3
1233.7
1448.3
17%
55%
58%
57%
62%
55%
61%
Hazardous waste (in tons) Incineration
Recycling
biological waste animal carcasses chemical waste batteries neon tubes
67.0
89.9
94.5
107.8
148.5
160.6
8%
0.8 4.3
0.7 5.0
0.8 2.2
1.3 2.1
1.5 2.3
0.6 2.7
-59% 19%
Fig.54: Total weight (in tons) of waste by type and disposal method from 2006 to 2011
61% is the waste recycling rate
A non-evaluated part of the recycled waste (electronics and metals) is also recovered. Hazardous waste includes biological waste, residues of animals’ carcasses and nuclear waste. Most of the hazardous waste
produced at EPFL is disposed at CRIDEC, a center specializing in the recovery of special waste whose capital is mainly owned by public interests (76%). Implemented in 2007, a monitoring and tracing of hazardous substances from purchase to final destruction enables EPFL to address potential problems. In Schools, hazardous wastes are managed by the schools’ security coordinators.
55
In 2010, 85% of peeling and food left-overs coming from campus restaurants were disposed at the Saugealles farm, in order to produce biogas. These wastes are collected by the City of Lausanne, which established in 2011 the traceability of all the players of its waste industry. As EPFL’s natural landscaping is controlled by the Swiss Foundation Nature and Economy, grass clippings, evaluated at 25 tons, are left on the lawn to provide natural fertilization. Between 2009 and 2010, the production of domestic waste increased by 40%, while the number of students and staff increased only by 7% during the same period. The increase of domestic waste production in 2010 can be mainly explained by the longer open times (7 am to 12 am, 363 days per year) and the large number of visitors of the Rolex Learning Center, estimated to more than one million.
Domestic waste (tons)
EPFL population
600
13,000 12,000
500
11,000 10,000
400
9,000 8,000
300
7,000
200
6,000 5,000
100
4,000 0
2006
2007
2008
2009
2010
2011
3,000
EPFL population
1000
13,000
900
12,000
800
11,000
700
10,000
600
9,000
500
8,000
400
7,000
300
6,000
200
5,000
100
4,000
0
2006
2007
2008
2009
2010
2011
Fig.56: Recycled waste growth from 2006 to 2011
56
In 2010, 5 spills were reported. Three cases of soil contamination (4 m3 each) caused by spills of bi-component resin and for which an external company is responsible. In addition, there were two accidental oil spills on public roads from third party vehicles but neither resulted in any soil contamination. In 2011, five accidental oil spills (a few liters each) on public roads from third party vehicles occurred without any soil contamination.
Biodiversity EPFL received again in 2011 (first certification in 2002) the quality seal from the Swiss Foundation Nature and Economy, for promoting biodiversity on site. This certification requires that 30% of the land surrounding the building shall be constructed in a natural way, with specific procedure like: • Maintain natural configuration of landscaping, planted with native or adapted species, and excluding exotic and invasive species • No use of biocides (fungicides and insecticides), herbicides, and fertilizers on natural surfaces • Allow for rainwater infiltration whenever possible, employ permeable paving surfaces. • Create habitats supportive of native wildlife The landscape of the first stage of construction (19701980) is now reported in the inventory of the historical garden of the canton (VD), as the first ecological landscape of the French part of Switzerland.
Fig.55: Domestic waste growth from 2006 to 2011
Recycled waste (tons)
Significant spills
3,000
student associations and activities UniPoly is the students’ association dedicated to sustainable development. It brings together about 80 students from the University of Lausanne and EPFL, and provides an excellent gateway for sustainable campus projects such as: supportive purchasing, sustainable food, weekly market, vegetable garden, annual sustainable calendar, beekeeping, garage sales etc. This association plays an active role in raising students’ awareness regarding campus sustainability, with initiatives such as river cleanup, distribution of pamphlets with sustainable tips, organization of conferences and film projections. EPFL Sustainability Office provides financial support to UniPoly initiatives. It is also closely involved in some of their projects. “Engineers of the world” is a student association aimed at promoting scientific cooperation in developing countries and increasing awareness in the academic community about development issues. This association also functions as a platform for exchanges between the academic world and associations, NGOs, universities and other institutions. It brings together 45 students from the University of Lausanne and EFPL. In addition, two major events organized by students on the EPFL Campus, Forum (144 companies) and Balelec (15,000 participants), are certified ISO 14001. Forum is also a “carbon neutral event”.
Management Responsibilities The Real Estate and Infrastructure Department, reporting to Vice-Presidency Planning and Logistics, is responsible for planning and managing credits allocated to buildings and infrastructure and to assure the operation and management of the technical infrastructures (heating, ventilation, sanitary, electricity, computer networks, alarms, fixing, etc.). As a result, this Department is responsible for the planning and implementation of all measures that concern energy, construction, waste and transportation. It is also responsible for the data tracking in these areas. The Sustainable Committee, formerly named RUMBA Committee, currently under reconstruction, will be made up with representatives of the concerned services from the Real Estate and Infrastructure Department (energy, construction, waste) and from others (purchase, human resources). 57
58
4. Society and Outreach Providing specific public services Alongside its core responsibilities of education, research and technology transfer, EPFL performs a number of public service tasks on behalf of the federal government. An important role of EPFL Centers is to inform the Swiss policy-makers and the general public about emerging challenges, such as energy, transportation, nanotechnologies, etc. The EPFL Energy Center organizes various conferences all year long. In addition, it hosts the Roundtable for Sustainable Biofuels (RSB), a leading multi-stakeholder initiative that supports the development of sustainable biofuels. It also represents EPFL and even Switzerland within national and international bodies active in the energy arena, such as the Federal Energy Research Commission (CORE), Competence Center for Energy and Mobility (CCEM), Electrosuisse, Centre de Recherches EnergĂŠtiques et Municipales de Martigny (CREM), The Ark Energy foundation in the Valais Canton, the International Energy Agency (IEA) and the STS Forum.
In addition, EPFL supports and advises high-visibility projects such as Solar Impulse (solar flight around the world), the Hydroptère (trimaran breaking speed records) or Alinghi (Americaâ&#x20AC;&#x2122;s Cup), which represent important symbolic landmarks for the public. Beyond the technological challenge, some of these projects have more far-reaching implications. The Solar Impulse project for instance sets out to promote maximum use of renewable energies in order to safeguard the sustainability of our planet. In 2011, Solar Impulse joined the economic association swisscleantech to draft an Energy Charter, which was sent to all the candidates to the Swiss Parliament. 30% of those elected signed the Energy Charter. This approach encourages politicians to treat energy issues on a non-party basis. By signing this charter, they personally commit to vote for measures supporting energy savings and renewable energy production.
An important role of EPFL Centers is to inform the Swiss policy-makers and the general public about emerging challenges, such as energy, transportation, nanotechnologies, etc.
EPFL has a strong program for promoting science. The Communications Team organizes more than 1,200 events each year (exhibitions and conferences), with a large portion open to the public. About 1,500 press clippings are released each year. The number of scholarly events related to environment and sustainability is around 50 each year.
59
Relations with stakeholders EPFL is in an ongoing dialogue with all stakeholders that influence its ability to fulfill its mandate, and that are influenced by EPFL’s operations or its « products » in terms of students, ideas and technology.
Internal stakeholders Internal stakeholders (as defined by the ETH Board and EPFL) are the students, the assistant professors, the professors, the scientific staff, the administrative staff, and the technical staff. Satisfaction surveys, called ATMOS, are conducted every six years at EPFL in order to evaluate employees’ commitment in terms of contentment with EPFL’s overall strategy and implementation, motivation for professional activity, and job satisfaction. They are designed to strengthen dialogue at all levels, promote innovation and improve personal commitment. The first satisfaction survey, conducted in 2004, showed a strong interconnection between the corporate image, employees’ perception and EPFL strategy. “Innovative”, “dynamic”, “cutting-edge” and “demanding” were the four words that most accurately characterized EPFL. In terms of corporate topics, high marks were received and it was evident that along with being able to explore their interests in a chosen field, students considered EPFL’s reputation as a strong incentive when choosing a university. On the same basis, surveys are conducted in order to evaluate Bachelors and Masters students’ satisfaction (CAMPUS survey) and PhD students’ satisfaction (DOCTORANT survey). The next three surveys will be carried out in 2011-2012.
Groups and Representation There are groups for all EPFL affiliates: students, faculty and staff, which function as organized associations: • Students: AGEPoly is the Student’s Association of the EPFL. It has statutory goals to represent EPFL’s students, defend the general interests of the students, inform and consult its members about all the decisions of the EPFL Executive Board that concern them. The association tries to cause the student’s awareness of its role within the EPFL. It also has the statutory goals to animate the campus and provide student services to enhance and facilitate life on campus. • Administrative and technical staff: UP-EPF, the union staff of the ETH domain, represents and defends the general interests of the employees at the EPFL. 60
• Professors: APEL The Association of Professors of the EPFL is an association that includes ordinary and extraordinary professors, assistants, and masters of education and research. The APEL is in dialogue with EPFL’s Direction the EPFL Assembly and other associations. • Research scientists: ACIDE is the Association of Research Scientists and lecturers at EPFL which protects their professional interests. It addresses everything affecting the professional life of the scientific collaborators and has a voice during consultations on EPFL directives. • The EPFL Assembly, the highest participatory body of EPFL, is described in chapter “Funding and Governance”, page 69.
