GISU - Sustainability Skills Survey: Findings 2022-2023
Undeb Bangor
October - November 2022
1. Introduction
This survey is organised and created by SOS -UK and Green Impact Students Union (GISU) to gather insight into student’s perspective on sustainability and the demand for action. Alongside to further research opinions and potential improvement points.
The survey runs annually each Autumn. This report summarises the data from the survey running for nine days from the 24th of October to the 1st of November 2022
For the 2022/2023 survey 10,385 responses were received nationally, with 129 of these being from Bangor University.
1.1 Main Aims
The main aims of analysing the survey results were as follows
- identify progression areas for Undeb Bangor
- highlight areas of success regarding sustainability actions
- gauge a wider understanding on student priorities
- gaining a greater understanding on which areas of sustainability are being adequately covered within university courses and extracurriculars
2. Methodology
2.1. Survey Platform and Promotion
Green Impact Students Union sent the link via email to Students’ Unions for individual distribution
The survey was then sent out by Undeb Bangor, Bangor Students’ Union, to all students via newsletter with an opportunity to win a prize draw cash prize of £500 in exchange for completion. The survey took approximately 10 minutes to complete depending on how much detail was included by respondents in the open-ended questions.
Universities achieving over 100 responses were sent the raw data, and a version of the results collated into graphs.
2.2. Neutral Marketing and Inclusivity
The survey was promoted neutrally to prevent biased answers and ensure it was inclusive to all students regardless of demographics, or opinion on sustainability Sustainability related wording was not used in the promotion of the survey to ensure opinions were gathered from a wide range of people with varying opinions.
The survey was available in Welsh and English, whilst open-ended questions were accepted in any language and translated for analysis.
2.3. Survey Style and Content
The survey consists of a mixture of multiple-choice questions, likert scale style questions and open-ended qualitative response questions, allowing students the opportunity to express detailed perspectives on sustainability.
The survey covers areas such as environmental priorities, factors influencing where people choose to study, opinions on the university’s current environmental actions, and potential areas for improvement. Demographic questions were also included to allow further insight and analysis into who responded to the survey, and any patterns in perspectives.
The survey styles for each question are presented below.
Demographics questions (1-8, 107-111) were asked using a variety of question styles including dropdown selections, multiple-choice, and multiple-choice with an open-ended option.
2.4. Data Analysis
Following the survey completion deadline, the data was collected by GISU and sent via email back to Undeb Bangor.
The results of the survey were analysed by each question depending on the question style. The most popular response for Likert scale and multiple-choice questions were selected, whilst qualitative open response questions were assessed and categorised thematically For example, for the following question “What do you understand the term ‘sustainable development’ to mean?”, the results were read and assessed for their accuracy to the official definition of sustainable development and categorised based on correctness This allowed for a percentage to be calculated based on how many respondents had a proficient understanding of the term.
Furthermore, the results from some open-ended and multiple-choice questions were analysed and ranked based the most/least common responses.
In order to present results back to students, the findings were further assessed to determine the key questions Key data was analysed based on its relevance to Students’ Union activities and which statistics may be most engaging to present to students as part of a social media campaign.
2.5. Limitations of Results
The survey was well structured and followed a logical order through the topics. Open-ended questions allow for students to put forward opinions and suggestions in a more detailed manner. However, the amount of detail between responses differed vastly, resulting in some answers being hard to categorise or identify. Additionally, as open-ended responses provide qualitative data, the analysis can be subjective.
2.6 Data Protection
The survey was anonymous All demographic questions contained a “I prefer not to say” option allowing further anonymity. Additionally, the raw results containing demographic information was only shared with necessary staff members.
3. Key Findings
3.1. Demographics
• 44% of students responding to the survey were in their first year of study (Fig 5).
• 74% of respondents identified as female.
• 56% of responses were from students who started university immediately after previous education.
3.2. University Choices
• Employment prospects after course completion was considered the most important factor by students when considering where to apply to university. Of eleven potential choices, how seriously global development issues were considered, was identified as the 5th most important factor overall (Fig 1)
^Figure 5 – demographics of survey respondents.^Figure 1 – a stacked bar chart demonstrating the responses to question “How important were the following when choosing where to apply to?”, referring to university applications.
• When considering which university course to choose, gaining qualifications was considered the most important factor. On average, “(Making) a difference to the environment” was not within the top five considerations (fig 2)
3.3. Skills, Education, and Application
• When asked which skills and knowledge had been adequately covered whilst at their current place of study, ethical issues were identified as being covered the most. Whilst challenging the way of operation and efficient resource usage were felt to be covered least.
• 64% of responses identified “planning for the long term” as the most important skill to be taught. The previous question demonstrated that the majority of respondents felt this is adequately covered in teaching.
• 58% of respondents felt offering placements and work experience were the most relevant way to integrate skills and knowledge into courses to support others and the environment.
• 77% of respondents had experienced case studies used to integrate these skills into teaching. 61% had been offered the opportunity for work experience. Whilst stimulus activities were experienced least (33%).
^Fig 2. Bar graph showing results for the question “What were the main reasons for taking the course(s)/apprenticeship you’re currently taking”
• Improved knowledge was the most common response theme regarding how current studies would improve abilities to make a difference to others and the environment.
• 71% of respondents were educated on important social and environmental issues in secondary school.
• 29% of respondents felt that learning about important environmental and social issues encouraged them to adopt a more sustainable lifestyle. Whilst 15% believed it had no personal impact.
