Impact of Human Behavior on Energy Utilization

Month 20xx, Volume x, No. x International Journal of Chemical and Environmental Engineering

Impact of Human Behavior on Energy Utilization 1

Yasser Mahgouba,b and Rania Khalila a

Department of Architecture College of Engineering Qatar University b

Yasser Mahgoub E-mail: ymahgoub@qu.edu.qa Tel: +974 3383 7805 Fax: +974 4403 4341 Abstract 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.

This paper presents the findings of a research project funded

by Qatar National Research Fund to understand the behaviors, attitudes, and levels of understanding among faculty, staff, and students as related to energy use in Qatar University buildings. There has been limited work in institutional and organizational settings that considers occupant behavior as a factor in designing programs to conserve energy. A multi-method approach is used in five diverse buildings including web surveys, behavioral observations, environmental measures, and interviews. The analyses considered differences between the three population groups; faculty members, students and administration staff towards energy conservation behaviors and attitudes. It was observed that occupants tend to wear heavy clothing during warm weather months indicating excessively low building temperatures. Among the findings discussed in the paper, QU staff is most concerned about conserving energy in QU buildings while students are the least concerned. A significant proportion of survey respondents are not aware of the universityâ€&#x;s efforts to conserve energy; among those who are aware, many felt that university efforts are inadequate. Most occupants are willing to accept higher building temperatures during warm weather months and lower temperatures during cold weather months in order to reduce energy consumption in university buildings. This study attempted 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 public agencies design and implements more effective energysaving policies and programs. Methods and tools developed by this study can be duplicated in other building types and facilities.

Keywords: Energy, Consumption, Conservation, Behavior, Qatar.

1. Introduction Energy consumption can be attributed to many factors; technology, energy prices, general economic conditions, and attitude and behavior towards energy use. All are major factors in shaping energy consumption in Qatar. Although both attitude and behavior are considered in energy utilization and demand, the focus is of this study is on behavior. Attitude shapes behavior, but it is ultimately behavior that affects energy utilization. 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 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. According to the American Council for an Energy-Efficient Economy (ACEEE), even when high efficiency technologies have been installed, 30 percent or more of the energy savings that could potentially be realized through such technologies is lost due to behavioral patterns of energy use. Behavioral analysis of energy use investigates the economic, social, and cultural framework behind energy decision-making.

Growing concern over environmental sustainability is a big part of this; however, there is limited quantitative research to support clear behavioral trends. Few behavioral studies have been conducted since climate change and the effects of CO2 emissions have become an issue for administrators in universities and other large institutions [1] [2] [3] [4].

Reference [5] proclaimed that the construction of conservationconscious society not only refers to the conservation of producing, but also includes the conservation of consuming, that is conservation conscious consumption behavior. Reference [6] [7] [8] investigated the behaviors, attitudes, and level of

Impact of Human Behavior on Energy Utilization understanding among faculty, staff, and students in efforts to design programs aimed at reducing energy use in University of Michigan (UM) 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. They also reported that most occupants are willing to accept higher building temperatures during warm weather months and lower temperatures during cold weather months.

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. Preliminary Study to explore the establishment of plan for higher education in Qatar was launched in the early seventies. This resulted in the development to be situated at what was considered to be, at the latter end of the 1970s, a good distance from Doha in order to minimize any problems arising from the concentration of female students who would be attending tertiary education there. In 1973, Kamal ElKafrawi was commissioned by UNESCO to plan the University of Qatar, then called Gulf University. The actual building began in 1980 and 1983 had completed some parts of the first phase, as shown in Fig.1. The campus, which is about 7 km from Doha in Al Markhiah and 2 km from the Gulf shore, is situated on an elevated site.

Reference [9] reported that “changing patterns of energy use can be attributed to many factors. The influence of technology, energy prices, general economic conditions and attitude and behavior towards energy use, are all major factors in shaping Canadian energy demand.” 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. 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.