Strong National and International Relationships EPFL has developed relationships with many stakeholders, at the national and international level. It is primarily through the relations developed by its scientists that EPFL engages with international networks, associations, and federal commissions. Tailored partnerships are also developed with industry leaders encompassing research collaboration, technology transfer, visits and exchanges of key personnel. At the federal level, EPFL maintains collaborations with the six institutions of the ETH Domain and with the Federal Offices. EPFL has a particularly privileged relationship with its neighbor, the University of Lausanne. The numerous collaborations concern teaching (e.g. exchange of teaching hours), research (e.g. technological platforms) and campus development (e.g. sport center, mobility plan). In light of a collaborative approach, the development of University of Lausanne and EPFL are closely interconnected. Moreover, Lausanne and Zurich are the only Swiss university centers with the capacity to cover all academic fields, thereby playing an essential role in the Swiss scientific, technological and economic setting. Cooperation between EPFL and Swiss universities of applied sciences and research institutes supported by the Confederation has considerably increased in the past four-years, both with the original partners (Universities of Lausanne and Geneva) as well as with institutions beyond the Lake Geneva area (Neuchâtel, Bern, Basel, Zurich, etc.). As an example of one of these partnerships, EPFL created the EPFL+ECAL Lab, a unit of the EPFL in cooperation with ECAL (University of art and design Lausanne). Its mission is to foster innovation at a crossroads between technology, design and architecture.
In 2009, initiated by the EPFL+ECAL Lab, the Sunny Memories international design workshop offered a new vision of solar energy. This workshop was based on a new technology of dye solar cell, inspired from photosynthesis in plants and invented at EPFL.Over 80 students from four world-leading design schools have shared their vision of the future of solar energy under the guidance of top-level designers. The exhibition was presented in 2010-2011 at Harvard, in Washington, New York, San Francisco and Berlin Design Centers.
promote Switzerland’s strengths in science and technology outside strict research circles. These partnerships include those with the “Presence Switzerland” organization, as well as with the “Swissnex” network of consular outposts specializing in science, education, art and innovation. The “DIALOGUE” are annual talks between the ETH Board and the EPFL Executive Board and they provide a forum for exchanging about stakeholders.
Additionally, EPFL is involved in the inter-university coordination conducted by the Rectors’ Conference of Swiss Universities (CRUS). Among its major projects, the CRUS is responsible for the implementation of the Bologna process at Swiss universities. EPFL is also asserting its role as ambassador of Switzerland by building partnerships with Swiss diplomacy to
Engagement Internal Students
Representation in EPFL Assembly (13 meetings per year), Campus and Doctorant survey (every 6 years), course evaluation (every semester)
Staff
Representation in EPFL Assembly (13 meetings per year), Atmos survey (every 6 years)
External Former students, alumni
Association A3-EPFL (on-going involvement)
Future students
Visiting days for secondary schools (twice a year), programmes for promotion of science for children, especially girls (6 weekly workshops, 40 one-day workshops)
International networks
ISCN, GULF, RESCIF, EUroTech, CLUSTER, TIME, CESAER, EUA, AUF, SEFI (regular engagement throughout the school year)
Industries
Tailored partnerships: research collaboration, technology transfer, visits and exchange of key personnel. VPIV Innovation Network, Innovation Square, Science Park, Forum, Alliance, Sections’ Advisory Committees
ETH Board
Dialogue two-days meetings (annual talks between the ETH Board and the institutions)
ETH Domain
EPFZ, EMPA, PSI, WSL, EAWAG (regular meetings throughout the school year)
University of Lausanne
Executive boards Meeting (twice a year), Neighbor Day: day of dialogue between EPFL and UNIL staff (annually)
Federal Offices
RUMBA: annual reporting of environmental statistics
Canton Vaud
1 annual meeting Executive Board and Canton Board
City of Lausanne
1 annual meeting Executive Board and City Board
Agglomeration
At least 4 meetings per year with the Town development plan team (SDOL)
The general public
About 2’000 conferences held during the year, about 50 of them related to environment or sustainability
The media
Articles, conferences, seminars, press releases (on-going involvement)
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Strategic partnerships in Europe and worldwide EPFL has considerably developed and strengthened its international presence over the past ten years. In terms of visibility, the institution has become far more attractive to applying students, scientists and professors worldwide. But the global reputation is also expressed through the many agreements and partnerships developed with the best international partners. EPFL will continue to pursue and develop its contribution to international networks such as the Global University Leaders Forum (GULF), the International Sustainable Campus Network, which EPFL has been a member of since 2009, and the Réseau d’excellence des sciences de l’ingénieur de la Francophonie (RESCIF). The RESCIF is a new (since 2010) cooperative network developed under the sponsorship of EPFL, bringing together 14 French-speaking research universities in Europe, Canada, Africa, the Middle East and Vietnam. Its focus is on promoting collaborative scientific programs, especially in the areas of water, nutrition and energy management. In addition, EPFL is a member of twelve academic networks dealing mainly with education. These networks are useful to promote the mobility of students and teachers, to collect information on higher education, and to increase EPFL visibility. These main networks are: • EuroTech, alliance with the technological universities of Munich (TUM), Denmark (DTU) and Eindhoven (TUe) • Consortium Linking Universities of Science and Technology for Education and Research (CLUSTER) • TIME- Top Industrial Managers for Europe • CESAER- Conference of European Schools for Advanced Engineering Education and Research • EUA - European University Association • AUF - Agence universitaire de la Francophonie • SEFI - Société européenne pour la formation des ingénieurs
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In Switzerland, EPFL is engaged in partnerships with the following five institutes: • CSEM: Swiss Center for Electronics and Microtechnology in Neuchâtel • IDIAP Research Institute in Martigny, specialized in the management of multimedia information and man-machine multimodal interactions • IRO: Institut de Recherche en ophtalmologie in Sion • Swiss TPH: Swiss Tropical and Public Health Institute in Basel • SVRI: Swiss Vaccine Research Institute in Lausanne
Ethical conduct in all activities In order to preserve and enhance honesty, ethical behavior and integrity, EPFL established procedures: • Charter of Ethics (2000) The EPFL Charter of Ethics defines the principles and values that must underlie the activities of EPFL professors, staff and students. • Directives concerning the management of conflicts of interest within the context of activities or public duties engaged in while outside the working sphere (2005) The interactions of EPFL professors and other staff members related to the industry, the economy, and other institutions are beneficial for both teaching and research. In order to avoid and deal with any conflicts of interest that may result from these interactions, and ensure that such activities are not inconsistent with individual responsibilities towards the EPFL, the Presidency wishes to determine, by these directives, principles and rules intended to protect the interests of employees, the EPFL and third parties. Theses directives regarding the management of conflicts of interest apply to all faculty and staff, including the members of the EPFL Executive Board. • Honor Code Referring to the EPFL Ethical Charter, this text underlines the ethical responsibilities of future EPFL engineers, scientists and architects. Through his commitment to this Honor Code, each student and researcher contributes to the reputation of EPFL. • Directives concerning whistleblowing (2008) These Directives allow EPFL members to report any serious misconduct that may occur as soon as possible. The main objective of these directives is to protect the whistleblower and avoid the creation of an incriminatory atmosphere at EPFL that would be detrimental to the working environment. In addition, the ETH Board established an independent reporting office (whistleblowing office) in 2009.
• Guidelines for Research Integrity and Good Scientific Practice (2009) These Guidelines define the authoritative rules that apply to all researchers at EPFL in all disciplines. They are mainly intended to serve as guiding principles for the planning, execution, presentation and assessment of research work at the EPFL. In this way, they help ensure honest research will continue to be conducted. • Internal procedure in cases of suspected scientific misconduct (2009) Intellectual integrity and scientific probity form the core of the values shared and transmitted by members of the EPFL community. In order to preserve and enhance this asset, the Executive Board of EPFL decided to provide EPFL with an appropriate internal procedure for confronting and dealing rapidly with any allegations of scientific misconduct on the part of a member, or group of members, of the EPFL community. • EU Charter for Researchers and The Code of Conduct for the Recruitment of Researchers (2007) EPFL adheres to The European Charter for Researchers and The Code of Conduct for the Recruitment of Researchers, which include general principles that specify the role, rights and obligations of researchers and the authorities that recruit them. The precautionary principle is addressed in the EU Charter for Researchers and risk management procedures. These initiatives demonstrate EPFL’s commitment to upholding strong values and ensuring responsible management. All these Directives and Charters are available on the Internet. However, there is no formal training or information given to researchers or students on these subjects right now. EPFL is planning to introduce an ethical training to PhD students in 2012.
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5. Funding and governance Federal and Third-party funding
performance mandate from the Federal Council and on the basis of targets agreed upon with the ETH Board. The EPFL resources allocated by the confederation are one key component of its budget. Meanwhile, third party funding has steadily grown over the years. It includes funding from public institutions such as the Swiss National Science Foundation (SNSF), the European Union (EU), the Swiss Commission for Technology and Innovation (CTI) as well as industry funding and other non-profit entities (foundations, local governments). Third-party funding (European funding, Swiss National funding, CTI, Industrial and public sector contracts) contributed 219 million francs or about 28% of the overall funding in 2011. Contributions from other sources (tuition fees, etc.) accounted for about 2% of total funds (19 million francs).
70% of the EPFL
As a national institution with a mandate for research, education, and knowledge and technology transfer, EPFL is to a large extent financed by the Swiss Federal government. The Confederation allocates an annual budget to the ETH Domain and the ETH Board distributes funds to the six institutions. EPFL received a regular budget of 552 million francs in 2011. This federal contribution represents 70% of the total budget for EPFL. The determining factors for available funding are ultimately the overall economy, federal finances and the Swiss university environment. The federal contribution is assigned to EPFL each year under the terms of a 4-year
total budget comes from the Confederation
Third party funding Other funding (tuition fees, etc.)
