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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Appendix 1<br />
an architecture department might not even be <strong>in</strong> the same university or the same<br />
city, provided that a suitable modus operandi can be found.<br />
A broad geographic spread <strong>of</strong> the centres will allow a far greater proportion <strong>of</strong><br />
the UK construction <strong>in</strong>dustry to benefit from them. <strong>The</strong> work <strong>of</strong> the <strong>Centres</strong> is<br />
expected to have <strong>in</strong>ternational significance, and to draw on the experiences<br />
<strong>of</strong> different countries <strong>in</strong> address<strong>in</strong>g environmental problems aris<strong>in</strong>g from the<br />
climates they experience. This will <strong>in</strong><strong>for</strong>m the th<strong>in</strong>k<strong>in</strong>g about how build<strong>in</strong>g <strong>design</strong><br />
may address the needs <strong>of</strong> future climate <strong>in</strong> the United K<strong>in</strong>gdom.<br />
A number <strong>of</strong> different centres can allow different ‘flavours’ to emerge – even if<br />
centres are look<strong>in</strong>g at the same issues, rapid progress is more likely if different<br />
approaches are explored. Different styles <strong>of</strong> leadership have advantages<br />
and disadvantages, and hav<strong>in</strong>g leaders from different centres <strong>in</strong> dialogue is<br />
stimulat<strong>in</strong>g. <strong>The</strong> potential <strong>for</strong> personnel mov<strong>in</strong>g between centres as their careers<br />
progress strengthens cross-fertilisation. <strong>The</strong> panel oversee<strong>in</strong>g the operation <strong>of</strong> all<br />
the <strong>Centres</strong> can help ensure that maximum benefit is obta<strong>in</strong>ed from this mix.<br />
However, the most significant advantage <strong>of</strong> a geographical spread <strong>for</strong> the centres<br />
is simply <strong>in</strong> terms <strong>of</strong> catch<strong>in</strong>g more <strong>of</strong> the students who have the right abilities.<br />
Educational provision<br />
<strong>The</strong> precise details <strong>of</strong> the enhancements to eng<strong>in</strong>eer<strong>in</strong>g and architectural<br />
education provided by the <strong>Centres</strong> will vary accord<strong>in</strong>g to what already takes place<br />
<strong>in</strong> the host <strong>in</strong>stitutions, but it is necessary to <strong>in</strong>dicate core pr<strong>in</strong>ciples to meet the<br />
aims <strong>of</strong> the <strong>Centres</strong>.<br />
A dist<strong>in</strong>ction can be made between what is provided to make graduates ‘carbonliterate’<br />
or merely ‘carbon-aware’. <strong>The</strong> ‘carbon literate’ graduate will be an eng<strong>in</strong>eer<br />
with a particular understand<strong>in</strong>g <strong>of</strong> build<strong>in</strong>g physics and environmental <strong>design</strong>,<br />
and hence able to carry out or direct the range <strong>of</strong> <strong>design</strong> <strong>in</strong>vestigations needed to<br />
produce build<strong>in</strong>gs which are genu<strong>in</strong>ely susta<strong>in</strong>able. <strong>The</strong> ‘carbon-aware’ graduate<br />
(most likely architects or planners) will have sufficient knowledge <strong>of</strong> the issues to<br />
appreciate how the work led by the ‘carbon-literate’ graduate must be <strong>in</strong>tegrated<br />
<strong>in</strong>to the <strong>design</strong> process.<br />
<strong>The</strong> two types <strong>of</strong> graduate need to have some commonality <strong>in</strong> their education,<br />
and to have opportunities to carry out <strong>design</strong> project work together, <strong>in</strong> order to<br />
obta<strong>in</strong> <strong>in</strong>sights <strong>in</strong>to how the necessary <strong>in</strong>tegration can be achieved, and to have<br />
the necessary understand<strong>in</strong>g <strong>of</strong> and respect <strong>for</strong> what the other discipl<strong>in</strong>es br<strong>in</strong>g<br />
to the <strong>design</strong> process. In practice, the greatest advances will be made when all<br />
the ma<strong>in</strong> pr<strong>of</strong>essionals <strong>in</strong>volved <strong>in</strong> the <strong>design</strong> <strong>of</strong> a build<strong>in</strong>g project are at least<br />
carbon aware, and eng<strong>in</strong>eers are engaged who are fully carbon literate.<br />
It is normal <strong>for</strong> degree programmes <strong>in</strong> construction to be very crowded, as<br />
the views <strong>of</strong> a wide range <strong>of</strong> <strong>in</strong>dividuals on what is ‘essential’ are conflated and<br />
imposed on staff and students. Accredit<strong>in</strong>g bodies are aware <strong>of</strong> this danger, and<br />
have been work<strong>in</strong>g <strong>for</strong> a number <strong>of</strong> years to ensure that <strong>in</strong>dividual <strong>in</strong>stitutions<br />
have flexibility to <strong>design</strong> their provision to reflect their particular strengths,<br />
lead<strong>in</strong>g to a healthy variety <strong>of</strong> courses. <strong>The</strong> fact rema<strong>in</strong>s that if appropriate new<br />
provision is to be made to meet the requirements <strong>of</strong> <strong>Centres</strong> <strong>of</strong> <strong>Excellence</strong>,<br />
then some other material or activities will need to be dropped. This may call <strong>for</strong><br />
<strong>in</strong>novations to be made <strong>in</strong> the way <strong>in</strong> which some subjects are taught. It is to be<br />
expected that potential hosts <strong>for</strong> <strong>Centres</strong> <strong>of</strong> <strong>Excellence</strong> are already engaged <strong>in</strong><br />
such <strong>in</strong>novations, and can adapt to achieve new goals. Accredit<strong>in</strong>g bodies will<br />
need to recognise the importance <strong>of</strong> these goals.<br />
<strong>The</strong> <strong>case</strong> <strong>for</strong> <strong>Centres</strong> <strong>of</strong> <strong>Excellence</strong> <strong>in</strong> susta<strong>in</strong>able build<strong>in</strong>g <strong>design</strong> 43