final pom report group 13 - environment office

8/9/2019 Final POM Report Group 13 - Environment Office

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The Warwick MBA

Assignment Cover Sheet

Submitted by: 0965414, 0965502, 0965206, 0965426, 0965382

Date Sent: March 15th

, 2010

Module Title: Practice of Management

Module Code: IB91CO

Date/Year of Module: September 2009 to March 2010

Submission Deadline: March 15th

, 2010

Word Count: Words 3485 (excluding Footnotes, Appendices and Table of

Contents)

Number of Pages: 25 (Including the Title Page)

THERE IS NO PLANET B Final Project Report

This is to certify that the work we are submitting is our own. All external

references and sources are clearly acknowledged and identified within the

contents. We are aware of the University of Warwicks regulation concerning

plagiarism and collusion.


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Contents

1. Project Description .................................................................................................................. 31.1 Purpose and Aims .............................................................................................................. 3

1.2 Project Scope ..................................................................................................................... 3

1.3 Evaluation Criteria ............................................................................................................. 3

2. Methods and Process ............................................................................................................... 3

2.1 Appropriateness of Methods.............................................................................................. 3

2.2 Resourcefulness ................................................................................................................. 4

2.3 Innovation .......................................................................................................................... 4

2.4 Risk and limitations management ...................................................................................... 53. Outcomes and Benefits: ........................................................................................................... 5

3.1 Outcomes: .......................................................................................................................... 5

3.2 Benefit to Key stakeholders:.............................................................................................. 6

Client:................................................................................................................................... 6

Team: ................................................................................................................................... 6

Student Body: ...................................................................................................................... 6

Mentor:................................................................................................................................. 6

3.3 Success in relation to evaluation criteria: .......................................................................... 6

4. Learning and Recommendations: ............................................................................................ 7

4.1 Identification of Group learning ........................................................................................ 7

Executive Summary:.................................................................................................................... 8

Appendix - I: Contribution per member .................................................................................... 10

Appendix - II: Business Proposal of Debate Competition......................................................... 10

Appendix - III: Survey Results ................................................................................................. 15


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1. Project Description

1.1 Purpose and AimsOur project was undertaken for the environment office of the University of Warwick with an

aim to inspire environmental ownership and encourage good energy management practices athome amongst student and staff, thereby helping to reduce the university energy demand. A

variety of mediums were employed to accomplish this aim of creating substantial awareness

among the targeted population. The awareness campaign was not randomly targeted but

focused on identifying the behavioral patterns that motivate individuals to participate in

environmentally safer practices in and around the Warwick University campus. To meet this

objective syndicate 13 initiated several campaigns to effectively target around 500 students and

staff.

1.2 Project ScopeInitially the scope of this project was to identify the behavioral patterns that motivateindividuals to participate in environmentally safer practices on the Warwick University

campus and build upon this knowledge to initiate some ambitious plan to result in an increase

in this motivation. However the original scope was amended after the proposal presentation

according to the recommendations made by the Dragons and further discussions with the client.

1.3 Evaluation CriteriaThe success of this project is very difficult to evaluate since its impossible to measure the

projects targeted populations awareness of environment issues quantitatively and distinguish

whether any specific reduction of energy consumption has resulted is due to the projects

activities, and not some other factors. We have to consider the fact that there were several

other campaigns with almost similar aims going on the campus. However, we propose that the

project could be evaluated on the basis of the number of students we got in touch through

various media including surveys, focus groups, webpage, video/collage screening and

campaign. Since the purpose of this project was to increase the student awareness about

climate change and change the daily behavioral pattern of students and staffs, our syndicate is

of the opinion that the number of targeted students and staffs is a more direct and practical

method of evaluation.

2. Methods and Process

2.1 Appropriateness of MethodsAfter the objective of the project was identified, we set out a host of systematic and multi-

media methods to carry out the project. First of all, we conducted a survey on campus to

gather information on the current level of environment awareness and the behavioral patterns

among the students of Warwick University, which is the most accurate and direct way to

obtain the first hand data. Then, we also produced a 3-mins collage/video to depict the

seriousness of climate change/damage caused by Carbon Dioxide emissions. The idea of

making a video had been strongly criticized by the Dragon Den during the proposal

presentation on the premise that it would be beyond syndicate 13s expertise and budget.