28 %
European funding
6%
Swiss National funding & CTI
11 %
Government funding
9% 1% 1% 2%
2% 70 %
Industrial contracts & other funding Public sector contracts Tuition fees
70 %
Other Government funding
Fig.57: Breakdown of EPFL expenditure by funding source in 2011
EPFL population
kCHF
kCHF
80,000
1,000,000
70,000
900,000
12,000 10,000
800,000
60,000
700,000
50,000
600,000
40,000
500,000
30,000
400,000
8,000 6,000 4,000
300,000
20,000
200,000
10,000
2,000
100,000
0 2003
2004
2005
Swiss National funding Public sector contracts
2006
2007
2008
2009
2010
2011
CTI European funding Industrial contracts Other
Fig.58: Evolution of annual funding by federal and third-party sources from 2003 to 2011
0
0 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Government funds
Third-party funds
Total
Fig.59: Evolution of annual funding by sources from 2001 to 2011
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Fund allocations and expenditures
Responsible Financial Management
In 2011, personnel costs reached 530 million francs or about 67% of overall expenditures. Other significant expenditures in 2011 included spending approximately 175 million (22%) on operation, and 84 million (11%) on investments. According to the cost accounting system, about 30% of resources are dedicated to education, the rest being mainly allocated to research. The internal distribution of resources to the Schools is a central part of the delegation of responsibilities. More than half of EPFL budget is distributed internally to the Schools.
The Planning and Finance Department, reporting to Vice-Presidency Planning and Logistics, is in charge of financial planning, budgetary strategy, strategic control of planning objectives, establishment of strategic rationale for the federal agencies and parliamentary circles. In collaboration with the Schoolâ&#x20AC;&#x2122;s finance managers, the Financial Service Department, coordinated by the Chief of Finances, assumes the management and control of accounting operations. It ensures reports are issued to the ETH Board and to the Executive Board, defines and implements financial standards and guidelines and provides support and advice to users. EPFL has established an internal controlling system following the guidelines of the Swiss Federal Audit Office. It covers all processes with a potential financial impact such as purchasing and payroll. It is an important management instrument, together with the risk management schemes in place. This monitoring is completed by two external oversight bodies (ETH Board and Federal Finance Administration).
Personnel costs represent
The total EPFL expenditures continuously increased from 2001 to 2011. Personnel and operation costs steadily increased during the same period (about 70% increase), while investments (mainly expenditures for construction) remained more or less stable, with the exception of 2008 and 2010 where construction expenditures were unusually high (respectively low). Excluding expenditures for construction, there has been a regular increase in other expenditures from 2001 to 2011. Regarding expenditures financed by third-party funding, the peak of expenditure in 2007-2008 is due to the sponsorship of the Rolex Learning Center.
67% of overall
expenditures
kCHF 600,000 500,000 400,000 300,000 200,000 100,000 0 2001
2002
2003
Personnel cost
2004
2005
2006
2007
Operation
2008
2009
2010
Investments
Fig.60: Evolution of annual expenditures by allocation from 2001 to 2011
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2011
With the added flexibility given to the institutions in terms of treasury and cash management, EPFL has implemented an advisory board with members external to the university in order to define the investment strategy and supervise asset management.
Indirect economic impacts Indirect economic impacts generated by EPFL are significant but difficult to quantify. The presence of EPFL has a multiplier effect on local and national economies. This includes the role of EPFL in attracting and creating firms, its capacity to reverse the ÂŤbrain drainÂť by attracting leading researchers in Switzerland, and bringing significant positive benefits to the local economy through the hotel industry and job market. As one of the top 10 employers in the French part of Switzerland, EPFL significantly contributes to the prosperity of the region through its total payroll. Students also bring added value by means of their housing, purchasing and traveling. In addition, the strong activities of construction and maintenance on campus during the last 40 years have contributed to the growing numbers of companies and services around the campus. To promote continued positive impacts on the economy, the Vice President of Technology Transfer has launched several initiatives aimed at promoting links between EPFL and the business world and at developing a dynamic regional centre of innovation (see on page 26).
Governance The Federal Act of 4 October 1991 on the Federal Institutes of Technology (ETH Act) is the legal foundation of the ETH Domain, in which the Swiss Confederation specifies the constitutional mission of running the Federal Institutes of Technology (ETH Zurich, EPFL) and it serves as the legal framework for the operation of the research institutions of the ETH Domain (PSI, WSL, EMPA and EAWAG). The ETH Act regulates the responsibilities divided among the Parliament, Federal Council, the ETH Board and the six institutions. In particular, it outlines the position, structure and tasks of the ETH Domain and names the ETH Board as the strategic management body. The ETH Board consists of the presidents of ETH Zurich and EPFL, the director of one of the research institutes, one member nominated by the School assemblies and up to seven other members including the Boardâ&#x20AC;&#x2122;s President and Vice-President. Currently, two women and eight men hold these seats on the Board who are responsible for the execution and implementation of the performance mandate conferred by the Swiss Federal Council and Parliament, the definition of the four-year strategy of the ETH Domain, and the allocation of federal funds to the six institutions of the ETH Domain. The ETH Board submits requests to the Federal Council for the appointment of the Presidents of the two Federal Institutes of Technology and the Directors of the research institutes. It appoints the Vice-Presidents of both Federal Institutes of Technology, the members of the executive boards of the research institutes and the professors of the two Federal Institutes of Technology. There is no formal process for determining qualifications on economic, environmental and social topics. Additionally, the ETH Board prepares the budget and the accounts of the ETH Domain and coordinates the management and the preservation of the value of functionality of its real estate. The ETH Board is responsible for the strategic management of the ETH Domain. Executive management of EPFL is the responsibility of members of EPFL Executive Board. The ETH Boardâ&#x20AC;&#x2122;s president has no executive function within EPFL but the EPFL President is a member of the ETH Board.
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Accountability and Performance ETH Domain For the ETH Domain, a central role is played by the ETH Board’s three-part reporting system. This is comprised of the annual report, the interim evaluation in the middle of the usually four-year performance period and the final report at the end of that period. At the end of the performance period, the ETH Board provides a final report on how the performance mandate was fulfilled during the expired performance period. The final report must be approved by the Federal Parliament. In addition to the ETH Domain’s external evaluations by experts every four years, the ETH Board is required to report annually to the Confederation, through which various aspects of the ETH Domain development are illuminated. The annual report is a critical self-assessment of the ETH Domain conducted by the ETH Board, combined with a report on how the annual federal financial contribution is put to use. This report is based on the objectives of the performance mandate and is submitted to the Federal Council. The annual report contains elements of sustainable performance assessments, including sustainable real estate management and strategy.
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EPFL Since EPFL is a non-profit institution, there is no linkage between the remuneration of the Executive Board and the university’s performance. As an institution with a Swiss federal mandate and the majority of funding coming from the Swiss Confederation, EPFL is accountable to the government. During the annual reporting period, the institutions inform the ETH Board about their achievements according to the performance mandate of the Confederation and the Convention of objectives between the ETH Board and each institution. This includes aspects regarding economic, environmental and social performance. The ETH Board has an Internal Audit department, which conducts autonomously and independently internal auditing of financial and management issues of the ETH Domain’s institutions. EPFL also produces annual reports for the public. Reports on sustainable performance are developed for projects such as the solar power plant and the bike sharing program. Additional information concerning the operational structure of the organization can be found in the introduction section of this report (page 4).
Risk management
Participation of groups
The ETH Board’s Directives concerning risk management (2004) define the risk management principles applicable to the EPFs and research establishments. In keeping with the autonomous status of the six institutions featured in the ETH Law, with a focus on performance in teaching, research, and knowledge and technology transfer (KTT), each institution is responsible for managing the risks which arise in each of their respective fields, including financial risks. Thus, the Presidents of the two Federal Institutes of Technology and the Directors of the four research institutes bear ultimate responsibility for risk management in their respective institutions.
The Ordinance of 1st March 2004 on the organisation of the EPFL defines the structure of the institution, the organisation and decision-making powers of its Executive Board, Schools, Colleges, EPFL ME and central services. Article 17 of this ordinance defines the status of the EPFL Assembly (AE), which is the highest participatory body. Constituted on the basis of equal representation, the EPFL Assembly is entitled to make proposals concerning all the normative acts of the EPFL Executive Board, the budget and planning, the creation or abolition of teaching and research units and the participation structures. The AE also gives its opinion on the EPFL President’s annual report. It ensures participation within the various EPFL units.
Regulations concerning risk management were established in March 2010. They define the organisation of Risk Management (RM) at EPFL, the organisation and decision-making powers of the Risk Management Committee (CRM) and the committees attached to the latter.
Evaluation of Schools and Colleges The EPFL has a Quality Assurance system with two facets, like all World Class Technology Universities. On the one hand, Bachelor and Master Educational Programs now have dual accreditation: the OAQ standard, a quality management standard which has been adapted for the federal context by the Swiss Centre of Accreditation and Quality Assurance OAQ, and the CTI standard, developed by the French Engineering Titles Commission (CTI), as well as the European label for engineering programs EUR-ACE. On the other hand, an evaluation cycle for schools and colleges forms an integral part of Quality Assurance in the EPF domain, with the EPF Board as the monitoring body. The evaluation, based on the peer review principle, differs from the accreditation since it scrutinizes all the services provided by the unit: teaching, research, transfer of knowledge and technologies, as well as innovation. It also assesses the leadership and management of the school, as well as its visions and strategies and their implementation.
The AE is consulted before the EPFL Executive Board or EPF Board makes decisions of general interest. It consists of 16 members elected within each group of persons: • 4 faculty members • 4 PhD students or scientific staff members • 4 students • 4 administrative or technical staff members A Delegate, who is currently a member of ETH Zurich, represents both School Assemblies (EPFL and ETH Zurich) within the ETH Board. The communication between the EPFL Assembly and its Delegate to the ETH Board is assured by the latter, who is a permanent guest at the EPFL Assembly. The EPFL Assembly has discussions on a regular basis with the members of the EPFL Executive Board, and a delegate of the EPFL Executive Board is invited at each plenary meeting of the EPFL Assembly to communicate recent decisions of the Executive Board and to assure an exchange of information.
