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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them with the Academy’s ongo<strong>in</strong>g programme to promote radical improvements<br />
<strong>in</strong> the <strong>design</strong> <strong>of</strong> build<strong>in</strong>gs by the application <strong>of</strong> build<strong>in</strong>g eng<strong>in</strong>eer<strong>in</strong>g physics. <strong>The</strong><br />
Royal Academy <strong>of</strong> Eng<strong>in</strong>eer<strong>in</strong>g could then provide the <strong>for</strong>um <strong>for</strong> coord<strong>in</strong>ation <strong>of</strong><br />
the work between the centres, and would convene and host the overview panel.<br />
However, a label alone will not endow the centres with the credibility they need<br />
<strong>in</strong> order to become a trusted partner to the construction <strong>in</strong>dustry, the media<br />
or policymakers. <strong>The</strong> leadership <strong>of</strong> the centres needs to be heavily <strong>in</strong>fluenced<br />
by construction <strong>in</strong>dustry pr<strong>of</strong>essionals, and ideally the centre directors will<br />
have substantial experience <strong>in</strong> <strong>design</strong> practice. A major goal <strong>of</strong> the centres <strong>of</strong><br />
<strong>Excellence</strong> is to provide much more rapid translation <strong>of</strong> the impacts <strong>of</strong> research<br />
<strong>in</strong>to the construction <strong>in</strong>dustry. This will only happen if the centres are led by<br />
people experienced <strong>in</strong> the demands and constra<strong>in</strong>ts <strong>of</strong> the <strong>in</strong>dustry itself.<br />
Operat<strong>in</strong>g costs<br />
To achieve the objectives <strong>of</strong> the <strong>Centres</strong> <strong>of</strong> <strong>Excellence</strong> it is <strong>in</strong>evitable that<br />
additional fund<strong>in</strong>g will be required, above and beyond the normal research<br />
fund<strong>in</strong>g and student fees. This fund<strong>in</strong>g will allow the staff sufficient time to<br />
develop and deliver the new teach<strong>in</strong>g modes required, to engage with <strong>in</strong>dustry<br />
<strong>in</strong> scop<strong>in</strong>g future research needs and to be available to advise policymakers.<br />
<strong>The</strong> additional cost <strong>of</strong> establish<strong>in</strong>g a Centre <strong>of</strong> <strong>Excellence</strong> will vary from university<br />
to university, depend<strong>in</strong>g upon the research, teach<strong>in</strong>g and support staff already <strong>in</strong><br />
place. <strong>The</strong>re<strong>for</strong>e only a general <strong>in</strong>dication can be given <strong>of</strong> the expected fund<strong>in</strong>g<br />
required, which becomes more complicated if the additional attraction <strong>of</strong> a<br />
Centre <strong>of</strong> <strong>Excellence</strong> leads to an <strong>in</strong>crease <strong>in</strong> student numbers and hence greater<br />
direct <strong>in</strong>come.<br />
In order to obta<strong>in</strong> such an <strong>in</strong>dicative cost, an assessment has been made on the<br />
basis <strong>of</strong> fund<strong>in</strong>g <strong>for</strong> additional staff to establish such a centre. <strong>The</strong> additional<br />
staff would comprise a pr<strong>of</strong>essor, two senior lecturers, a teach<strong>in</strong>g fellow and five<br />
research fellows who would be needed to carry out the core research work and<br />
contribute to the teach<strong>in</strong>g. Additional allowance has been made <strong>for</strong> technical<br />
and adm<strong>in</strong>istrative support, market<strong>in</strong>g and public relations and bought-<strong>in</strong><br />
<strong>design</strong> tutor<strong>in</strong>g.<br />
This assessment <strong>in</strong>dicates an overall cost per Centre <strong>of</strong> about £9 million <strong>for</strong> five<br />
years <strong>of</strong> start-up support. It would be expected that the university would be<br />
see some <strong>in</strong>crease <strong>in</strong> teach<strong>in</strong>g <strong>in</strong>come over this period, and consider<strong>in</strong>g other<br />
benefits to the university <strong>of</strong> host<strong>in</strong>g a Centre, and the likely range <strong>of</strong> exist<strong>in</strong>g<br />
provision, it would be reasonable to aim <strong>for</strong> an average figure <strong>of</strong> £7.5 million per<br />
Centre. This results <strong>in</strong> a total cost <strong>for</strong> four <strong>Centres</strong> over five years <strong>of</strong> £30 million.<br />
Over the five years dur<strong>in</strong>g which this start-up fund<strong>in</strong>g is necessary, a successful<br />
Centre <strong>of</strong> <strong>Excellence</strong> will have progressively <strong>in</strong>creas<strong>in</strong>g student numbers and<br />
research <strong>in</strong>come, ensur<strong>in</strong>g long-term viability.<br />
References<br />
Hauser, H., 2010 <strong>The</strong> Current and Future Role <strong>of</strong> Technology and Innovation <strong>Centres</strong> <strong>in</strong> the UK.<br />
Department <strong>for</strong> Bus<strong>in</strong>ess Innovation & Skills.<br />
HESA, 2011 Students by subject <strong>of</strong> study, first year <strong>in</strong>dicator, mode <strong>of</strong> study and level <strong>of</strong><br />
study 2009/10. Higher Education Statistics Agency. www.hesa.ac.uk<br />
48 <strong>The</strong> Royal Academy <strong>of</strong> Eng<strong>in</strong>eer<strong>in</strong>g