Qatar University inaugurated in 1985 with less than 1000 students, the student population in 2009-2010 reached a little less than 9000. Qatar University experienced a period of unprecedented physical growth and expansion. The initial campus development was designed in 1985 to comprise, a central Library, administration, and computer centre, main men‟s building and main women‟s building, student activities and sport facilities. Academic buildings were planned within a ring road with sports and ancillary facilities to the outside. After 5 years (1990), due to the largest physical growth phase, the footprint of the campus increased in size in the decade by developing the south and west side of the academic buildings.

Public buildings and governmental institutions are major consumers of energy due to their large scale, number and types of facilities and users. According to the worldwide literature, the proportion building area in cities‟ and towns‟ is less than 4%, but energy consumption of these buildings has accounted for above 20%. But unfortunately, because of their energy consumption level, large-scale public buildings energy consumption data statistics is inaccurate due to management oversight, energy waste and subsidy policies. University campuses are among those institutions that contain variety of building types and users. They are major candidates for study of impact of users‟ awareness and behavior on energy consumption.

3. Objectives: The objective of this research is to understand users‟ attitudes and behaviors regarding energy consumption and conservation at Qatar University (QU); what do people do, how do they feel, what do they know and what are they willing to do.

Accomplishing this understanding provides guidance in design of new campus buildings that encourages energy conservation and establishing behavior-centered university wide energy conservation programs at QU.

Fig 1. Qatar University Old Buildings.

The objectives can be summarized as follows:

In 1991, the construction of new parking was started and by adding the Women‟s Car Parking, new line of Vehicle transportation was developed south west the Academic Building. This development was the result of female campus growth and emerging of new buildings with better and easier access. The only building which was added in that period was Al-Bida building with a small nursery and some classrooms supporting different colleges. From 2000 to 2005 many Academic building emerged in the QU Campus developing the whole master plan and solving transportation issues. This development was designed to separate males and females campuses with more flexible transportation. These buildings were; Women‟s College of Arts & Science, Men‟s College of Business & Economics, Shariaa & Islamic Studies Buildings, Book Store, Admission & Registration Building, Islamic

- Understand the impact of behavioral and cultural factors in energy use and consumption.

- Determine the extent to which faculty, staff, & students in QU buildings are different in their behaviors and thoughts related to energy consumption attitudes.

- Change users‟ attitudes and behaviors to secure a sustainable energy future.

- Enable policy makers to assess the impacts of past policies and the potential impact of future policy options.

- Guide policy makers in determining how to engender energyreduction behaviors among members of the university community.

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Impact of Human Behavior on Energy Utilization Research Building, Women‟s Foundation Building and Men‟s Foundation Building.

between the two campuses.

The sample of selected buildings represents different types of buildings according to use, shape size and age. All buildings, except the Admission and Registration building, contained faculty members‟ offices and classrooms, but lacked sufficient number of administrative offices. They are: Women‟s Foundation building, Admission and Registration buildings, New College of Engineering building, Science Building Annex and Main Women‟s Building as shown in Fig.2.

In 2006, new facilities and academic buildings for female students including were added, including; a food court, and the College of Engineering (Classroom Building). Most recently, construction on a major central Plaza and some new buildings began by end of 2008. This recent development is designed to comprise; New Library Building, New School of Business, New Research Complex, New College of Engineering, New College of Pharmacy, and New Central Service Unit (CSU). Future plans include the New Commercial Activities on south and north of the campus as well as the University Student and Faculty Housing. Qatar University will soon begin to build almost 400 villas to house university professors and senior administrators in addition of constructing about 200 apartments to house the staff. At the same time, the university would build about 400 rooms to host students. Furthermore, to foster a „campus community‟ where staff, students and those external to the University can come together to learn, study, research and interact to further human knowledge and understanding the project of Conference Hall or a convention center will be planned by QP on the north eastern part of the campus.

Moreover, as Qatar will host the World cup of 2022, an existing track and field stadium on Qatar University‟s campus will be either rehabilitated or replaced if they get the approval. Qatar University New Stadium will have 43,520 seats. The stadium will be used by student athletes after the World Cup with a capacity of 23.500 seats located close to Gate 2 on the southern part of the campus.

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

University requirements for facilities either academic or nonacademic 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.

- Willingness to take action

5- Data Collection The purpose of this study is to understand the behaviors, attitudes, and levels of understanding of energy use in Qatar University buildings among faculty, staff, and students. A multimethod 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.