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6. GRI Guideline Application in this Report This is the first sustainability report published by EPFL that is based on the guidelines of the Global Reporting Initiative (GRI). The GRI is a non-profit, multistakeholder organization that strives to provide organizations in the private and the public sector with a systematic basis for disclosure regarding sustainability performance. The aim is to give stakeholders a framework that facilitates comparison and understanding of disclosed information. In 2010, EPFL published a report based on the principles of the ISCN-GULF Sustainable Campus Charter. It accounted for EPFL’s work within all three dimensions of sustainable development, with focus on the environmental aspects. The present report updates EPFL’s ISCN-GULF Charter reporting, and in addition provides further details on initiatives, challenges and successes in its extended GRI reporting format. It covers information relating to all operations owned and managed by EPFL and all its employees and students. GRI Indicator Protocols were followed for compiling reported data as far as data availability allowed. This report covers EPFL’s sustainability performance over the course of two years (2010 and 2011). When available, data from years 2001 and 2006 were included in order to give a five and ten year perspective of trends. Going forward, EPFL plans to publish combined ISCN-GULF Charter and GRI reports every second year, and shorter ISCN-GULF Charter reports in the intermediate years.
The EPFL Sustainability Report 2010 to 2011, together with this GRI-Index, fulfills the requirements of the GRI-G3 reporting guidelines for B-Level Application. This was checked and confirmed by GRI. To focus our sustainability reporting on the most pertinent issues, we have conducted a systematic assessment of the relevance or “materiality” of all indicators in the GRI framework for our reporting. To achieve this, all GRI performance indicators were assigned as possible content points for one of the chapters in our sustainability report section. An external specialist supported us in assessing the importance of each of those indicators from the perspective of our external stakeholders and our internal organization view in a dedicated workshop. Indicators that were found to be relevant both from an external and internal viewpoint form the core of our report’s sustainability section. The indicators reported on are discussed to the extent that data were available.
The report is structured in three parts. The first part covers the basic information required under the ISCNGULF Sustainable Campus Charter. The second part is organised in chapters describing the sustainability performance of EPFL, in reference to the indicators identified as relevant by our stakeholders (described in more detail below). The third part presents the GRI Index including the Management Approach Disclosures. The GRI Index is a content table outlining the location of Profile Disclosure and Performance Indicators within the EPFL Sustainability Report 2010 to 2011.
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Sources Panorama 010, EPFL annual report 2010, Mediacom EPFL, 2010 Innovation and Technology Transfer, 2010 Activity Report, VPIV, 2010 Bilan des ressources humaines, Tableau de bord et bilan social 2009, VPPL, June 2010 Bilan des ressources humaines 2002-2010, VPPL, June 2011 Mobilité des pendulaires EPFL-UNIL, Analyse spatialisée des résultats de l’enquête RUMBA, CEAT, January 2011 EPFL Development plan 2012-2016, August 2011 EPFL website
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ANNEX
1. Original text of the ISCN-GULF Sustainable Campus Charter The signatories of the ISCN/GULF Sustainable Campus Charter acknowledge that organizations of research and higher education have a unique role to play in developing the technologies, strategies, citizens, and leaders required for a more sustainable future. Signature of the present charter represents an organization’s public commitment to aligning its operations, re-search, and teaching with the goal of sustainability. The signatories commit to: • implement the three ISCN/GULF sustainable campus principles described below, • set concrete and measurable goals for each of the three principles, and strive to achieve them, • and report regularly and publicly on their organizations’ performance in this regard.
Principle 1 To demonstrate respect for nature and society, sustainability considerations should be an integral part of planning, construction, renovation, and operation of buildings on campus. A sustainable campus infrastructure is governed by respect for natural resources and social responsibility, and embraces the principle of a low carbon economy. Concrete goals embodied in individual buildings can include minimizing environmental impacts (such as energy and water consumption or waste), furthering equal access (such as nondiscrimination of the disabled), and optimizing the integration of the built and natural environments. To ensure buildings on campus can meet these goals in the long term, and in a flexible manner, useful processes include participatory planning (integrating end-users such as faculty, staff, and students) and life-cycle costing (taking into account future cost-savings from sustainable construction).
Principle 2 To ensure long-term sustainable campus development, campus-wide master planning and target-setting should include environmental and social goals. Sustainable campus development needs to rely on forward-looking planning processes that consider the campus as a whole, and not just individual buildings. These processes can include comprehensive master planning with goals for impact management (for example, limiting use of land and other natural resources and protecting ecosystems), responsible operation (for example encouraging environmentally compatible transport modes and efficiently managing urban flows), and social integration (ensuring user diversity, creating indoor and outdoor spaces for social exchange and shared learning, and supporting ease of access to commerce and services). Such integrated planning can profit from including users and neighbors, and can be strengthened by organization-wide target setting (for example greenhouse gas emission goals). Existing low-carbon lifestyles and practices within individual campuses that foster sustainability, such as easy access for pedestrians, grey water recycling and low levels of resource use and waste generation, need to be identified, expanded and disseminated widely.
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Principle 3 To align the organization’s core mission with sustainable development, facilities, research, and education should be linked to create a “living laboratory” for sustainability On a sustainable campus, the built environment, operational systems, research, scholarship, and education are linked as a “living laboratory” for sustainability. Users (such as students, faculty, and staff) have access to research, teaching, and learning opportunities on connections between environmental, social, and economic issues. Campus sustainability programs have concrete goals and can bring together campus residents with external partners, such as industry, government, or organized civil society. Beyond exploring a sustainable future in general, such programs can address issues pertinent to research and higher education (such as environmental impacts of research facilities, participatory teaching, or research that transcends disciplines). Institutional commitments (such as a sustainability policy) and dedicated resources (such as a person or team in the administration focused on this task) contribute to success.
As signatories to the ISCN/GULF Charter, we strive to share our goals and experiences on sustainable campus initiatives amongst our peers and other stakeholders. A key instrument for this is our regular reporting on progress under this Charter, which will be supported by the Charter stewardship (provided by the GULF group) and the Charter secretariat function (provided by the ISCN).
Signatory’s organization: EPFL Signatory’s name/function: Patrick Aebischer, President
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2. Frequently asked Questions related the ISCN/GULF Charter 1. Who can endorse the Charter, and how long is this commitment binding? Joining the group of signatories of the ISCN/GULF Charter is open to any organization involved in research or higher education that plans, builds, or maintains multi-building complexes dedicated to these activities anywhere in the world. By signing the Charter, an organization be-comes a member of the ISCN Network (see below). The organization’s commitments to the Charter are valid until it withdraws its Charter endorsement. It can do so at any time by written notice to the Charter’s secretariat provided by the ISCN.
2. Who maintains the Charter Process? The Charter is maintained in a joint initiative of the Global University Leader Forum (GULF) and the International Sustainable Campus Network (ISCN). Overall stewardship of the Charter process, and a leading role in disseminating the Charter among leaders in organizations of re-search and higher education, is provided by GULF, which is convened by the World Economic Forum and brings together presidents from twenty-three universities around the world to ad-dress key issues for universities and society at large. The secretariat function for the Charter process is provided by the ISCN, which is under the auspices of EPFL and ETH Zurich. The ISCN’s secretariat function includes the support of an active, in-depth knowledge exchange between signatories in the ISCN’s four working groups, which focus on campus excellence awards, charter and guideline development, sustainable decision processes, and integrated approaches to facilities, teaching, and research. In addition, the ISCN develops and maintains Charter Guidelines that add further detail to the explanations provided under each of the Charter principles concerning concrete issues that might be considered.
3. How does the Charter relate to other sustainable campus commitments? The ISCN/GULF Charter complements pre-existing and more regionally or topically focused initiatives on sustainability in higher education. Consistent with the ISCN’s mission to act as a global “network-of-networks” on campus sustainability, it aims to enhance, rather than replace, other commitment processes with a framework that is open to all organizations worldwide that want to commit to continuous action and regular, public reporting on campus sustainability. Close cooperation and exchange with complementary initiatives is a key operational principle of the ISCN. Earlier international initiatives include the 1990 Talloires declaration and the United Nations “Decade for Higher Education for Sustainable Development, 2004-2013,” with its related Regional Centres of Excellence and dedicated Chairs at several Universities. To these, the ISCN/GULF Charter adds a strong focus on integration of research, scholarship, teaching, and operations, as well as regular public reporting on self-set goals under the Charter’s principles (comparable to the Communication of Progress reports by corporations endorsing the UN Global Compact). It also gives organizations that have endorsed regional or topical networks and commitments - such as the American College and University Presidents Climate Commitment (ACUPCC) or AASHE in North America, Copernicus Campus or HEEPI in Europe, the Tongji Declaration in China, or the IARU Presidents Statement on Campus Sustainability - the opportunity to share their commitments and achievements publicly with an open, global community of colleagues.
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4. How was the Charter’s text developed? The Charter is based on discussions in the ISCN’s Working Group II and dialogues between ISCN and GULF members on how the charter can best serve as a commitment to sustainability by leading organizations of research and higher education. The majority of the text was drafted by Ariane König (University of Luxembourg and co-chair of the ISCN WG II), in collaboration with the group’s other co-chair Joseph Mullinix (National Univ. Singapore), Bernd Kasemir and Matthew Gardner (Sustainserv), Julie Newman (Yale Univ.), and Roland Stulz (Novatlantis). Strategic inputs by the participants of the “leadership track” at the ISCN/GULF conference in Lausanne, as summarized by Hans-Björn Püttgen and Kristin Becker van Slooten (EPFL) were key for preparing the current version. Inputs by the ISCN members T. Refslund Poulsen (Copenhagen Univ.), D. Brem (ETH Zurich), A. Kildahl (Univ. Hong Kong), M. Adomssent (Univ. Lüneburg), R. Bland (Cornell), F. Gröndahl (KTH Stockholm), N. Heeren and K. Hoeger (ETH Zurich), M. Kunz (ZHAW), S. Lynham (Anglia Ruskin Univ.), A. Meier and W. Natrup (Basler + Partner), P. Obrdlik (Brno Univ.), R. Sigg (Intep), and H. Tan (Tongji Univ.) provided the foundation for developing the present Charter text. Discussions with the other three ISCN Working Groups - led by their co-chairs Claude Siegenthaler (Hosei Univ.), Leith Sharp (Harvard Univ.), Erika Meins (Univ. Zurich), Steve Mital (Univ. Oregon), Katja Brundiers (Arizona Univ.) and Per Lundquist (KTH Stockholm) - also provided valuable contributions in developing this Charter.