We took that advice into consideration very seriously and decided that we would not try to


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emulate the previous groups efforts and come up with an ineffective video due to our lack of

experience in this field. We decided that we shall circumvent that issue by creating a video

which was more of a collage with lots of moving images and a text commentary incorporated

in it. Furthermore we as a group had to take into account our clients request as well who was

quite insistent on the making of the video. Lastly, we held a two-week campaign on thecampus which was a great success in term of the number of students we targeted and the depth

of contact we established with them through face-to-face conversation. We also used the

survey results in the campaign as an important topic to discuss with the students.

2.2 ResourcefulnessDuring the whole duration of the project, we made use of all kinds of resources to contribute to

the final success. Firstly, we built connections with experts outside team boundaries to gain

more deep insights into environmental issues, including Kevin Lyons who is the procurement

director at Rutgers University dedicated to CO2 reduction and one of the dragons Prue

Hardwick. We were able to obtain very valuable advice about our project from these twoindividuals. Also, we got into close contact with the environment group of Student Union, with

whom we got involved in the Switch Off Campaign and Go Green Week. This contact was

also very useful to us during our campaign week. Thirdly, since we didnt have any budget for

the project at all, we explored our personal resources to make the video free of charge and even

asked our family members to make contribution as well.

2.3 InnovationThe environmental issue is one of the hottest topics nowadays, and we tried to be more

innovative in our implementation of the project to catch more attention from students. Since

we understood that we would encounter difficulties in broadcasting in classes, we made the

arrangements for focus groups and feedback questionnaire after the completion of the video.

We conducted several focus groups to view the video together and got on-spot feedbacks from

the audiences, which was a more precise and in-depth method to evaluate the effect of the

video and created a mutual-communication way to get the feedback.

The two week campaign was also conducted in an innovative way. In order to arouse peoples

curiosity and attract more students to discuss, we painted posters with the eye catching slogan -

Climate change is a lie? We also prepared sign board for students to express their own ideas

on environmental issues. During the campaign, we made best use of the results from the survey

analysis to discuss the current opinions on environment and tried to influence them to adopt amore environment friendly way of behavior. As to the students who had expressed interest in

this topic, we would give them flyers and invite them to join our group on the Facebook.

We also launched a group of Keeping Warwick University Green on the Facebook, which is

dedicated to raising awareness with interesting stories and pictures, and providing answers for

questions relating to the impact of CO2 emissions on the University of Warwick campus. This

webpage will be a platform of discussion on environmental issues and be a sustainable tool to

achieve the objective of the project and leave a legacy for the future.

The ideas of Debating Competition and Inter Residence Energy Conservation Competition

were welcomed by the dragons. Due to the limited duration of the project, we couldntimplement them ourselves. However, we have finalized the business proposals for these two


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events with detailed implementation plans.

2.4 Risk and limitations management

During the implementation of the project, we identified the following four major risks which ina way could also be equated as limitations to our project.

(1) The enormous expanse of the project overwhelming the syndicate and diverting it from

more meaningful goals and aims.

(2) Limited access to University Staff who are more permanent members of the University

of Warwick and were considered as important targets of this project.

(3) Lack of the access to other departments and schools, which also limited the scope of

the influence of the project. However, we succeeded to make the use of the resources in

WBS and get the students here involved.

(4) The final risk was the lack of budget, since sometimes we felt our creativity and

implementation were confined due to lack of funds. However, we undertook most tasks

ourselves and tried to get resources as much as possible from outside through personalcontacts.

3. Outcomes and Benefits:

3.1 Outcomes:Several approaches were employed towards the overall goal of sensitizing staff and students on

the clients conservation effort. Undertaking of the project has directly involved 499 students

and staff. A total of 250 students and staff, residing both on and off campus were approached

in the primary survey. A copy of the edited video was shown to focus groups consisting of 29

students. The two week blitz campaign, in which the syndicate setup up contact booths oncampus and screened the video, has just concluded. We estimate, conservatively, that a total of

150 students were reached in a comprehensive manner during the campaign.

One of the clients main expectations was the re-editing of the video which resulted from the

previous groups involvement. The group was able to deliver a shorter video/collage, with a

more impactful message content and delivery. The resourcefulness of the team also saw the

creation of a social webpage (Keeping Warwick University Green-

www.facebook.com/group.php?gid=309652398190) which has attracted around 80 student

members so far with the number rising day by day. The page is interactive and allows students

to make contributions to topics and also drop their suggestions. It provides access to resources

such as a carbon calculator free of charge. We have made an effort to keep it as fresh and as

engaging as possible with content largely specific to the university posted regularly.

