The case for Centres of Excellence in sustainable building design
The case for Centres of Excellence in sustainable building design
The case for Centres of Excellence in sustainable building design
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UK universities already attract a significant number <strong>of</strong> overseas students.<br />
Graduates from <strong>Centres</strong> <strong>of</strong> <strong>Excellence</strong> who subsequently return overseas to work<br />
<strong>in</strong> their own construction <strong>in</strong>dustries will export UK expertise <strong>in</strong> low carbon <strong>design</strong><br />
and create demand from those countries <strong>for</strong> the products and services on <strong>of</strong>fer<br />
from the UK. F<strong>in</strong>ally, such overseas students will also contribute significantly to<br />
carbon abatement <strong>in</strong> their own countries to the benefit <strong>of</strong> all.<br />
Recommendations<br />
It is crucial that the ef<strong>for</strong>ts to reduce carbon emissions <strong>in</strong> the UK start with the<br />
abatement potential at the lowest net cost to society. By deliver<strong>in</strong>g the largest<br />
abatement at lowest <strong>in</strong>itial cost, f<strong>in</strong>ance can be conserved <strong>for</strong> research <strong>in</strong>to<br />
improv<strong>in</strong>g the cost <strong>of</strong> future abatement us<strong>in</strong>g high-technology solutions. This<br />
report demonstrates the potential to deliver carbon abatement <strong>in</strong> the built<br />
environment at a high positive value to society through simple and relatively<br />
<strong>in</strong>expensive <strong>in</strong>vestment <strong>in</strong> appropriate eng<strong>in</strong>eer<strong>in</strong>g education.<br />
1. Government should commit <strong>in</strong>vestment to set up and provide pump-prim<strong>in</strong>g<br />
fund<strong>in</strong>g <strong>for</strong> at least four <strong>Centres</strong> <strong>of</strong> <strong>Excellence</strong> <strong>in</strong> Susta<strong>in</strong>able Build<strong>in</strong>g Design.<br />
<strong>The</strong> centres should be hosted by universities with an established record <strong>of</strong><br />
multidiscipl<strong>in</strong>ary teach<strong>in</strong>g <strong>for</strong> architects and eng<strong>in</strong>eers, expertise <strong>in</strong> build<strong>in</strong>g<br />
physics and an established record <strong>of</strong> engagement with the construction<br />
<strong>in</strong>dustry.<br />
2. Universities host<strong>in</strong>g <strong>Centres</strong> <strong>of</strong> <strong>Excellence</strong> must commit sufficient resources<br />
to allow the staff to engage widely with the construction <strong>in</strong>dustry, with<br />
policymakers and with the media <strong>in</strong> addition to research and teach<strong>in</strong>g.<br />
3. In order to establish credibility with the construction <strong>in</strong>dustry, the <strong>Centres</strong> <strong>of</strong><br />
<strong>Excellence</strong> should be led jo<strong>in</strong>tly by academics and by experienced and wellregarded<br />
practitioners with a track record <strong>of</strong> <strong>design</strong><strong>in</strong>g successful susta<strong>in</strong>able<br />
build<strong>in</strong>gs.<br />
4. Research Councils UK should commit fund<strong>in</strong>g <strong>for</strong> <strong>in</strong>terdiscipl<strong>in</strong>ary research <strong>in</strong><br />
low carbon build<strong>in</strong>g <strong>design</strong>, occupant behaviour and construction techniques<br />
that are available to a much broader range research endeavours, both<br />
commercial and academic, rather than the narrow fields <strong>of</strong> research presently<br />
funded.<br />
5. <strong>The</strong> pr<strong>of</strong>essional eng<strong>in</strong>eer<strong>in</strong>g <strong>in</strong>stitutions should develop common curriculum<br />
and standards <strong>of</strong> pr<strong>of</strong>essional development <strong>for</strong> eng<strong>in</strong>eers practis<strong>in</strong>g<br />
susta<strong>in</strong>able build<strong>in</strong>g <strong>design</strong>.<br />
6. <strong>The</strong> Eng<strong>in</strong>eer<strong>in</strong>g Council should augment the standards <strong>of</strong> competence <strong>in</strong><br />
susta<strong>in</strong>able eng<strong>in</strong>eer<strong>in</strong>g <strong>design</strong> <strong>for</strong> the grades <strong>of</strong> Eng<strong>in</strong>eer<strong>in</strong>g Technician,<br />
Incorporated Eng<strong>in</strong>eer and Chartered Eng<strong>in</strong>eer.<br />
10 <strong>The</strong> Royal Academy <strong>of</strong> Eng<strong>in</strong>eer<strong>in</strong>g