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3. Members of the Global University Leaders Forum (GULF)
79
81
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GRI-INDEX
On the EPFL Sustainability Report 2010 to 2011 As a world renowned institute for education and research, EPFL has an incredible opportunity to influence change and further develop sustainable practices both internally and externally. To this end, EPFL has incorporated sustainability at its most fundamental levels of its operations and continuously drives implementation forward. In an effort to transparently communicate progress made and future targets, this report was developed based on the GRI reporting guidelines. The GRI is a nonprofit, multi-stakeholder organization that strives to provide companies with a systematic basis for disclosure regarding sustainability performance. This framework provides the means for facilitating comparison and understanding of disclosed information. The EPFL Sustainability Report 2010 to 2011, together with this GRI-Index, fulfills the requirements of the GRI-G3 reporting guidelines at Application Level B. This was checked and confirmed by GRI on June 12th 2012. To help readers locate specific GRI-related information, this GRI-Index provides an overview of the main GRI elements discussed in this report, including: Economic (EC), Environmental (EN), Human Rights (HR), Labor (LA), Society (SO), and Product Responsibility (PR) performance indicators, as well as Disclosures on Management Approach (DMA) to these topics. The detailed content table below shows the location of Profile Disclosure, Management Approach Disclosure, and Performance Indicators within the EPFL Sustainability Report 2010 to 2011. It has not been possible to incorporate every GRI performance indicator into the format of this report. To focus our sustainability reporting on the most pertinent issues, we have conducted a systematic assessment of the relevance or “materiality” of all indicators in the GRI framework for our reporting. To achieve this, all GRI performance topics were assigned as possible content points for one of the chapters in our sustainability report section. An external specialist supported us in assessing the importance of each of those topics from the perspective of our external stakeholders and our internal organization view in dedicated workshops based on the test questions laid out in the “defining materiality” section of the GRI sustainability reporting guidelines. Topics that were found to be relevant both from an external and internal viewpoint form the core of our report’s sustainability section. Topics that were found to be relevant mainly from one of the two perspectives are discussed in less detail. The indicators reported on are discussed to the extent that data were available.
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84
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Profile
1 1.1
1.2
Page in report/remarks
Strategy and Analysis Statement from the most senior decision-maker of the organization President’s Statement, 1 (e.g., CEO, chair, or equivalent senior position) about the relevance of sustainability to the organization and its strategy Description of key impacts, risks and opportunities (impacts of the organization on President’s Statement, 1 sustainability and stakeholders, and impacts of sustainability trends on long-term prospects and financial performance of the organization)
2
Organizational Profile
2.1 2.2
Name of the organization Primary brands, products, and/or services
2.3
Operational structure of the organization
2.4 2.5 2.6
Location of organization’s headquarters Number of countries where the organization operates Nature of ownership and legal form
2.7
Markets served Scale of the reporting organization, including number of employees, net sales, total capitalization, quantity of products or services provided Significant changes during the reporting period regarding size, structure, or ownership
2.8
2.9
Awards received in the reporting period 2.10.
3
Imprint, 96 Introduction and Profile, 3 Education, Research, Knowledge and Technology Transfer, 21 Funding and Governance, 65 ISCN-GULF Charter Summary Report, 3 Imprint, 96 Introduction and Profile, 3 Introduction and Profile, 3 ISCN-GULF Charter Summary Report, 3 ISCN-GULF Charter Summary Report, 3 Students, Faculty and Staff, 31 Funding and Governance, 65 The Rolex Learning Centre (RLC) is a new building of 20,000 m2, opened in February 2010. A new School, called EPFL Middle-East (ME), was created in 2010 in the United Arab Emirates. Infrastructures in Ras-Al-Khaimah are for the moment not operated by EPFL While EPFL’s researchers and students receive various awards, EPFL as an organization does not. However, EPFL has received recognition: Ranked as global leader, 29
Report Parameters
REPORT PROFILE 3.1 3.2 3.3 3.4
Reporting period Date of most recent previous report Reporting cycle Contact point for questions regarding the report or its contents
GRI Guideline Application in this Report, 71 GRI Guideline Application in this Report, 71 GRI Guideline Application in this Report, 71 Imprint, 96
REPORT SCOPE AND BOUNDARY 3.5 3.6 3.7
Process for defining report content, including explanation of how the organization GRI Guideline Application in this Report, 71 has applied the ‘Guidance on Defining Report Content’ and the associated Principles Boundary of the report GRI Guideline Application in this Report, 71 Specific limitations on the scope or boundary of the report, if any There were no specific limitations
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NR
3.8
3.9 3.10
3.11
GRI-G3 Content Index
Page in report/remarks
Basis for reporting on joint ventures, subsidiaries, leased facilities, outsourced operations, and other entities that can significantly affect comparability from period to period and/or between organizations Data measurement techniques and bases for calculations, including assumptions and techniques underlying estimations applied to the compilation of the Indicators and other information in the report Explanation of the effect of any re-statements of information provided in earlier reports, and the reasons for such re-statement Significant changes from previous reporting periods in the scope, boundary, or measurement methods applied in the report
No significant changes on joint ventures, subsidiaries, leased facilities, or outsourced operations in the reporting period that could limit comparability with prior reporting GRI Guideline Application in this Report, 71
No significant re-statements While this is EPFL’s second report under the ISCN-GULF Sustainable Campus Charter, it is its first GRI report and the breadth and depth of information contained was increased correspondingly
GRI CONTENT INDEX 3.12
Table identifying the location of the Standard Disclosures in the report
This detailed content’s index
ASSURANCE 3.13
Policy and current practice with regard to seeking external assurance for the report
4
This report was produced in collaboration with an external sustainability reporting expert team. No further assurance was sought from third parties
Governance, Commitments, and Engagement
GOVERNANCE 4.1
4.2
4.3 4.4 4.5 4.6 4.7
4.8
4.9
4.10 86
Governance structure of the organization, including committees under the highest governance body responsible for specific tasks, such as setting strategy or organizational oversight Indicate whether the Chair of the highest governance body is also an executive officer (and, if so, their function within the organization’s management and the reasons for this arrangement) For organizations that have a unitary board structure, state the number of members of the highest governance body that are independent and/or non-executive members Mechanisms for shareholders and employees to provide recommendations or direction to the highest governance body Linkage between compensation for members of the highest governance body, senior managers, and executives (including departure arrangements), and the organization’s performance (including social and environmental performance) Processes in place for the highest governance body to ensure conflicts of interest are avoided Process for determining the qualifications and expertise of the members of the highest governance body for guiding the organization’s strategy on economic, environmental, and social topics Internally developed statements of mission or values, codes of conduct, and principles relevant to economic, environmental, and social performance and the status of their implementation Procedures of the highest governance body for overseeing the organization’s identification and management of economic, environmental, and social performance, including relevant risks and opportunities, and adherence or compliance with internationally agreed standards, codes of conduct, and principles Processes for evaluating the highest governance body’s own performance, particularly with respect to economic, environmental, and social performance
Funding and Governance, 65 Introduction and Profile, 3 Funding and Governance, 65
This is not the case. There are two boards: the ETH Board and EPFL’s Executive Board Relations with Stakeholders, 60 Participation of Groups, 69 Accountability and Performance, 68
Ethical Conduct in all Activities, 63 Governance, 67
Ethical Conduct in all Activities, 63
Accountability and Performance, 68
Accountability and Performance, 68
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COMMITMENTS TO EXTERNAL INITIATIVES 4.11 4.12 4.13
Explanation of whether and how the precautionary approach or principle is addressed by the organization Externally developed economic, environmental, and social charters, principles, or other initiatives to which the organization subscribes or endorses Memberships in associations (such as industry associations) and/or national/ international advocacy organizations
Ethical Conduct in all Activities, 63 Annex, 75 Ethical Conduct in all Activities, 63 Strategic Partnerships in Europe and Worldwide, 62 Ethical Conduct in all Activities, 63 Education, Research, Knowledge and Technology Transfer, 21
STAKEHOLDER ENGAGEMENT 4.14 4.15 4.16 4.17
Stakeholder groups engaged by the organization Basis for identification and selection of stakeholders with whom to engage Approaches to stakeholder engagement, including frequency of engagement by type and by stakeholder group Key topics and concerns that have been raised through stakeholder engagement, and how the organization has responded to those key topics and concerns, including through its reporting
5 Economic
Society and Outreach, 59 Relations with Stakeholders, 60 Relations with Stakeholders, 60 Relations with Stakeholders, 60-61, 69
Management Approaches and Performance Indicators
ASPECT: ECONOMIC PERFORMANCE Direct economic value generated and distributed, including revenues, operating costs, employee compensation, donations and other community investments, retained earnings, and payments to capital providers and governments EC1
EC2 EC3 EC4
Financial implications and other risks and opportunities for the organizationâ&#x20AC;&#x2122;s activities due to climate change Coverage of the organizationâ&#x20AC;&#x2122;s defined benefit plan obligations Significant financial assistance received from government