• 89% of students agreed that they have learnt what climate change is and how it happens.
• 76% agree to having learnt what we can do at local and global levels to lessen climate change.
• 45% of respondents agreed to having learnt what jobs will look like as a result of climate change.
• 60% of respondents feel they have learnt about perspectives from underrepresented groups in society.
3.4
Employability and Careers
• 75% of respondents felt that planning for the long term was very important when considering skills valuable to employers.
• When considering which jobs to apply for, on average, a chance to work for a company that makes a difference to social and environmental issues, was the most important factor (46%).
• Respondents repeatedly chose hypothetical job offers for companies with an under average salary offer but better environmental and social records over that of offers with additional salaries but poor records. When offered £1000 above the average pay, 81% of respondents chose an under-average salary and better environmental records (Fig 3) When the salary difference was increased to £3000, the majority of respondents continued to choose a lower salary and better environmental records. However, the percentage choosing a higher salary increased as the offer did (52%)
• Active positive contribution to environmental and social issues, had a greater influence on job selection than previous records. When offered £3000 above the average salary for a company without positive contributions, 59% chose a lower salary and positive environmental impacts, compared to 52% when considered previous records.
^Figure 3. Hypothetical salary vs environmental records offer.
• The most common organisation respondents intend on working in following studies was environmental and agricultural organisations (27%).
3.5. Understanding and Impact
• 66% of students had a comprehensive understanding of the meaning of sustainable development.
3.6. Suggestions
• The following suggestions were made to improve performance on sustainable development at Bangor University in order of most to least popular themes of suggestion. (Fig 4)
o Events and webinars
o Marketing and Awareness
o Integrating sustainability into courses
o Tackling plastic and single use items
o Better waste Management
o Better Communication of current sustainability
o Research
o Energy use and sourcing
o Work experience and placements
o Public Transport
o Partnerships
o Cheaper rates for staff and students (public transport, food, etc)
• 33% of responses provided no suggestions.
• 1.5% of responses were classified as anomalies due to question irrelevance, or unintelligibility.
Suggestion Themes
^Figure 4 – Suggestions for improvement, categorised into central theme. Based on the survey question “Do you have any suggestions on what actions you would like to see your place of study / apprenticeship take to improve its performance on sustainable development?”
3.7. Institution and Integration
• 42% of respondents agreed that places of study should be obliged to develop students social and environmental skills as part of the course.
• 41% of students agreed that their place of study takes actions to limit their negative impact on the environment and society. Whilst 43% of respondents felt the student union were taking these actions.
• 46% of respondents felt that being a student at Bangor University encouraged them to think and act to help the environment.
• 46% of students felt proud to be a Bangor University student as a result of the actions taken to support the environment and society.
• 52% of students strongly agreed that “sustainable development is something which places of study/apprenticeships should actively incorporate and promote”. Additionally, 52% agreed that all tutors/teachers should be required to integrate sustainable development into teaching.
• 45% of respondents would like to learn more about sustainable development.
• When asked to think about all experiences in education so far and which has acted to reduce its negative impact on the environment and society the most, 54% of respondents agreed on university. Furthermore, 57% of respondents agreed that university encouraged them to think and act to help the environment, and other people the most.
4. Conclusion
4.1 Summary of Results
- Addressing environmental and social issues was considered within the majority of responses to related survey questions; however, was rarely the top priority.
- Students repeatedly chose companies with positive environmental and social contributions over additional salaries, demonstrating a preference to work with, and apply to socially and environmentally sustainable businesses.
- Respondents identified it as being important for sustainability to be integrated into courses using techniques such as placements and case studies and many highlighted wishing to learn more about sustainable development
- Improvements for the university were recognised including requests for an increase in events and webinars, a boost in marketing on current campaigns, and a variety of other valuable suggestions including topics such as single use plastic, and better waste management.
4.2 Key Recommendations
Analysis of the sustainability survey data allows the following recommendations to be made.
- Continued monitoring of sustainability views using the GISU annual sustainability survey to allow yearly, updated information and continued insight into potential areas of improvement. Including additional comparison with previous years data to identify progression and areas continually identified as requiring improvement.
- Discussion with Course Representatives on sustainability within individual courses to identify areas requiring further discussion on greater integration.
- Continued work with projects, societies, and clubs to ensure the group’s current sustainable practices are consistent and identify areas of improvement.
- Continued promotion of sustainable career options, whilst recognising and lobbying for Bangor University to move away from promoting businesses identified as unsustainable.
- Discussion group on the suggestions made, between relevant Undeb Bangor staff, with the potential for further discussion with the institution and relevant departments and figures
- Further analysis on suggestions for sustainable improvements at Bangor University, to identify and categorise, which recommendations the University and Undeb Bangor have existing projects/actions/policies on.
- Analysis of any suggested areas with existing projects/actions/policy to ensure accuracy, progression, and continued relevance.
- Identification of suggested improvements not currently being addressed, with additional discussion on the importance, practicality, and potential for action.
- Consistent and increased social media campaigns surrounding environmental and social sustainability to communicate current efforts made by Bangor University and Undeb Bangor. Therefore, ensuring students are aware of existing projects and actions prior to implementing additional suggestions.
- Promotion of sustainability centred events and webinars taking place within the university/projects/societies/clubs, and externals, with focus on educational content.
- Consistent efforts to educate students on sustainable development via social media, events etc.
- Present key aspects of survey results back to students via social media and email, including recognition of suggestions and identification of specific existing, upcoming, and potential future actions targeting the suggestion areas.