5.1- Methodology: 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. Qatar University buildings include hexagonal and rectangular shaped buildings. Their uses vary from educational, administrative, services and entertainment.

Some buildings belong to the original campus master plan developed in 1977 while others were added during the following years that do not match the original master plan design. Another important factor in the selection of buildings is the fact that Qatar University campus is divided into two campuses; one for male students and the other for female students. Due to the fact that the research team is composed of female students only, it was decided that only buildings from the female campus are used for this study. It is recommended that another study focuses on the males‟ campus buildings and provide comparison

Fig 2. Qatar University New Buildings.

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 4in-1 Environment Meter for measuring light (Lux), temperature (°C/°F), humidity (RH) and sound level (dB). Despite this variety of functions the instrument is compact and truly handheld. The sensor for sound level measurement is integrated in the device and the sensor for humidity measurement is a disconnect-able probe. The temperature probe (type K) and the light meter sensor are separately connectable to the instrument.

It was observed that:

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Impact of Human Behavior on Energy Utilization - Lights and equipment were usually left working after working hours.

very satisfied.

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

- 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.

5.3- Online Occupants Surveys Information from key informants and observations were used to develop several questionnaires; one for faculty members and staff and one for students. 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. Features that alternatively would require substantial investments in terms of expertise, effort and resources can easily be implemented with Formdesk. Also room surveys were conducted using online forms developed using Formdesk. Student researchers were able to administer the questionnaires using their iPads and iPhones to allow the users to complete the forms.

The students‟ responses indicated that 68% of students are unaware of QU concern to reduce energy consumption in buildings. While 13% reported that the always turn off lights when they are the last to leave a room, 29% sometimes turn off the lights, 24% rarely turn off the lights and 34% never turn off the lights when they are the last to leave a room. 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.

The overall opinion of students indicated some alarming findings. 81% never participated in energy saving events held by the university and 76% rated QU efforts to reduce energy consumption in buildings as poor or very poor while the same ratio rated their own efforts as good or very good. Yet 64% rated other students‟ efforts as poor or very poor. 57% expressed concern regarding energy consumption in QU facilities yet 60% think that QU efforts do not affect their behavior. Only 35% accept to study in warmer buildings during the summer time and 31% study in building with no air-condition during evening time.

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 6- Results and Discussion

A positive attitude is expressed by students regarding their concern about global warming with 74% are concerned regarding global warming. Students suggested the reduction of energy consumption by depending on natural light during daytime. They noted the “over cooling” of buildings during the summer season and that the 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.”

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 and observation. An inventory of electrical equipment and devices was also collected.

6.1- Students The number of surveyed students was 96; comprising 60% of the respondents. All students surveyed for the study were female students. 18% of the students are between 16 and 20 years old while 82% are over 21 years of age. 63% of students were Qataris while 38% were non-Qataris. Only 17% of the students have spent more than 5 years in the university. 33% of the students spend less than 10 hours during a typical week in the university, 31% spend 10 to 19 hours, 22% spend 20 to 29 hours and only 14% spend 30 or more hours per week in the university.

6.2- Faculty Members The number of surveyed faculty members was 34; comprising 21% of the total respondents. Of the surveyed faculty members 44% were males while 56% were females. 26% were between 20 and 30 years, 26% were between 30 and 40 years, 32% were between 40 and 50 years, and 15% were between 50 and 60 years. While 18% were Qataris, 82% were non Qataris. The education level of faculty members indicated that 59% were Ph.D holders, 18% Masters holders and 24% hold B.Sc or other degrees. 65% are teaching faculty, 12% research faculty and 24% managerial and other occupation. 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. Faculty members spend long hours in the university

Regarding window control, 82% of the students reported that they cannot control the opening or closing of windows in their classrooms and 72% reported that they often open the window in their classrooms. 44% are very dissatisfied with windows in their classrooms, 35% dissatisfied, 18% satisfied and 3% are

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Impact of Human Behavior on Energy Utilization buildings; 65% spend 30 or more hours per week while 29% spend less than 10 hours per week.