Funding and Governance, 65 EPFL is a national institution, largely financed by the Swiss National Government. As it is publically financed, EPFL does not have a mandate to make charitable financial contributions but provides services with public benefit which include and extend beyond its education and research mandate (Providing Specific Public Services page 59). Indicator not found to be particularly material Students, Faculty and Staff, 31 Governance and Institutional Context, 4 Funding and Governance, 65
ASPECT: MARKET PRESENCE EC5 EC6 EC7
Range of ratios of standard entry level wage compared to local minimum wage at Indicator not found to be particularly material significant locations of operation Policy, practices, and proportion of spending on locally-based suppliers at signifi- Indicator not found to be particularly material cant locations of operation Procedures for local hiring and proportion of senior management hired from the Indicator not found to be particularly material local community at locations of significant operation
ASPECT: INDIRECT ECONOMIC IMPACTS EC8 EC9
Development and impact of infrastructure investments and services provided Providing Specific Public Services, 59 primarily for public benefit Understanding and describing significant indirect economic impacts, including the Indirect Economic Impacts, 66 extent of impacts
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Environmental ASPECT: MATERIALS EN1 EN2
Materials used by weight or volume Percentage of materials used that are recycled input materials
Partial information on EN1: Paper Consumption, 54 Partial information on EN2: Paper Consumption, 54
ASPECT: ENERGY Direct energy consumption by primary energy source
EN3
Indirect energy consumption by primary source EN4
EN5 EN6 EN7
Energy saved due to conservation and efficiency improvements Initiatives to provide energy-efficient or renewable energy based products and services, and reductions in energy requirements as a result of these initiatives Initiatives to reduce indirect energy consumption and reductions achieved
Energy Efficiency / Renewable Energy, 48 Direct energy consumption and savings figures are described in detail by GWh on page 48. Considering direct energy in Joules, 123 TJ was consumed in 2010 and 98 TJ in 2011. 6 TJ was distributed in 2010 and 2011 as heating energy. 18 TJ in 2010 and 27 TJ in 2011 were sold to third parties. 49 TJ of oil was purchased in 2010 and 23 in 2011 while 31 TJ of natural gas was purchased in 2010 and 2011. Energy Efficiency / Renewable Energy, 48 Indirect energy consumption figures are described in detail by GWh on page 48. Considering indirect energy in Joules, 240 TJ was consumed in 2010 and 248 TJ in 2011. Initiatives for Green Buildings, 47 Energy Efficiency / Renewable Energy, 48 Initiatives for Green Buildings, 47 Strategic Partnership in Europe and Worldwide, 62 Initiatives for Green Buildings, 47 Air Emissions and Transportation Initiatives, 52
ASPECT: WATER EN8 Total water withdrawal by source EN9 Water sources significantly affected by withdrawal of water EN10 Percentage and total volume of water recycled and reused
Indicator not found to be particularly material Indicator not found to be particularly material Indicator not found to be particularly material
ASPECT: BIODIVERSITY EN11 EN12 EN13 EN14 EN15
Location and size of land owned, leased, managed in, or adjacent to, protected areas and areas of high biodiversity value outside protected areas Description of significant impacts of activities, products, and services on biodiversity in protected areas and areas of high biodiversity value outside protected areas Habitats protected or restored Strategies, current actions, and future plans for managing impacts on biodiversity Number of IUCN Red List species and national conservation list species with habitats in areas affected by operations
Partial information on EN 11: Biodiversity, 56 Indicator not found to be particularly material Indicator not found to be particularly material Biodiversity, 56 Indicator not found to be particularly material
ASPECT: EMISSIONS, EFFLUENTS, AND WASTE EN16 EN17 EN18 EN19 EN20
Total direct and indirect greenhouse gas emissions by weight Other relevant indirect greenhouse gas emissions by weight Initiatives to reduce greenhouse gas emissions and reductions achieved Emissions of ozone-depleting substances by weight NOx, SOx, and other significant air emissions by type and weight
EN21 Total water discharge by quality and destination EN22 Total weight of waste by type and disposal method EN23 Total number and volume of significant spills 88
GHG Emissions, 50 GHG Emissions, 50 GHG Emissions, 50 Indicator not found to be particularly material Partial information on EN20: Air Emissions and Transportation Initiatives, 52 Indicator not found to be particularly material Waste, 55 Significant Spills, 56
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Weight of transported, imported, exported, or treated waste deemed hazardous Waste, 55 EN24 under the terms of the Basel Convention Annex I, II, III, and VIII, and percentage of transported waste shipped internationally Identity, size, protected status, and biodiversity value of water bodies and related habi- Indicator not found to be particularly material EN25 tats significantly affected by the reporting organization’s discharges of water and runoff
ASPECT: PRODUCTS AND SERVICES Initiatives to mitigate environmental impacts of products and services, and extent Research, 22 of impact mitigation Future Research Priorities, 25 EN27 Percentage of products sold and their packaging materials that are reclaimed by category Data not available
EN26
ASPECT: COMPLIANCE EN28
Monetary value of significant fines and total number of non-monetary sanctions for non-compliance with environmental laws and regulations
Indicator not found to be particularly material
ASPECT: TRANSPORT Significant environmental impacts of transporting products and other goods and EN29 materials used for the organization’s operations, and transporting members of the workforce
GHG Emissions, 50 Air Emissions and Transportation Initiatives, 52
ASPECT: OVERALL EN30 Total environmental protection expenditures and investments by type
Indicator not found to be particularly material
Labor Practices and Decent Work ASPECT: EMPLOYMENT LA1 LA2 LA3
Total workforce by employment type, employment contract, and region Total number and rate of employee turnover by age group, gender, and region Benefits provided to full-time employees that are not provided to temporary or part-time employees, by major operations
Rapid Growth at EPFL, 31 Activity Rates and Contract Types, 37 Employee Turnover, 33 Wage Flexibility and Performance Review, 36
ASPECT: LABOR/MANAGEMENT RELATIONS LA4 LA5
Percentage of employees covered by collective bargaining agreements Minimum notice period(s) regarding operational changes, including whether it is specified in collective agreements
Indicator not found to be particularly material Indicator not found to be particularly material
ASPECT: OCCUPATIONAL HEALTH AND SAFETY LA6 LA7 LA8 LA9
Percentage of total workforce represented in formal joint management–worker health and safety committees that help monitor and advise on occupational health and safety programs Rates of injury, occupational diseases, lost days, and absenteeism, and number of work-related fatalities by region Education, training, counselling, prevention, and risk-control programs in place to assist workforce members, their families, or community members regarding serious diseases Health and safety topics covered in formal agreements with trade unions
Data not available
Partial information on LA7: A Decentralized Network of Health and Safety, 43 Data not available
Data not available
ASPECT: TRAINING AND EDUCATION LA10 Average hours of training per year per employee by employee category Programs for skills management and lifelong learning that support the continued LA11 employability of employees and assist them in managing career endings Percentage of employees receiving regular performance and career development LA12 reviews
Training and Education, 34 Training and Education, 34 Training and Education, 34 89
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ASPECT: DIVERSITY AND EQUAL OPPORTUNITY Composition of governance bodies and breakdown of employees per category according to gender, age group, minority group membership, and other indicators LA13 of diversity LA14 Ratio of basic salary of men to women by employee category
A Strong International Organization, 38 Gender Diversity and Equal Opportunities for Women, 40 Employee Turnover, 33 Governance and Institutional Context, 4 Gender Diversity and Equal Opportunities for Women, 40
Human Rights ASPECT: INVESTMENT AND PROCUREMENT PRACTICES HR1 HR2 HR3
Percentage and total number of significant investment agreements that include Indicator not found to be particularly material human rights clauses or that have undergone human rights screening Percentage of significant suppliers and contractors that have undergone screening Indicator not found to be particularly material on human rights and actions taken Total hours of employee training on policies and procedures concerning aspects Indicator not found to be particularly material of human rights that are relevant to operations, including the percentage of employees trained
ASPECT: NON-DISCRIMINATION HR4
Total number of incidents of discrimination and actions taken
A Strong International Organization, 38
ASPECT: FREEDOM OF ASSOCIATION AND COLLECTIVE BARGAINING HR5
Operations identified in which the right to exercise freedom of association and collec- Data not available tive bargaining may be at significant risk, and actions taken to support these rights
ASPECT: CHILD LABOR HR6
Operations identified as having significant risk for incidents of child labor, and measures taken to contribute to the elimination of child labor
The operations of EPFL are in Switzerland, where child labor is clearly not permitted. EPFL respects all laws and regulations concerning labor aspect
ASPECT: FORCED AND COMPULSORY LABOR HR7
Operations identified as having significant risk for incidents of forced or compulsory labor, and measures to contribute to the elimination of forced or compulsory labor
The operations of EPFL are in Switzerland, where forced labor is clearly not permitted. EPFL respects all laws and regulations concerning labor aspect
ASPECT: SECURITY PRACTICES HR8
Percentage of security personnel trained in the organizationâ&#x20AC;&#x2122;s policies or procedures concerning aspects of human rights that are relevant to operations
Indicator not found to be particularly material
ASPECT: INDIGENOUS RIGHTS HR9
Total number of incidents of violations involving rights of indigenous people and actions taken
Indicator not found to be particularly material
Society ASPECT: COMMUNITY SO1
Nature, scope, and effectiveness of any programs and practices that assess and manage the impacts of operations on communities, including entering, operating, and exiting.