Conducting the survey was beneficial for more than the projects aims. It came out that students

and staff were not unaware of the problem, as this is the single most active global debate in

academic, business and social realms. Their non-involvement is as a result of disinterest from

lack of personal or monetary benefit. Out of the whole exercise, came recommendations that

will be explored in the later part of this report. Two proposals on how to more effectively

engage the students and staff will be presented to the client. One will address the importance of

more interactive forums such as on campus debates and how to deliberately create hype by

inviting prominent/controversial speakers. The other will put forward an idea for competitionamong students, with clear monetary benefits. The client will also get a final copy of our


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report.

3.2 Benefit to Key stakeholders:

Client: The client will have empirical proof that the approach to the problem needs to bereconsidered. Although we reached students and staff as expected by the client, there is an

underlying imperative that the interaction gets them to act. The students are not unaware of

the problem/the universitys efforts.

The communication material developed for the campaigns on campus have deliberately been

made timeless. The client will be advised to redistribute them amongst the population

frequently, and in weeks leading up to big events. The video produced, together with the flyers

and recommendations on how to implement the competitions are for the benefit of clients

future campaigns. Hopefully, with the adoption of these, the client will be more effective in

continuing the campaign.

Team: Participation in this project has enhanced our appreciation of team dynamics. The

groups delivery of this project has no doubt put strain on each and every one of us. However,

this involvement has enabled us break the stigma of harsh criticism being counterproductive.

We have been more sensitized to team roles and their importance in delivering performance.

The learning from the project will no doubt be beneficial in any future team participations,

career wise or socially. We appreciate more the value of collective responsibility. Surveying

students and staff and engagement with senior officials when seeking permissions, we believe

has been beneficial to the development of our soft skills.

Student Body:Our campaign blitz has involved students in conservation at a granular level.

Although they may not see a personal benefit as individuals, it has been communicated that

continuing this effort has cumulative returns in terms of cost savings and environment

conservation. The effect of this campaign will encourage those students and staff who already

had personal convictions about environment sensitivity to continue the efforts.

Mentor: Throughout the project, the mentor has been supportive, and constructively critical.

We believe that his involvement in this process goes to augment his already vast experience in

such initiatives. Our survey results, which were also shared with him, will be a useful base of

reference for his future involvements with students.

3.3 Success in relation to evaluation criteria:By the numbers, the project was fairly successful in directly engaging students as shown by the

headcounts and signatures, although a bigger and much more coordinated effort is suggested.

Overall, the universitys CO2 emissions reduction goal is ambitious. The size of the university

and the standard measures in effect, mean that an immediately visible change on any base unit

of measure can only be effected by a substantial collective effort.

The group felt that the project achieved some sustainable solutions for the client. This was one

of the critical measures of the projects success. The clients feedback seems to suggest their

satisfaction in relation to this goal. We recognize that neither the survey design nor the

population sampling was adequately professional for the outcome to be statistically relevant.These results, however, are undoubtedly of practical use. In this regard, they were massively


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successful in shaping our campaign efforts. As well, they go towards supporting our

recommendations to the client to rethink and refocus the campaign efforts.

As demonstrated by the focus groups, the collage seemed more impactful, carrying the entire

gravity and immediacy message from the previous 8 minute video, in a 3 minute version.Although student participation numbers in conservation activities were estimated to be

marginally higher than previous year, it is impossible to evaluate how specifically our effort

impacted the attendance of all the activities this year. Next years events will useful in this

comparison, after implementation of our suggestions.

4. Learning and Recommendations:

4.1 Identification of Group learningThe group learning from this project is the understanding of specific aspects of the team

management. First of all team members learned how to work in an international team.Moreover, all team members have different backgrounds and as a result different perspective

on processes which were going in the project. Thus for the team it was big challenge to start

work effectively in this project.

Secondly, team learned that the beginning of the project is probably more important than other

parts because in the beginning the team creates rules which will be applied and influenced on

the remained parts of the project. Our team did not pay enough attention to the beginning of

the project, as a result after the first dragons den team members needed to spend a lot of time

identifying and analyzing reasons for the negative feedback from the dragons. Furthermore one

of our recommendations is to spend some more time in the beginning of the project and create

rules and clear plan of the project with which all tem agreed. Also team members need clear

understanding the purpose of the project and how project will run.

