Impact of Human Behavior on Energy Utilization

International Conference on Energy and Environment -ICEE 2012 21-23 June 2012, Kuala Lumpur, Malaysia

Impact of Human Behavior on Energy Utilization Dr. Yasser Mahgoub and Dr. Rania Khalil Department of Architecture College of Engineering

Qatar University

Contents 1.

2.

3.

4.

5.

6.

7.

8.

Introduction Energy Efficiency and Behavior Objectives Background on Qatar University Campus Data Collection Results and Discussion Recommendations Conclusion

ACKNOWLEDGMENT This paper was made possible by a Undergraduate Research Experience Program (UREP) award [UREP 10 - 040 - 6 - 003] from the Qatar National Research Fund (QNRF), a member of The Qatar Foundation.

1. INTRODUCTION

1. Introduction • Energy consumption can be attributed to many factors; general economic conditions, energy prices, technology, and attitude towards energy use. • Studies indicate that although people are often aware of the benefits of using energy efficiently, a variety of social, cultural, and economic factors often impact their behavior towards energy consumption.

economic conditions

energy prices

Energy consumption

attitude

technology

1. Introduction • This paper presents the findings of a research project to understand the behaviors, attitudes, and levels of understanding among faculty, staff, and students as related to energy use in Qatar University buildings.

1. Introduction • A multi-method approach is used in five diverse buildings including web surveys, behavioral observations, environmental measures, and interviews. • The analyses considered differences between three population groups; faculty members, students and administration staff towards energy conservation behaviors and attitudes.

1. Introduction • This research study attempts to understand the psychological, cultural, and institutional context within which energy-related decisions are made in educational facilities and how these factors influence energy consumption. • Understanding these factors helps institutions and public agencies design and implement more effective energy-saving policies and programs. • Methods and tools developed by this study can be duplicated in other building types and facilities.

2. ENERGY EFFICIENCY AND BEHAVIOR

2. Energy Efficiency and Behavior • Studies indicate that although people are often aware of the benefits of using energy more efficiently, a variety of social, cultural, and economic factors often prevent them from doing so.

2. Energy Efficiency and Behavior • The construction of conservation-conscious society not only refers to the conservation of producing, but also includes the conservation of consuming, that is conservation conscious consumption behavior.

conservation of producing

Conservation conscious consumption behavior conservation of consuming

2. Energy Efficiency and Behavior • Marans et al. investigated the behaviors, attitudes, and level of understanding among faculty, staff, and students in efforts to design programs aimed at reducing energy use in University of Michigan buildings. • They reported an abundance of energy-consuming equipment in offices, lights and computers are often left on when work spaces and conference rooms are unoccupied, and occupants tend to wear heavy clothing during warm weather months indicating excessively low building temperatures.

2. Energy Efficiency and Behavior • Energy consumption and conservation behavior is a result of many factors including cultural, social, and economic. • Understanding the impact of these factors is the first step to change and direct behavior.

cultural

behavior social

economic

2. Energy Efficiency and Behavior • It is noticeable that in many parts of the world that energy consumption and conservation behavior is changing as a result of increased awareness regarding climate change, environmental sustainability concerns, energy prices increase and energy conservation incentives.

climate change

conservation incentives

awareness

sustainability concerns

energy prices

2. Energy Efficiency and Behavior • According to the worldwide literature, the proportion public buildings area in cities’ and towns’ is less than 4%, but energy consumption of these buildings has accounted for above 20%.

• University campuses are among those institutions are major candidates for study of impact of users’ awareness and behavior on energy consumption.

Building area in cities 4%

Energy consumption 20%

3. OBJECTIVES

3. Objectives • The objective of this research is to understand users’ attitudes and behaviors regarding energy consumption and conservation at Qatar University: • Accomplishing this understanding provides guidance in design of new campus buildings that encourages energy conservation and establishing behavior-centered university wide energy conservation programs.

4. BACKGROUND ON QATAR UNIVERSITY CAMPUS

4. Background on Qatar University Campus • Qatar University Campus is in a continuous process of change and readjustment of its different parts, which are deliberately planned under different socio-economic and educational conditions in different periods. • The campus is about 7 km from Doha in Al Markhiah and 2 km from the Gulf shore. In 1973, Kamal El-Kafrawi was commissioned by UNESCO to plan the University of Qatar. The actual building began in 1980 and 1983 had completed some parts of the first phase.

