瀏覽人次:
12283
SDG
| SDG | 目標 | 問題 | |
| SDG17 | Partnership for the Goals | Q1 | Proportion of all SDG research with international co-authorship |
| Q2 | Relationships with NGOs, Regional and National Government | ||
| Q2-1 | Does your university as a body have direct involvement in, or input into, national government SDG policy development - including identifying problems and challenges, developing policies and strategies, modelling likely futures with and without interventions, monitoring and reporting on interventions, and enabling adaptive management? | ||
| Q2-2 | Does your university as a body initiate and participate in cross-sectoral dialogue about the SDGs, e.g. conferences involving government/NGOs? | ||
| Q2-3 | Does your university as a body participate in international collaboration on gathering or measuring data for the SDGs? | ||
| Q2-4 | Does your university as a body, through international collaboration and research, review comparative approaches and develop international best practice on tackling the SDGs? | ||
| Q2-5 | Does your university as a body collaborate with NGOs to tackle the SDGs | ||
| Q3 | Sustainability report | ||
| Q3-1 | Please indicate for which SDG(s) your university publishes a sustainability report as part of the overall annual university report | ||
| Q3-2 | Please indicate for which SDG(s) your university publishes a sustainability report as a separate report | ||
| Q3-3 | Please indicate for which SDG(s) data is published in an open format | ||
| Q4 | Education for the SDGs | ||
| Q4-1 | Does your university as a body have a commitment to meaningful education around the SDGs across the university? | ||
| SDG 1 | No Poverty | Q1 | Research |
| Q2 | Proportion of students receiving financial aid to attend university because of poverty | ||
| Q2-1 | Number of students | ||
| Q2-2 | Number of low-income students receiving financial aid | ||
| Q3 | University anti-poverty programmes | ||
| Q3-1 | Does your university as a body have targets to admit students who fall into the bottom 20% of household income group in the country? (domestic) | ||
| Q3-2 | Does your university as a body have graduation/completion targets for students who fall into the bottom 20% of household income group in the country? (domestic) | ||
| Q3-3 | Does your university as a body provide support (e.g. food, housing, transportation, legal services) for students from poorest families to enable them to complete university? | ||
| Q3-4 | Does your university as a body have programmes to assist students who fall into the bottom 20% of household income group in the country to successfully complete their studies? | ||
| Q3-5 | Does your university as a body have schemes to support poor students from low income countries (e.g. offering free education, grants)? | ||
| Q4 | Community anti-poverty programmes | ||
| Q4-1 | Does your university as a body provide assistance in the local community assisting the start-up of sustainable businesses through relevant education or resources? (e.g. mentorship programmes, training workshops, access to university facilities)? | ||
| Q4-2 | Does your university as a body provide financial assistance to the local community assisting the start-up of sustainable businesses? | ||
| Q4-3 | Does your university as a body organise training or programmes to improve access to basic services for all? | ||
| Q4-4 | Does your university as a body participate in policy making at local, regional, national and/or global level to implement programmes and policies to end poverty in all its dimensions? | ||
| SDG 2 | Zero Hunger | Q1 | Research |
| Q2 | Campus Food Waste | ||
| Q2-1 | Total food waste | ||
| Q2-2 | Number of campus population | ||
| Q3 | Student Hunger | ||
| Q3-1 | Does your university as a body have a programme in place on student food insecurity/hunger? | ||
| Q3-2 | Does your university as a body provide interventions to target hunger among students and staff? (e.g. including supply and access to food banks/pantries) | ||
| Q3-3 | Does your university as a body provide sustainable food choices for all on campus, including vegetarian and vegan food? | ||
| Q3-4 | Does your university as a body provide healthy and affordable food choices for all on campus? | ||
| Q4 | Proportion of graduates in agriculture including sustainability aspects | ||
| Q4-1 | Number of graduates | ||
| Q4-2 | Number of graduates at ISCED 6 (Bachelor level) | ||
| Q4-3 | Number of graduates at ISCED 7 (Master's level) | ||
| Q4-4 | Number of graduates at ISCED 8 (Doctoral level) | ||
| Q4-5 | Number of graduates from agriculture courses including sustainability aspects | ||
| Q4-6 | Number of graduates from agriculture courses including sustainability aspects at ISCED 6 (Bachelor level) | ||
| Q4-7 | Number of graduates from agriculture courses including sustainability aspects at ISCED 7 (Master's level) | ||
| Q4-8 | Number of graduates from agriculture courses including sustainability aspects at ISCED 8 (Doctoral level) | ||
| Q5 | National Hunger | ||
| Q5-1 | Does your university as a body provide access on food security and sustainable agriculture knowledge/skills/technology to local farmers and food producers? | ||
| Q5-2 | Does your university as a body provide events for local farmers and food producers to connect and transfer knowledge? | ||
| Q5-3 | Does your university as a body provide access to university facilities (e.g. labs, technology, plant stocks) to local farmers and food producers to improve sustainable farming practices? | ||