Another thing which we learned during the project was the lessons from working in a dynamic

and a changing environment. Changes in the conditions materialized suddenly and did not

depend on the team members. Changes in the date of Go Green Week could be taken as an

example of one of the biggest changes during the project. The team wanted to take an active

part in this campaign and created a project plan in which deliverables of the project had to be

ready by the start of this campaign. However the organizers decided to initiate this campaign 7

weeks early. This resulted in the team being not ready to take an active part in it because its

deliverables had not been set in place by that time. The group learning from this situation wasthat during a project team need to consider about possible changes during project and also have

as much flexibility as possible. Our recommendation would be to build strong relationship

with all stakeholders of the project and receive more information about any changes which can

have any influence on the project in an early stage of the project.

Next group learning from this project is that the role of each team member had to be defined in

the beginning. The roles in our team were not distributed among team members in the first part

of the project. As a result the team members spent a lot of time on doing their work because

there were a lot of discussions and sometimes members worked on the same tasks or did work

twice. However in the second part of the project, team clearly designated a team leader who

coordinated all tasks in the project. In this part of the project, the team was much more


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productive because every team member worked only on his/her part of the project and on most

occasions the team leader combined the results received from each member. Thus the

recommendation would be to spend time on the beginning of the project and clearly define

team leader and other roles in the team. By doing this, the team will save time in the future for

discussions and will not do the same work twice. Moreover, clarifying the roles in the team,each member will take responsibilities for the parts of the project and will deliver results with

higher quality.

Also one of the most important things that the group learned during this project was that team

members and the team on the whole needed some quantifiable motivation to deliver

outstanding project results at the end. To find the right motivation or motivator or for the team

and its members was the biggest challenge for our team. Initially, we had assumed that for our

team the biggest motivator during project would be the desire to perform satisfactorily for

academic purposes in the module. However by the end of the project, the team members found

that the motivation for each of them had evolved and had assumed much more significance

then before and as a result the quality of outputs was significantly increased. Therefore our

recommendation would be that the team members need to find their own motivators as early as

possible. These motivations have a high influence on the results of the project and quality of its

results.

Executive Summary:The purpose of this project was to put in place an 18 week long action plan for syndicate 13

that involved taking clear actions to help increase awareness of environmental problems

amongst students and staff on the Warwick University campus and to indirectly influence themto decrease energy consumption. This was to be accomplished by an awareness campaign

using various media to educate the target audience about CO2 emissions and green house

affects while also trying to observe and record what levels of awareness already existed in the

student and staff collection. Although the project target completion date was March 15 th 2010,

but its impact is expected to be continual which will fit in very nicely with the Warwick

Universitys Carbon Management Implementation Plan (2005) that aimed to reduce carbon

dioxide emissions by 10% in five years. The syndicate 13 felt that in order to achieve this goal,

it was necessary to come up with a campaign that inspired environmental ownership and

encouraged good domestic energy consumption practices amongst the students and staff.

The group encountered a great difficulty in measuring the success of their performance which

was the intangible nature of the expected outcome. The team tried to overcome the issue by

setting the number of students contacted through our campaign as a good measure of our

success. The team encountered some issues in coming up with an effective work plan earlier

due to team dynamics, lack of communication and an ineffective team structure. However, the

team was able to improve its performance in the final 10 weeks of the project through

measures which were aimed at increasing team bonding, clearing up lines of communication

and designation of roles based on expertise.

The syndicate 13 now feels fairly confident that it has been an able to deliver an effective

project to the client which includes the following very significant outcomes for the


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environment office of University of Warwick.

(1) A 3 minute video/collage which delivers a very moving message encapsulating the

whole essence of our project.

(2) Two business proposals for the client envisioning a debating and an energy savingcompetition on campus meant to augments its efforts to reduce CO2 emissions.

(3) A report and survey highlighting the existing climate change awareness levels of

students and staff on campus and analyzing the trends which could help in increasing

these awareness levels.

(4) A very active slightly radical campaign which was used to supplement our other

effects.

(5) Holding of Focus groups for more qualitative increase in awareness levels of students.

In conclusion, we would like to state that syndicate 13 firmly believes that climate change is a

very urgent and grave issue which needs to be given serious consideration by everyone. We

propose that next year the same project is given to the entire MBA cohort as part of their POM

projects as the immediacy and importance of the issue demands this very action. This will

result in a much more comprehensive campaign that could make a far greater and long lasting

impact on the student behavioral pattern with respect to CO2 emission levels.