4. Background on Qatar University Campus

4. Background on Qatar University Campus • University requirements for facilities either academic or non-academic will continue to grow through the increased numbers of graduate students, the increase in research activity, and the increased numbers of staff and faculty members. • Specifically, the University has declared a target of doubling the number of Master- level students.

5. DATA COLLECTION

5. Data Collection • A multi-method approach is used in five diverse buildings including web surveys, behavioral observations, environmental measures, and interviews. • The analyses considered differences between buildings and between the three population groups; faculty members, students and administration staff.

5. Data Collection • Five higher educational facilities from Qatar University campus were selected as a representative sample of university buildings to conduct the research. The selection criteria considered shape, use, size and age of building.

5. Data Collection •

•

Data were collected using the following sources: - Questionnaire surveys to samples of different user groups.

- Systematic observations to observe behaviors & traces & measure ambient conditions.

- Interviews with key informants and focused group interviews with different members of QU community.

Topics covered included the following: - Work station/office characteristics - type, controls (windows, temperature) - Users knowledge about controls, energy reduction efforts at QU, and global warming and energy depletion - Impact on comfort/health/job performance - Availability of energy-consuming equipment – work related & supplemental - Transportation behavior - Willingness to take action

5.2- Measuring Devices • A measuring device was used to measure the different environmental aspects.

• The device is manufactured

by NIEAF SMITT Industrial Technology. The NI T8820 is a complete 4-in-1 Environment Meter for measuring light (Lux), temperature (°C/°F), humidity (RH) and sound level (dB).

Observations • Lights and equipment were usually left working after working hours.

• Heavy clothing was worn by users in classrooms and offices during hot summer months due to very low temperature.

• Occupants complained that very low temperature distracts their work performance.

5. Data Collection

5.3- Online Occupants Surveys • An online survey system was used to develop the questionnaires enabling users to fill them online. It also enabled ease of responses compilation and retrieval. • The site Formdesk was very easy to use and offered many advanced features. No programming skills were required to develop survey forms.

5.3- Online Occupants Surveys • Overall 159 respondents in the five buildings completed the questionnaire; 18% administrators, 21% faculty members and 60% students. The findings of this paper focused on the users assessment of the following aspects: - Environmental conditions and satisfaction - Lighting conditions and satisfaction - Energy saving awareness and behaviors - Willingness to take action

Respondents

Admin 18%

Students 61%

Faculty 21%

6. RESULTS AND DISCUSSION

6. Results and Discussion •

Data collected from surveys, observations and interviews were analyzed to identify similarities and differences among faculty, students and administrators and among buildings.

– Key informants interviews helped identify environmental conditions to be measured and behaviors of users to be observed.

– Observations were made during winter and summer months in different types of spaces: classrooms, offices and faculty offices.

– A random sample of spaces using buildings floor plans was selected for measurements, observation and inventory of electrical equipment and devices.

6.1- Students • The number of surveyed students was 96; comprising 60% of the respondents. • All students surveyed for the study 100 were female students. 18% of the 90 students are between 16 and 20 80 years old while 82% are over 21 70 years of age. 63% of students were Qataris while 37% were non- 60 Qataris. Only 17% of the students 50 have spent more than 5 years in 40 the university.

30 • 33% of the students spend less 20 than 10 hours during a typical 10 week in the university, 31% spend 10 to 19 hours, 22% spend 20 to 0 29 hours and only 14% spend 30 or more hours per week in the university.

Hours per week in the university %

33

31 22 14

less than 10 hours

10 to 19 hours

20 to 29 hours

30 or more hours

6.1- Students • Regarding window control, 82% of the students reported that they 100 cannot control the opening or 90 closing of windows in their classrooms and 72% reported that 80 70 they often open the window in 60 their classrooms.

50 • 44% are very dissatisfied with windows in their classrooms, 35% 40 30 dissatisfied, 18% satisfied and 3% 20 are very satisfied.