6.3- Administrators

Regarding office arrangement, 62% indicated that they share their offices with other faculty members while 35% have individual rooms and 3% have workstations in open spaces.

While 56% of the desks are located beside a window, 26% are located at a distance from a window and 18% don‟t have windows in their rooms. 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.

The number of surveyed administrators is 29; 10% were males and 90% females. 41% were Qataris and 59% non-Qataris.

While 73% have spent less that 5 years working at QU. Administrators spend long hours in their office spaces; 45% spend 30 or more hours, 21% spend 10 to 19 hours and 34% spend 10 or less hours. Most of administrators are in open spaces or shared rooms. 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.

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 thermostat condition and 53% indicated dissatisfaction of thermostat control.

Regarding environmental conditions, 69% expressed their inability to control thermostat and 72% expressed dissatisfaction of the available thermostat. Only 10% reported missing work due to environmental conditions and 42% reported that work comfort affected their performance.

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.

Only 3% of the administrators use task light on their desks, yet 55% cannot adjust light without affecting others. Administrators reported that lighting conditions are generally satisfying. 76% are satisfied with the available lighting. 48% of them turn off room light when they leave their rooms.

Energy saving awareness proved to be high among administrators; 73% turn off lights when they are the last to leave a room. Yet 97% have never seen energy saving stickers posted on walls and only 45% know that QU prefers to turn off lights when they are the last to leave a room. Regarding equipment use, 45% switch off their computers when they leave the room for few minutes, 83% switch off their computers at the end of day and 89% shut down their computers at the end of day.

Lighting conditions are satisfactory in faculty members‟ rooms.

Only 6% have task lamps on their desks and only 38% need to adjust the amount of light in their rooms. 74% indicated that they always or sometimes turn off the lights when they leave their rooms and only 12% do not. In general, 62% of faculty members are satisfied with their room lights and 38% are dissatisfied.

Energy saving awareness responses among faculty members indicated that 100% are not aware of energy saving stickers availability yet 98% of them turn off the lights when they are the last to leave the room. 32% indicated that they are more likely to turn off lights than last year. 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.

While administrators are aware of QU concern to reduce energy consumption inside buildings, 86% have never seen energy saving posters and 38% think that posters attract attention. 59% prefer to receive energy information via email. Participation in QU energy saving events proved to be very low with only 3% participated in previous energy saving events. While 73% believe that QU efforts to reduce energy consumption are satisfactory, 72% believe that their own efforts are satisfactory, 62% believe that their departments‟ efforts are satisfactory, only 24% believe that students‟ efforts are satisfactory. 66% are concerned regarding energy consumption yet 73% believe that QU efforts do not affect them directly. 52% accept warmer building temperatures during summer months to conserve energy yet 52% disagree to work in buildings where there is no air-conditioning during evening hours. 68% accept slightly less comfortable temperature in their office. 90% believe that global warming is happening and 83% are concerned about it.

Regarding energy saving awareness, only 39% are aware of QU concern to reduce energy consumption inside buildings. 88% are unaware of the availability of energy saving posters and 85% have never seen them. 77% do not think that posters are attracting neither attention nor an effective tool for energy saving awareness. 62% consider emails a more effective tool for communication. Only 12% participated in energy saving events, yet 91% rated their own efforts as good or very good compared to 44% rating of their departments‟ efforts. While 88% are concerned regarding energy consumption in the university, they think that only 30% of other university members are concerned.

50% agree to work in warmer buildings during summer and 76% accept to work in buildings with reduced lights during evening. 53% accept less comfortable temperature in offices.

Administrators suggested that more awareness regarding energy consumption is required and that water consumption awareness is also required. They recommend 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. The main areas of

Regarding their global awareness, 79% believe that global warming is actually happening and 91% are concerned. They suggested the establishment of recycling strategy in the university to benefit from paper and other useful wastes.

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Impact of Human Behavior on Energy Utilization comparison are: 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 sometimes or always affected their work performance, 42% of admin staff indicated that uncomfortable temperature conditions sometimes or always affected their work performance as shown in Fig. 3. The percentage for both groups is high with 46% average. 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.

Fig. 5. Satisfaction regarding lighting conditions.

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. A difference between the views of respondents is indicating as shown in Fig. 6.