ASPECT: CORRUPTION SO2
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Percentage and total number of business units analyzed for risks related to corruption
Data not available
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Percentage of employees trained in organizationâ&#x20AC;&#x2122;s anti-corruption policies and procedures Actions taken in response to incidents of corruption
Ethical Conduct in all Activities, 63 Data not available
ASPECT: PUBLIC POLICY SO5 SO6
Public policy positions and participation in public policy development and lobbying Providing Specific Public Services, 59 Total value of financial and in-kind contributions to political parties, politicians, and EPFL does not provide financial or in-kind contributions to related institutions by country political parties, politicians, or related institutions
ASPECT: ANTI-COMPETITIVE BEHAVIOR SO7
Total number of legal actions for anti-competitive behaviour anti-trust, and monopoly practices and their outcomes
Indicator not found to be particularly material
ASPECT: COMPLIANCE SO8
Monetary value of significant fines and total number of non-monetary sanctions for non-compliance with laws and regulations
Indicator not found to be particularly material
Product Responsibility ASPECT: CUSTOMER HEALTH AND SAFETY PR1
PR2
Life cycle stages in which health and safety impacts of products and services are Indicator not found to be particularly material assessed for improvement, and percentage of significant products and services categories subject to such procedures Total number of incidents of non-compliance with regulations and voluntary codes Indicator not found to be particularly material concerning health and safety impacts of products and services during their life cycle, by type of outcomes
ASPECT: PRODUCT AND SERVICE LABELING PR3 PR4 PR5
Type of product and service information required by procedures, and percentage of significant products and services subject to such information requirements Total number of incidents of non-compliance with regulations and voluntary codes concerning product and service information and labelling, by type of outcomes Practices related to customer satisfaction, including results of surveys measuring customer satisfaction
Partial information on PR3: Ethical Conduct in all Activities, 63 Data not available Adaptive Management, 35
ASPECT: MARKETING COMMUNICATIONS PR6 PR7
Programs for adherence to laws, standards, and voluntary codes related to marke- Indicator not found to be particularly material ting communications, including advertising, promotion, and sponsorship Total number of incidents of non-compliance with regulations and voluntary codes Indicator not found to be particularly material concerning marketing communications, including advertising, promotion, and sponsorship by type of outcomes
ASPECT: CUSTOMER PRIVACY PR8
Total number of substantiated complaints regarding breaches of customer privacy and losses of customer data
Privacy and Data Protection, 43
ASPECT: COMPLIANCE PR9
Monetary value of significant fines for non-compliance with laws and regulations concerning the provision and use of products and services
Data not available
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Disclosures on management approaches - DMAs DMA Economic The economic performance of EPFL is overseen by the EPFL Presidency, the President and the Vice-president Planning and Logistics. Overall strategic issues for EPFL are guided by the ETH Board, which oversees the entire ETH Domain. Approximately 70% of EPFL’s budget comes from Federal funding sources and 30% from third parties. Because of this the institution is highly accountable to both the government and third party institutions and must have the financial governance systems in place to manage its resources in a transparent and credible manner. For more information see the chapter “Funding and Governance”, page 65. EPFL also receives approximately 10% of its budget from private external funding. Concerning market presence, while all direct operations of EPFL are in Switzerland, the university is highly international and a large proportion particularly of teaching and research staff are from other nationalities. This is important for global knowledge exchange in science and technology, and EPFL has no policy of discrimination for or against employees based on their nationality. There is no purchasing policy favoring local suppliers. The Directives concerning purchases and inventory (2003, revised 2010) ensures the respect for free competition without any distinction of origin (Switzerland, foreign countries) (in accordance to Art. 4).With respect to indirect economic impacts, collaboration with the industrial, economic and scientific environments is a long-standing tradition at the EPFL, for example with the creation in 1990 of the CAST (Scientific and technology helpdesk for industry) and after a long process of growth, the creation in 2004, of the Vice-presidency for Technology Transfer, which launched several specific initiatives aimed at enhancing EPFL’s impact on the economy, at promoting links between EPFL and the business world and at developing a dynamic regional centre of innovation on site. EPFL faces some risks to its economic well-being, including sensitivity to the economic health of the Swiss economy. The budget process is dependent on the decisions of the Confederation and the funding agencies (SNF, CTI). For the European programs, the variations of the exchange rate pose an additional problem. To minimize these risks, federal offices in charge, the ETH-Board and EPFL manage several national and international networks such as SwissCore (UE) and Future (community of interest involving partners from universities and scientific and political circles).
DMA Environmental Responsibility for the management of EPFL’s environmental aspects sits with the President and the Vice-President Planning and Logistics. The Sustainability Office, reporting to Vice-Presidency Planning and Logistics, is responsible for the sustainable strategy of EPFL. It coordinates, develops and supports all initiatives that can improve economic, social, and environmental aspects including efforts related to materials, energy, water, biodiversity, emissions and waste, compliance and transportation of the EPFL campus, considering both the school’s infrastructure and academia. In support of the goal to address sustainability of campus buildings, the Sustainability Office works closely with the Real Estate and Infrastructure Department to enhance the environmental performance of EPFL and to coordinate the different reports due to supervisor bodies. The Sustainability Office is also responsible for implementing the Swiss Federal Government Program for Resource and Environmental Management (RUMBA) and for reporting on its performance against the Program’s targets on an annual basis. In addition to meeting targets under RUMBA, the EPFL demonstrates its commitment to sustainability as a signatory to the International Sustainable Campus Network (ISCN) Charter. Under the Charter, the EPFL pledges to integrate sustainable development in its overall planning of building construction, renovation and use, to include environmental and social objectives, and to align these with research and training activities so as to become a living laboratory for sustainable development. In the planning period 2012-2016, priority issues will be power consumption management, the promotion of sustainable mobility and the social and cultural integration of the campus within the wider city.
DMA Labor Practices and Decent Work At EPFL, the Human Resources (HR) department reports to the Vice-President for Planning and Logistics and is primarily responsible for issues related to Labor Practices and Decent Work. The decentralized organisation of the HR department ensures a close collaboration with the schools and faculties within EPFL. Concerning employment, human resource management at EPFL is conducted in a challenging context as the EPFL workforce expanded rapidly over the last years: since 2001, the number of employees has risen by 55% and the number of students/PhD-students by 63%. The HR department collects and monitors a variety of metrics regarding employment and other labor related issues, for example staff turnover, diversity (gender, foreigners), salary and equal opportunity. These indicators form the basis for an HR dashboard, which is periodically followed by the EPFL Presidency (HR reporting quarterly) to enable it to anticipate and take all necessary measures. With regard to relations between EPFL’s Presidency Management and its students, faculty, and staff, the EPFL Assembly is the highest participatory body (in accordance with Art. 32 of the federal law for ETH- organization). Constituted on the basis of equal representation, the EPFL Assembly is entitled to make proposals concerning all the normative acts of the EPF Board, the budget and planning, the creation or abolition of teaching and research units and the participation structures. The AE also gives its opinion on the EPFL President’s annual report. It ensures participation within the various EPFL units. The AE is consulted before the Presidency or EPF Board makes decisions of general interest. It consists of 16 members elected within each group of persons (bodies): professors, administrative and technical staff, scientists, and students. Each body is organized in associations. 92
The EPFL Presidency is responsible for upholding high standards of health and safety in the workplace. The duty and responsibility of EPFL apply to all persons present on the site, with or without contractual relations, including researchers, teaching staff, students, other EPFL staff members and companies working under contract. The Directives concerning health and safety in the workplace (2010) specify the responsibilities of all the actors who must work as part of a network at EPFL. They also form an integral part of risk management, at both ETH Board and EPFL levels. With regard to training and education, the Staff Training Service (STS), reporting to the Human Resources Department, is responsible for offering non-academic training courses open to all EPFL Staff, independent of their status or function. Its management has been outsourced to a third party since 2001. Within the framework of the service mandate and its goal convention EPFL constantly develops and improves its personnel’s skills and performances through training, research and services in a rapidly developing competitive multicultural academic environment. In compliance with legal frameworks - national and international EPFL recruits, promotes and motivates its highly skilled collaborators within all its sectors of activities. It observes diversity and promotes female careers, family life, equal opportunities within a highly demanding but stimulating professional sphere. The HR strategy is client oriented and guarantees attractive working conditions (comparable to the private sector) to professorial, intermediary, administrative and technical staff. Conditions of appointment are negotiated annually with the Association of Employees of the Confederation and with the Association of executives of the Confederation (recognized social partners). The Teaching Staff Assembly (CCE) represents the teaching staff to the EPFL Management. Its mission is to give an authorized opinion on all issues regarding teaching. The Assembly meets on average once a month during the academic periods, at the initiative of the President and may also be called if five of its members request it to the President. Concerning issues of diversity and equal opportunity, EPFLs’ has an Equal Opportunities Office that reports to the General Counsel, responsible to bringing into force of all legislative texts within the competence of the EPFL Presidency. The EPFL equal opportunities policy is based on the federal law concerning equality of men and women (LEg), and the ordinance concerning personnel for the EPFL domain (LOpers). Measures and initiatives are carried out to promote equal opportunities at all levels with specific initiatives to attract and retain women in scientific fields and in engineering. Targets that EPFL currently strives for include that 15% of professors and 25% of executives should be female.
DMA Human Rights Policies and procedures that concern human subjects are currently developed at EPFL by the Research Commission. Guidelines for research integrity and good scientific practice at EPFL contain main directives on this issue. All research involving human subjects should be conducted in accordance with three basic ethical principles, namely respect for persons, beneficence and justice. It is generally agreed that these principles, which in the abstract have equal moral force, guide the conscientious preparation of proposals for scientific studies. Regarding investment practices, the current investment policy does not include human rights or sustainable clauses. However, the Directives concerning purchases and inventory (2003, revised 2010) require that purchasers take particular care to seeking optimal solutions with regard to global life cycle costs, energy consumption and sustainability. Besides, the respect for the environment is one the six points (among compliance, technical and price) used to evaluate competitive offers. There is currently no clause for evaluating the human rights practices in purchasing contracts. Non-discrimination is stated by the Federal Constitution of the Swiss Confederation. The Equal Opportunities Office, reporting to the General Counsel, is responsible to carry out measures to avoid discrimination, in particular on grounds of origin, race, gender, age, language, social position, way of life, religious, ideological, or political convictions, or because of a physical, mental or psychological disability. The engagement of young student assistants (under age of 18) follows the Federal laws in force. This is overseen by the Director of Human Resources, reporting to the Vice-President Planning and Logistics. In regards to child labor, because the Federal laws are strictly abided by in relations with young student assistants, this is not a strong issue at EPFL. However, as an institution with worldwide partnerships and collaborations, our institution is aware of this and other issues such as freedom of association and collective bargaining, forced and compulsory labor, security practices and indigenous rights in a broader context.