Window satisfaction %

44 35 18

10 0

3 very dissatisfied

dissatisfied

satisfied

very satisfied

6.1- Students • Concerning environmental conditions, 61% can control the thermostat in their classrooms but only 15% reported that they can control the thermostat without affecting others. Only 30% are satisfied with the ability to control the thermostat in their classrooms. • In general only 3% are very satisfied temperature control in their classrooms, 33% are satisfied, 41% dissatisfied and 23% are very dissatisfied.

Temperature control satisfaction % 100 90 80 70 60 50 40 30 20 10 0

44

35 18 3 very dissatisfied

dissatisfied

satisfied

very satisfied

6.1- Students • Artificial lighting control is an important factor in classroom condition. • 75% are satisfied with lighting conditions in classrooms and 25% are dissatisfied.

Lighting conditions satisfaction % 100 90 80 70 60 50 40 30 20 10 0

75

25

dissatisfied

satisfied

6.1- Students • The students’ responses indicated that 68% of students are unaware 100 of QU concern to reduce energy 90 consumption in buildings.

80 • While 13% reported that the 70 always turn off lights when they 60 are the last to leave a room, 29% sometimes turn off the lights, 24% 50 rarely turn off the lights and 34% 40 never turn off the lights when 30 they are the last to leave a room.

20

Turn off lights %

29

34 24

13

10 0 Always

Sometimes

Rarely

Never

6.1- Students • Posters and stickers are important public messages to distribute energy consumption awareness. • 83% indicated that they have never seen energy saving posters in university and 23% indicated that the posters attracted their attention. • 52% think that posters are not effective means to increase energy awareness and 41% think that Email is a more effective way.

6.1- Students • The overall opinion of students indicated some alarming findings: – 81% never participated in energy saving events held by the university – 76% rated QU efforts to reduce energy consumption in buildings as poor or very poor – 64% rated other students’ efforts as poor or very poor.

– 57% expressed concern regarding energy consumption in QU facilities – 60% think that QU efforts do not affect their behavior.

– Only 35% accept to study in warmer buildings during the summer time – 31% study in building with no air-condition during evening time.

6.1- Students • Suggestions: – Reduction of energy consumption by depending on natural light during daytime.

– They noted the “over cooling” of buildings during the summer season.

– Building design is contributing to the increased consumption of energy. “Buildings do not encourage us to do any of energy consumption strategies”, one student commented.

– Damaged or malfunctioning temperature controls prohibit users from controlling temperature in classrooms. One student commented that, “QU should provide some information to let the student know the importance of energy and the power.”

6.2- Faculty Members • The number of surveyed faculty members was 34; comprising 21% of the total respondents.

100 • Of the surveyed faculty members 90 44% were males while 56% were 80 females. 26% were between 20 and 30 years, 26% were between 70 30 and 40 years, 32% were 60 between 40 and 50 years, and 50 15% were between 50 and 60 years. While 18% were Qataris, 40 82% were non Qataris.

30 • The education level of faculty members indicated that 59% were 20 Ph.D holders, 18% Masters holders 10 and 24% hold B.Sc or other 0 degrees.

The education level %

59

18

Ph.D

Master

24

B. Sc.

6.2- Faculty Members • Responses regarding the years of working at QU indicated that 21% spent less than one year working at QU, 59% between 1 and 5 years, 15% between 5 and 10 years and only 6% spent more than 10 years working at QU.

Years of working at QU % 100 90 80 70 60 50 40 30 20 10 0

59

21

15 6

less than 1 year

1 to 5

5 to 10

more than 10 years

6.2- Faculty Members • Faculty members spend long hours in the university buildings; 65% spend 30 or more hours per week while 29% spend less than 10 hours per week

Hours in the buildings per week % 100 90 80 70 60 50 40 30 20 10 0

65

29 6 30 or more hours

10 to 30 hours

less than 10 hours

6.2- Faculty Members • Regarding office arrangement, 62% indicated that they share their offices with other faculty 100 members while 35% have 90 individual rooms and 3% have 80 workstations in open spaces.

70 • While 56% of the desks are 60 located beside a window, 26% are located at a distance from a 50 window and 18% don’t have 40 windows in their rooms.

30 • While 56% of the desks are 20 located beside a window, 26% are located at a distance from a 10 window and 18% don’t have 0 windows in their rooms.