| Q5-4 | Does your university as a body prioritise purchase of products from local, sustainable sources? | ||
| SDG 3 | Good Health and Wellbeing | Q1 | Research |
| Q2 | Number of students graduating in health professions | ||
| Q2-1 | Number of graduates | ||
| Q2-2 | Number of graduates at ISCED 6 (Bachelor level) | ||
| Q2-3 | Number of graduates at ISCED 7 (Master's level) | ||
| Q2-4 | Number of graduates at ISCED 8 (Doctoral level) | ||
| Q2-5 | Number of graduates in health professions | ||
| Q2-6 | Number of graduates in health professions at ISCED 6 (Bachelor level) | ||
| Q2-7 | Number of graduates in health professions at ISCED 7 (Master's level) | ||
| Q2-8 | Number of graduates in health professions at ISCED 8 (Doctoral level) | ||
| Q3 | Health impact | ||
| Q3-1 | Does your university as a body have current collaborations with local or global health institutions to improve health & wellbeing outcomes? | ||
| Q3-2 | Does your university as a body deliver outreach programmes and projects in the local community (which can include student volunteering programmes) to improve or promote health & wellbeing including hygiene, nutrition, family planning, sports, exercise, aging well, and other health and wellbeing related topics? | ||
| Q3-3 | Does your university as a body share sports facilities with the local community, for instance with local schools or with the general public? | ||
| Q3-4 | Does your university as a body provide students access to free sexual and reproductive health-care services including information and education services? | ||
| Q3-5 | Does your university as a body provide students and staff with access to free mental health support? | ||
| Q3-6 | Does your university as a body have a ‘smoke-free’ policy? | ||
| SDG 4 | Quality Education () | Q1 | Research into pedagogy |
| Q2 | Number of graduates who gained primary school teaching qualifications | ||
| Q2-1 | Number of graduates | ||
| Q2-2 | Number of graduates at ISCED 6 (Bachelor level) | ||
| Q2-3 | Number of graduates at ISCED 7 (Master's level) | ||
| Q2-4 | Number of graduates at ISCED 8 (Doctoral level) | ||
| Q2-5 | Number of graduates with primary school teaching qualifications | ||
| Q2-6 | Number of graduates at ISCED 6 (Bachelor level) with primary school teaching qualifications | ||
| Q2-7 | Number of graduates at ISCED 7 (Master’s level) with primary school teaching qualifications | ||
| Q2-8 | Number of graduates at ISCED 8 (Doctoral level) with primary school teaching qualifications | ||
| Q3 | Lifelong learning opportunities provided | ||
| Q3-1 | Does your university as a body provide access to educational resources for those not studying at the university, e.g. computers, library, online courses, access to lectures, etc? | ||
| Q3-2 | Does your university as a body host events at university that are open to the general public: public lectures, community educational events? | ||
| Q3-3 | Does your university as a body host events at university that are open to the general public: executive education programmes (this refers to short courses for people who are not attending the university; this specifically excludes courses like MBA) & capacity-building for business & government, vocational training? | ||
| Q3-4 | Does your university as a body undertake educational outreach activities (e.g. tailored lectures or demonstrations) beyond campus, e.g. in local schools, in the community, including voluntary student-run schemes? | ||
| Q3-5 | Does your university as a body have a policy that ensures that access to these activities is accessible to all, regardless of ethnicity, religion, disability or gender? | ||
| Q4 | Proportion of 1st generation students | ||
| Q4-1 | Number of students starting a first degree | ||
| Q4-2 | Number of first generation students starting a first degree | ||
| SDG 5 | Gender Equality | Q1 | Research |
| Q2 | First generation female | ||
| Q2- | Number of students starting a first degree | ||
| Q2-2 | Number of first generation students starting a first degree | ||
| Q2-3 | Number of women starting a first degree | ||
| Q2-4 | Number of first generation women starting a first degree | ||
| Q3 | Access measures | ||
| Q3-1 | Does your university as a body systematically measure/track women’s application rate, acceptance/entry rate and study completion rate at the university? | ||
| Q3-2 | Does your university as a body have a policy (e.g. an Access and Participation plan) addressing women’s applications, acceptance/entry, and participation at the university? | ||
| Q3-3 | Does your university as a body provide women’s access schemes (e.g. mentoring, scholarships, or targeted support)? | ||
| Q3-4 | Does your university as a body encourage applications by women in subjects where they are underrepresented? | ||
| Q4 | Proportion of women in senior positions | ||
| Q4-1 | Number of academic staff | ||
| Q4-2 | Number of senior academic staff | ||
| Q4-3 | Number of female senior academic staff | ||
| Q5 | Admissions gender mix | ||
| Q5-1 | Number of first degree graduates: Total | ||
| Q5-2 | Number of first degree graduates by subject area (STEM, Medicine, Arts&Humanities/Social Sciences): Total | ||
| Q5-3 | Number of first degree graduates: STEM | ||
| Q5-4 | Number of first degree graduates: Medicine | ||
| Q5-5 | Number of first degree graduates: Arts & Humanities / Social Sciences | ||
| Q5-6 | Number of female first degree graduates by subject area | ||
| Q5-7 | Number of female first degree graduates: STEM | ||