DMA Society Since 2004, the Vice-presidency for Innovation and Technology Transfer has been undertaking several specific initiatives aimed at enhancing EPFL’s impact on the economy, at promoting links between EPFL and the business world and at developing a dynamic regional centre of innovation. EPFL also interacts with its surrounding society by providing information to the general public on the scientific discoveries. It organizes conferences, debates, public seminars and open doors With respect to ethics and compliance, a key consideration for a research university is to prevent research misconduct. This is overseen by the Research Commission, an official body of the Swiss National Science Foundation (SNF) that also acts as an advisory board to the EPFL Executive Board for matters related to research. It is comprised of eighteen members whose global competences span all fields of research at EPFL. In order to preserve and enhance intellectual integrity and scientific integrity, the EPFL Research Commission establishes rules regarding ethical behaviour of EPFL researchers: the Guidelines for research integrity and good labor practice. In case of research misconduct’s denunciation, the Ombudsperson, a personality outside EPFL nominated for 4 years by the EPFL Presidency, is responsible to examine its admissibility, and if required, to forward it to the Chairman of Research Commission. Based on its expert appraisal, or if the situation requires it, the President of the EPFL may decide to open a formal inquiry and to set up a Commission of Inquiry. Plagiarism is unanimously considered a serious offence, punishable by sanctions imposed by EPFL, or possibly even legal action. Its practice is incompatible with the EPFL Honor Code and ethical charter on Citing Sources. 93
The Research Commission has established Directives concerning whistleblowing (2008), in order to signify illegal or unethical conduct, particularly activities involving corruption, safety violations, duress, sexual harassment, etc. The President of EPFL takes all the measures or decisions justified by the facts established by the independent reporting authority. The sanctions applicable are stipulated in particular by the law on personnel, or the ordinance on discipline applying to students; these range from a warning to termination of the employment contract in the former case and, for students, from a reprimand to exmatriculation. Ethics issues are governed by the EPFL Ethics Commission. The Ethics Commission plays the role of think tank concerning ethics at EPFL, encouraging communication concerning ethics, identifying the concerns of EPFL members in the area of ethics and contributing to their expression, and increasing students’ awareness of the ethical aspects of the practice of their future profession, while strictly respecting freedom of opinion and expression. The commission has put together the “charte éthique» for issues that concern teaching and research. It has also participated to the development of the whistleblowing procedure. As a publicly funded research university, potential problems of anti-competitive behavior in the sense of unfair market competition are not material for EPFL. With regard to public policy, it is part of EPFL’s federal mandate to support the Swiss parliament with advice on issues related to science and technology. In this function, EPFL acts as an honest broker that provides unbiased information. The advice activities of EPFL to parliament are overseen by the administrative services of the Parliament who grant accreditation to persons permitted to enter the areas near the Federal Assemblies and to stand with members of the Parliament. In addition, EPFL has a presence in Bern to articulate the needs of research and higher education to public policy makers. The Research Commission has established Directives concerning whistleblowing (2008), in order to signify illegal or unethical conduct, particularly activities involving corruption, safety violations, duress, sexual harassment, etc. The President of EPFL takes all the measures or decisions justified by the facts established by the independent reporting authority. The sanctions applicable are stipulated in particular by the law on personnel, or the ordinance on discipline applying to students; these range from a warning to termination of the employment contract in the former case and, for students, from a reprimand to exmatriculation. Ethics issues are governed by the EPFL Ethics Commission. The Ethics Commission plays the role of think tank concerning ethics at EPFL, encouraging communication concerning ethics, identifying the concerns of EPFL members in the area of ethics and contributing to their expression, and increasing students’ awareness of the ethical aspects of the practice of their future profession, while strictly respecting freedom of opinion and expression. The commission has put together the “charte éthique» for issues that concern teaching and research. It has also participated to the development of the whistleblowing procedure. As a publicly funded research university, potential problems of anti-competitive behavior in the sense of unfair market competition are not material for EPFL. With regard to public policy, it is part of EPFL’s federal mandate to support the Swiss parliament with advice on issues related to science and technology. In this function, EPFL acts as an honest broker that provides unbiased information. The advice activities of EPFL to parliament are overseen by the administrative services of the Parliament who grant accreditation to persons permitted to enter the areas near the Federal Assemblies and to stand with members of the Parliament. In addition, EPFL has a presence in Bern to articulate the needs of research and higher education to public policy makers.
DMA Product Responsibility Key activities of EPFL are research, education and technology transfer. The top management of EPFL (President and vice-presidents) is responsible for the development of outstanding research, the attractiveness of the best students and for the support of innovation. Education is the primary mission of EPFL, and training young engineers, scientists and architects means educating the researchers, leaders and entrepreneurs needed by society to rise to major challenges. Regarding research, the current EPFL planning is to focus in the development of green technologies (greentech), in the fields of energy, sustainable construction, urban planning, transport or sustainable systems for health, safety and the environment. This planning can be realized in the hiring process, but fundamental academic freedom prevents the imposition of more specific topics to the scientists. As products and services provided by EPFL can be mostly understood to be the students it educates and the ideas and methods it develops, direct health and safety impacts of its products and services or compliance aspects with regard to provision of these products and services are not really applicable for the case of EPFL. However, aspects of possible misuse of technologies developed or of scientific honesty and truthfulness are key concerns for EPFL as a research university. These aspects are covered in the university’s Code of Conduct and Research Ethics Guidelines, under which all individuals affiliated with EPFL are obligated to abide by. EPFL seeks to further its students’ ethical, social and responsible commitment towards sustainable development. The integration of sustainability topics is intended in several programs and courses but not yet achieved. With respect to product and service labeling, there is currently no specific label nor communication on sustainability content. Through a range of interdisciplinary courses, the social and human sciences teaching program is designed to develop the intellectual, critical, and pragmatic skills of students and to raise their awareness of social responsibility. While no problems with fair marketing issues can be expected for EPFL given its mandate and mission, the protection of the privacy of its students is an important concern for the university, which is appropriately addressed and described in further detail on page 43.
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GRI Guideline Application in the Sustainability Report 2010 to 2011 EPFL’s sustainability report follows the guidelines disseminated by the Global Reporting Initiative (GRI). These guidelines suggest that certain information be provided not only on the overall profile of the company and its report, but also on management approaches and performance indicators regarding economic, environmental, human rights, labor, society, and product responsibility issues (see www.globalreporting.org). There are different application levels that companies can choose for GRI reporting. These range from C-Level with only some elements of GRI sustainability reporting included to A-Level where all indicators developed by GRI are reported on.
G3 Performance Indicators & Sector Supplement Performance Indicators
Report on a minimum of 20 Performance Indicators, at least one from each of Economic, Environmental, Human rights, Labor, Society, Product Responsibility.
Management Approach Disclosures for each Indicator Category
Report on each core G3 and Sector Supplement* Indicator with due regard to the Materiality Principle by either: a) reporting on the Indidicator or b) explaining the reason for its omission.
Report Externally Assured
Report on a minimum of 10 Performance Indicators, including at least one from each of: Economic, Social and Environmental.
Management Approach Disclosures for each Indicator Category
Same as requirement for Level B
Report Externally Assured
OUTPUT
G3 Management Approach Disclosures
Report on all criteria listed for Level C plus: 1.2 3.9, 3.13 4.5 - 4.13, 4.16 - 4.17
Report Externally Assured
Report on: 1.1 2.1 - 2.10 3.1 - 3.8, 3.10 - 3.12 4.1 - 4.4, 4.14 - 4.15 Not Required
OUTPUT
Standard Disclosures
G3 Profile Disclosures
OUTPUT
Report Application Level
*Sector supplement in final version
To balance completeness with focus, that is with the goal to highlight those indicators found particularly relevant or “material” for EPFL’s sustainability reporting, the GRI guidelines were applied at B-Level in this report. GRI has checked the application of their guidelines in the EPFL Sustainability Report 2010 to 2011, and has confirmed that the report qualifies as Application Level B under those guidelines.
Acknowledgement The EPFL Sustainability Report 2010 to 2011 and this corresponding GRI Index were prepared in collaboration with Sustainserv, Boston and Zurich. 95
Imprint Publisher Vice-Presidency for Planning and Logistics, EPFL
Project team involved in the materiality test and responsible for report content Kristin Becker van Slooten, Advisor to the President and the General Secretary René Bugnion, Human Resources Delegate Raphaël Gindrat, President of AGEPOLY (General Students Association of EPFL) Michel Jaccard, Accreditation and Quality Assurance Pierre Magnin, Budget and Planning Manager Aurore Nembrini, Sustainability Manager Marc Parlange, Professor and Dean of ENAC School Philippe Vollichard, Sustainability Officer
Project team involved in the internal review process
Content and Text
All the participants of the materiality test Marc Chambaz, Head of Management Control Eric Du Pasquier, Safety Prevention and Health Delegate Pierre Gerster, Delegate of Real Estate & Infrastructures Christophe Glaus, Head of Facilities Service Laurent Monney, Head of Services Unit Christopher Roberts, Facilities Project Manager Georges Ryser, Head of Staff Training Service François Vuille, Energy Management
Aurore Nembrini, Sustainability Manager, EPFL Philippe Vollichard, Sustainability Officer, EPFL Clare Connolly, Sustainserv Bernd Kasemir, Sustainserv
Concept and consulting sustainability reporting Sustainserv, Boston and Zurich
Layout, graphics and organizational chart Anne-Sylvie Borter, Graphic Designer, Repro - Print Center EPFL
Project Coordinator Aurore Nembrini, Sustainability Manager, EPFL
Photos Alain Herzog, EPFL official photographer
Contacts for questions on this report EPFL Sustainability Vice-Presidency for Planning and Logistics Aurore Nembrini
or
Philippe Vollichard
aurore.nembrini@epfl.ch philippe.vollichard@epfl.ch +41 21 693 27 96 +41 21 693 36 63
© EPFL, 2012 This Sustainablility report is printed on CyclusOffset, which is manufactured from 100 % recycled paper. CyclusOffset has the following environmental labels: European flower and the German Blue Angel. 96
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