Fig. 3. The impact of uncomfortable temperature conditions on job performance.

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 as shown in Fig. 4.

Fig. 6. The effectiveness of energy savings posters.

7. Recommendations: The findings of the study are summarized here 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 occupantsâ€&#x; 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 [10].

A significant portion of faculty, staff and students indicated that they are unaware of QU effort to reduce energy utilization in its buildings. They were also unaware of posters and energy savings stickers posted in many parts of the campus.

Fig. 4. Satisfaction regarding temperature control.

3- Satisfaction regarding lighting conditions: Regarding lighting conditions, respondents expressed satisfaction. On average, 75% are satisfied regarding lighting conditions and control of lighting fixtures. On the other hand, informants expressed dissatisfaction regarding control of windows especially during data show presentations as shown in Fig. 5.

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 (e. g. turn off lights when leaving offices and classrooms, wear lighter clothing during warm weather months, etc.). At the same time, efforts to share information on a range of other energy conserving measures across campus were promoted through an annual festival at the beginning of the school year.

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Impact of Human Behavior on Energy Utilization 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.

Reference [1] DeCarolis, J.F. and Goble, R.L. (2000), “Searching for energy efficiency on campus: Clark University‟s 30 year quest”, Environment, Vol. 42 No. 4, pp. 8-20.

[2] Marcell, K., Agyeman, J. and Rappaport, A. (2004), “Cooling the campus: experiences from a pilot study to reduce electricity use at Tufts University, USA, using social marketing methods”, International Journal of Sustainability in Higher Education, Vol. 5 No. 2, pp. 169-89.

The following measures should be taken by QU administration: 1.

2.

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. Improve thermostat control of temperature inside faculty members‟ rooms, laboratories and classrooms.

3.

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

4.

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 should be made available. Efforts to increase energy consumption awareness should start from school age. As one informant suggested, “Energy consumption must start from the beginning and during the school time for the new generation.”

5.

[3] Peterson, J.E., Shunturov, V., Janda, K., Platt, G. and Weinberger, K. (2007), “Dormitory residents reduce electricity consumption when exposed to real-time visual feedback and incentives”, International Journal of Sustainability in Higher Education, Vol. 8 No. 1, pp. 16-33.

[4] Scherbaum, C.A., Popovich, P.M. and Finlinson, S. (2008), “Exploring individual-level factors related to employee energy-conservation behavior at work”, Journal of Applied Social Psychology, Vol. 38 No. 3, pp. 818-35.

[5] Chen, Z. and Hu, X. (2011) A survey on conservationconscious consumption behavior of college students & educational solutions and enlightenments. E -Business and E -Government (ICEE), 2011 International Conference, Shanghai, China, 6-8 May 2011.

[6] Marans, R. and Edelstein, J. (2010) “The human dimension of energy conservation and sustainability: A case study of the University of Michigan‟s energy conservation program”.

International Journal of Sustainability in Higher Education.

Vol. 11 No. 1, 2010.

[7] Marans, R. and Scott, L. (2007), “Overview of findings: results from a UM pilot study on the behavioral aspects of energy conservation in buildings”, available at: www.isr.umich.edu/energypilot.

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

[8] Marans, R. and Scott, L. (2010) “The human dimension of energy conservation and sustainability A case study of the University of Michigan‟s energy conservation program”, International Journal of Sustainability in Higher Education, Vol. 11 No. 1, pp. 6-18.

8. Conclusion: The study focused on higher educational facilities in order to gain a better understanding of energy consumption and conservation attitudes among faculty members, staff and students. 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.

[9] National Energy Board of Canada (2009) Attitude and Behaviour Shaping Energy Use. The Publications Office, National Energy Board. November 2009.

[10] Siero, S., Bakker, A., Dekker, G. and van den Burg, M. (1996), “Changing organizational energy consumption behavior through comparative feedback”, Journal of Environmental Psychology, Vol. 16, pp. 235-46.

ACKNOWLEDGMENT This paper was made possible by a UREP award [UREP 10 040 - 6 - 003] from the Qatar National Research Fund (a member of The Qatar Foundation). The statements made herein are solely the responsibility of the authors.

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