Office arrangement %

62

35

3 shared office

individual office

open space

6.2- Faculty Members • While 26% can open and close their windows, yet only 3% often open or close their windows and 24% rarely do. • The dissatisfaction level was very high among faculty members regarding windows; 73% indicated dissatisfaction regarding windows in their rooms.

Window satisfaction% 100 90 80

73

70 60 50 40 27

30

20 10 0 dissatisfied

satisfied

6.2- Faculty Members • The environmental conditions in faculty members rooms indicated that half of the rooms have thermostats while the other half does not; with only 15% can control the thermostats in their rooms. • 70% indicated dissatisfaction of their thermostat condition and 53% indicated dissatisfaction of their thermostat control.

Thermostat satisfaction % 100 90 80 70

70

60 50 40

30

30

20 10 0 dissatisfied

satisfied

6.2- Faculty Members • As indicated by many respondents: – low indoor temperature during hot summer months is experienced inside many QU buildings.

– It was observed that users wear heavy clothes during summer months inside buildings to warm their bodies.

– As indicated by faculty members; 24% % missed work due to work conditions discomfort and 50% indicated that uncomforting conditions affected their work performance.

6.2- Faculty Members • Lighting conditions are satisfactory in faculty 100 members’ rooms. Only 6% have task lamps on their desks 90 and only 38% need to adjust 80 the amount of light in their 70 rooms.

• 74% indicated that they always 60 or sometimes turn off the 50 lights when they leave their 40 rooms and only 12% do not.

30 • In general, 62% of faculty 20 members are satisfied with their room lights and 38% are 10 dissatisfied.

0

Lighting satisfaction %

62

38

dissatisfied

satisfied

6.2- Faculty Members • Energy saving awareness responses among faculty members indicated that 100% are not aware of energy saving stickers availability • While 98% of them turn off the lights when they are the last to leave the room, yet many of them are not aware of QU preference to turn off lights when they leave their rooms.

• They are also active in turning of classrooms lights with 73% of them indicated that they turn off lights when they leave conference or classrooms if they are the last one to leave the room.

• 80% of faculty members switch off their computers at the end of day, yet 62% are not aware of QU preference to do so.

• They suggested the establishment of recycling strategy in the university to benefit from paper and other useful wastes.

6.3- Administrators • The number of surveyed administrators is 29; 10% were 100 males and 90% females.

90 • 41% were Qataris and 59% 80 non-Qataris.

70 • While 73% have spent less that 60 5 years working at QU. 50 • Administrators spend long 40 hours in their office spaces; 30 45% spend 30 or more hours, 21% spend 10 to 19 hours and 20 34% spend 10 or less hours.

10 Most of administrators are in 0 open spaces or shared rooms.

Hours in office spaces %

45 34

21

30 or more

10 to 19

less than 10

6.3- Administrators • Only 20% are located in individual rooms and 80% are in shared or open spaces with 52% of the desks are located beside a window.

Only 21% often open window. The majority of administrators expressed satisfaction of window condition.

Office conditions % 100 90

80

80 70 60 50 40 30

20

20

10 0 individual rooms

shared open space

6.3- Administrators • Regarding environmental conditions: – 69% expressed their inability to control thermostat – 72% expressed dissatisfaction of the available thermostat.

– Only 10% reported missing work due to environmental conditions – 42% reported that work comfort affected their performance.

– 3% of the administrators use task light on their desks – 55% cannot adjust light without affecting others.

– 76% are satisfied with the available lighting – 48% of them turn off room light when they leave their rooms.

6.3- Administrators • Administrators suggested that: – more awareness regarding energy consumption is required – water consumption awareness is also required – the use of more posters in buildings to increase users’ awareness.

6.4- Comparative Results • 159 respondents in the five buildings had completed the questionnaire; 18% administrators, 21% faculty members and 60% students. • Comparing results from faculty members, staff and students revealed commonalities and differences regarding their perception, satisfaction and awareness regarding energy consumption and conservation at QU.

Respondents 100% 90% 80%

70% 60% 50% 40% 30%

20% 10% 0%

Admin

Faculty

Students

6.4- Comparative Results 1- Impact of uncomfortable temperature conditions on job performance: The uncomfortable temperature conditions affect faculty members more than staff.

While 50% of faculty members indicated that uncomfortable temperature conditions affected their work performance, 42% of admin staff indicated that uncomfortable temperature conditions sometimes or always affected their work performance.