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Appendix - I: Contribution per member

Team Member Campaign and team effort contributions No of hours given to project

0965414 Business proposal generation, campaign week,

survey, focus groups, and report generation.

72 Hours

0965502 Video Creation, campaign week, team management,

survey, focus groups, client handling and report

generation.

87 Hours

0965206 Presentation preparation, campaign week, team

management, survey, focus groups, client handling

and creative thinking.

83 Hours

0965426 Campaign week, survey, focus groups, client

handling and report generation.

67 Hours

0965382 Survey Analysis, business proposal generation,

campaign week, survey, focus groups and report

generation.

74 Hours

Appendix - II: Business Proposal of Debate Competition

(POM Group 13)

1. Background and Objective

The University of Warwick Environment office oversees all the Universitys Environmental

conservation initiatives in accordance with its Energy policies. The introduction of the Climate

change Levy and the EU emissions trading scheme together with plans to expand its operationshas forced their client, the University, into a range of preemptive initiatives to reduce its CO2

emissions.

Our Group on the Practice of Management module has been involved over the past four

months, with the aim of sensitizing students and staff on the clients ongoing conservation

efforts.

The debate will serve as one of the most effective forms of media for the continual effort

to deliberately grow awareness around the issues of energy consumption directly translating to

carbon emissions reduction around the university. The debate will aim to stir discussion and

interest on environmental conservation and conscious acknowledgment of the behavioral

patterns that hinder these efforts.


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2. Proposed Approach

2.1 Holding Body and Proposed Date

These recommendations are based on the outcome of our PoM project. Implementation ofthese recommendations can be done without re-inventing the wheel by exploring relationships

and synergies with the Debating Society of Warwick. The use of the society will mean less

input towards logistics and operations. The plan is to make this an annual event to ensure a

sustainable continued influence on the transient population of the university.

The proposition will see the debate held in the autumn term. This is deliberate since it is the

beginning of the most study programs, which normally will mean students have a significant

amount of time for involvement. Additionally, this early implementation, with some optimism,

will mean a longer time for the effects of these efforts to be realized. An ealy November

implementation will roll into the switch off week, which is run from the 9-13 th November,

gathering momentum to sustain it through the rest of the term..

2.2 Enrolment and Election

In order to involve as many students as possible, all the students can enroll for the debate

competition easily through our environment webpage with each group consisting of a

maximum of four people. With the aim to enlarge the influence of this event, we suggest thatthe faculty and non-teaching staff be involved as well.

Its also suggested that each department or school organizes the first round of election and

recommends one or two groups to take part in the debate competition on behalf of the

department. All the groups enter into the second and final round are elected according to the

judge of the panel and votes.

2.3 Panel and Votes

The panel can be consisted of three or four experts in the environmental field, including

professors from environment engineering field, humanity school and faculty from environmentoffice.

We also propose that all the students have the right to vote for their favorite group with the

online system on the environment webpage we have launched, so that the debate can have

much more far-reaching effect than the mere involvement with the participants and trigger

wider discussions on the scale of the whole university.

3. Proposed Development

3.1 Inter-department Stage


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speakers from the university. At this stage, there will be suggestions of topics for

the speakers to handle, as well as from students regarding what topics they would

like to be addressed. These topics will be relayed to interested speakers. There

should be an initial awareness effort throughout the university to publicize the

debate by seeking student participation in forming debate topics.

June/July/August summer

September 2010 - Confirmation of hosts and speakers. It is absolutely vital that the debate

society attracts current and influential speakers to give credence to the event. The

topic of environmental conservation is frequently addressed and events seem to

be mundane and played out. To keep the interest of the audience, speakers will

need to be provocative but relevant. Confirmation in august gives speakers

enough time to research and gather material.

October 2010 (week 3/4) - Getting information around the university, with confirmed speakers

and topics to be addressed. Participating debaters will also have confirmed their

attendance by this time. Any unconfirmed debaters will need to be replaced by

the reserve lot.

November (Week 1) debate on the current topic/ issue. Report consolidation.

December 2010 - It will be important to document the debate and on occasion circulate the

discussions from the forum to students and staff to keep the conservation efforts

current.