It is noticeable in all QU buildings that temperature is very low during summer months. Many individuals wear coats and heavy clothes inside buildings due to low temperature.

Performance affected by uncomfortable conditions 100% 90% 80% 70% 60% Faculty

50%

Admin 40% 30% 20% 10% 0%

Never

Rarely

Sometimes

Always

6.4- Comparative Results 2- Satisfaction regarding temperature control: On average 60% of the respondents expressed dissatisfaction regarding temperature control. This complaint is expressed by faculty members, staff and students.

As air-conditioning systems are controlled by a centralized system, most users cannot change the temperature of their specific rooms without the assistance of technicians. Freezing conditions are usually experienced inside offices and classrooms.

Temperature Control Satisfaction 100% 90% 80% 70% 60% Students

50%

Faculty 40%

Admin

30% 20% 10% 0% Very satisfied

Satisfied

Dissatisfied

Very dissatisfied

6.4- Comparative Results 3- Satisfaction regarding lighting conditions: Regarding lighting conditions, respondents expressed satisfaction. On average, 75% are satisfied regarding lighting conditions and control of lighting fixtures.

Lighting Satisfaction 100% 90% 80% 70% 60% Students

50%

Faculty

Informants expressed dissatisfaction regarding control of windows especially during data show presentations.

40%

Admin

30% 20% 10% 0% Very satisfied

Satisfied

Dissatisfied

Very dissatisfied

6.4- Comparative Results 4- Effectiveness of the energy savings posters: 53% of the informants believe that the use of posters is not a very effective method of increasing awareness among QU members.

Posters Efectiveness 100% 90% 80% 70% 60% Students

50%

Faculty 40%

Admin

30% 20% 10% 0% Very effective Somewhat effective

Not very effective

Not at all effective

7. RECOMMENDATIONS

7. Recommendations • The findings of the study are summarized as policy recommendations to improve QU energy conservation efforts that incorporates occupants behavior into its mission.

– The university should develop greater awareness of its energy conservation efforts.

– Beyond energy audits and systems optimization, more attention should be given to occupants’ behavior as part of energy reduction efforts.

– It was realized that system-based energy conservation measures by themselves are insufficient to reduce energy consumption, if building occupants are not actively engaged in the process .

7. Recommendations • Energy use could be reduced if faculty, students, and staff were better informed about building energy consumption and appropriate energy conserving behaviors. • Posters should be placed in buildings that suggested how occupants could help reduce energy consumption.

7. Recommendations • Efforts to improve campus sustainability and energy conservation at QU focused on campus buildings retrofitting and systems operation such as buildings modifications, including window replacements, adding insulation in exterior walls and roof, and modernizing HVAC systems.

• Such efforts will not be effective without users’ active participation in energy consumption efforts.

7. Recommendations The following measures should be taken by QU administration: • Information dissemination: QU should increase awareness of its preference for energy consumption reduction through emails, posters and stickers.

• Existing buildings control: QU should control uncomfortable conditions inside buildings due to excessive use of air-conditioning and low temperature inside university buildings. All users complain of excessive use of air-conditioning to cool buildings to the degree that it affects students’, faculty members and administrators performance.

• Future Buildings design: Improve future buildings’ design by reducing the amount of glazing and apply green architecture strategies.

• Recycling efforts: Recycling efforts and strategy to benefit from paper and other useful wastes. Recycling bins for papers, plastics, aluminum cans, glass bottles and other recyclable materials.

• Energy consumption awareness: Energy consumption awareness should include water and other materials consumption.

8. CONCLUSION

8. Conclusion • The objective of this research was to understand the impact of behavioral and cultural factors in energy use and consumption, determine the extent to which faculty, staff and students in QU buildings are different in their behaviors and thoughts related to energy consumption attitudes, and changes required in users’ attitudes and behaviors to secure a sustainable energy future.

• These objectives should enable policy makers to assess the impacts of past policies and the potential impact of future policy options and guide policy makers in determining how to engender energy-reduction behaviors among members of the university community.

• Applying these insights will help institutional and public agencies design and implement more effective energy-saving policies and programs.

• Methods and tools developed by this study can be duplicated in other building types and facilities.