5. Incentives:

Issues of conservation are being given more prominence the world over. Environmental efforts

are being allocated lager budgets annually. Successful implementation of this proposal will

inevitably draw attention to the extent of the universitys involvement. There is an obvious

cost saving to the University in terms of reduced energy expenditure. But in addition, success

in this project will indirectly translate into student savings. The Universitys expansion plans

will see it increase energy consumption by more than 40% in the next 5 years. This growth, if

not offset by relative carbon emissions reduction, will lead to the necessity of quota trading orworse still regulatory fines. These undoubtedly are costs passed on to the consumer. The most

significant incentive of all however, should be our input towards saving the planet.

6. Conclusion :

The proposal scopes the University Of Warwick and its immediate surroundings as the target

for implementation of the debate. However, it should be noted that this is only an attempt to

granulate the larger problem of global warming. A bottom- up approach if you like. This

proposal by no means exhausts paths for tackling the universitys problem. Any additions or

suggestions are welcome. However, the ideas that will come forth from these debates can do


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no harm, only good.

Copenhagen - Although world leaders failed to agree on a fair, ambitious and binding global

deal to help combat the climate change, none can doubt that it is a real problem.

There is an inextricable connection between education and social responsibility, and it is the

duty of those privileged with education to influence the little part of the world they reach.

The leaders of the world serve parochial interests, and we can do nothing about that, but we at

Warwick are better than that. We will do our part.


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Appendix - III: Survey Results

Concerned about the global warming impact on the future generations

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

0 1 2 3 4 5 6

Percentage

ofrespondents

Level of concerned

Concerned about the global warming impact on the future generations


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How often do you recycle?

0%

10%

20%

30%

40%

50%

60%

70%

80%

Allrespondents

Male Female Living on-campus

Living off-campus

Respondentswithout

children

Student Aged 16-24 Aged 24-54

Percentageofrespondents

Type of group

How often do you recycle?

Always

Often

Occasionally

Never


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0%

10%

20%

30%

40%

50%

60%

Allrespondents


Living off-campus

Respondentswithoutchildren


Percentage

ofrespondents

Type of group

Reasons why people recycle occasionally or never?

Monetary Incentive

Awareness ofbenefits

Provision Available

Cant see thebenefit


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How regularly do you attempt to conserve energy? (eg. Turning of your lights when leaving the

room/your computer/closing the fridge etc.)

0%

10%

20%

30%

40%

50%

60%

70%

80%

Allrespondents


Living off-campus

Respondentswithout

children



Type of group

How regularly do you attempt to conserve energy?

Always

Often

Occasionally

Never


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0%

10%

20%

30%

40%

50%

60%

70%

80%

All respondents Male Female Living on-campus

Living off-campus

Respondentswithout

children



Type of group

Reasons why people attempt to conserve energy occasionally or never?

Monetary Incentive


Provision Available

Cant see the

benefit


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How often do you attempt water conservation? (eg. Taking shorter shower/reusing

water/washing dishes efficiently etc )

0%

10%

20%

30%

40%

50%

60%

70%

80%

Allrespondents


Living off-campus



Perc

entage

ofrespondents

Type of group

How often do you attempt water conservation?

Always

Often

Occasionally

Never


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0%

10%

20%

30%

40%

50%

60%

70%

Allrespondents


Living off-campus



Perce

ntage

ofrespondents

Type of group

Reasons why people attempt water conservation occasionally or never?

MonetaryIncentive


ProvisionAvailable

Cant see thebenefit


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How often do you attempt to conserve CO2 emission directly related to you? (eg. Car pool/walk

instead of driving, taking public transportation etc.)

0%

10%

20%

30%

40%

50%

60%

All respondents Male Female Living on-campus

Living off-campus

Respondentswithout children


Percent

age

ofrespondents

Type of group

How often do you attempt to conserve CO2 emission directly related to you?

Always

Often

Occasionally

Never


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0%

10%

20%

30%

40%

50%

60%

Allrespondents


Living off-campus




Type of group

Reasons why people attempt to conserve CO2 emission occasionally or never?

Monetary Incentive


Provision Available

Cant see thebenefit


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How regularly do you attempt to reduce waste? (eg. Take your own shopping bag to the

supermarket/use scrap paper etc.)

How regularly do you attempt to reduce waste?

0%

10%

20%

30%

40%

50%

60%

70%

All

respondents

Male Female Li vi ng on-

campus

Living off-

campus

Respondents

without

children


Type of group

Percenta

ge

ofrespondents

Always

Often

Occasionally

Never


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final pom report group 13 - environment office

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