| Q5-8 | Number of female first degree graduates: Medicine | ||
| Q5-9 | Number of female first degree graduates: Arts & Humanities / Social Sciences | ||
| Q6 | Progress Measures | ||
| Q6-1 | Does your university as a body have a policy of non-discrimination against women? | ||
| Q6-2 | Does your university as a body have a policy of non-discrimination for transgender people? | ||
| Q6-3 | Does your university as a body have a maternity and paternity policies that support women’s participation? | ||
| Q6-4 | Does your university as a body have accessible childcare facilities for students which allow recent mothers to attend university courses? | ||
| Q6-5 | Does your university as a body have childcare facilities for staff and faculty? | ||
| Q6-6 | Does your university as a body have women’s mentoring schemes, in which at least 10% of female students participate? | ||
| Q6-7 | Does your university as a body have measurement/tracking of women’s likelihood of graduating compared to men’s, and schemes in place to close any gap? | ||
| Q6-8 | Does your university as a body have a policy that protects those reporting discrimination from educational or employment disadvantage? | ||
| SDG 6 | Clean Water and Sanitation | Q1 | Research |
| Q2 | Water consumption per person | ||
| Q2-1 | Volume of water used in the university: Total | ||
| Q2-2 | Volume of water used in the university: Inbound (treated/extracted water) | ||
| Q2-3 | Volume of water used in the university: collected from rain water | ||
| Q2-4 | Volume of water used in the university: reused/recycled water | ||
| Q2-5 | Number of campus population | ||
| Q3 | Water usage and care | ||
| Q3-1 | Does your university as a body have a process in place to treat waste water? | ||
| Q3-2 | Does your university as a body have processes to prevent polluted water entering the water system, including pollution caused by accidents and incidents at the university? | ||
| Q3-3 | Does your university as a body provide free drinking water for students, staff and visitors, e.g. drinking water fountains)? | ||
| Q3-4 | Does your university as a body apply building standards to minimise water use? (relevant standards to be indicated) | ||
| Q3-5 | Does your university as a body plant landscapes to minimise water usage? (e.g. use drought-tolerant plants) | ||
| Q4 | Water reuse | ||
| Q4-1 | Volume of water used in the university: Total | ||
| Q4-2 | Volume of water used in the university: reused/recycled water | ||
| Q5 | Water in the community | ||
| Q5-1 | Does your university as a body provide educational opportunities for local communities to learn about good water management? | ||
| Q5-2 | Does your university as a body actively promote conscious water usage? | ||
| Q5-3 | Does your university as a body support water conservation off campus? | ||
| Q5-4 | Does your university as a body utilise sustainable water extraction technologies on associated university grounds off campus? | ||
| Q5-5 | Does your university as a body cooperate with local, national, global governments on water security? | ||
| SDG 7 | Affordable and Clean Energy | Q1 | Research |
| Q2 | University Measures | ||
| Q2-1 | Does your university as a body have a policy in place for ensuring all renovations / new builds are following energy efficiency standards? (relevant standards to be indicated) | ||
| Q2-2 | Does your university as a body have plans to upgrade existing buildings to higher energy efficiency? | ||
| Q2-3 | Does your university as a body have a process for carbon management and reducing carbon dioxide emissions? | ||
| Q2-4 | Does your university as a body have an energy efficiency plan in place to reduce overall energy consumption? | ||
| Q2-5 | Does your university as a body undergo energy reviews to identify areas where energy wastage is highest? | ||
| Q2-6 | Does your university as a body have a policy on divesting investments from carbon-intensive energy industries especially coal and oil? | ||
| Q3 | Energy use density | ||
| Q3-1 | Total energy used | ||
| Q3-2 | University floor space | ||
| Q4 | Energy and the community | ||
| Q4-1 | Does your university as a body provide programmes for local community to learn about importance of energy efficiency and clean energy? | ||
| Q4-2 | Does your university as a body promote a pledge toward 100% renewable energy (petitions, meetings, discussions, events)? | ||
| Q4-3 | Does your university as a body provide direct services to local industry aimed at improving energy efficiency and clean energy (energy efficiency assessments, workshops, research renewable energy options) | ||
| Q4-4 | Does your university as a body inform and support government in clean energy and energy-efficient technology policy development? | ||
| Q4-5 | Does your university as a body provide assistance for start-ups that foster and support a low-carbon economy/technology? | ||
| SDG 8 | Decent Work and Economic Growth | Q1 | Research |
| Q2 | Employment practice | ||
| Q2-1 | Does your university as a body pay all staff and faculty at least the living wage, defined as the local “living wage” (if government defines this) or the local poverty indicator for a family of four (expressed as an hourly wage)? | ||
| Q2-2 | Does your university as a body recognise unions & labour rights (freedom of association & collective bargaining) for all, including women & international staff? | ||
| Q2-3 | Does your university as a body have a policy on discrimination in the workplace (including discrimination based on religion, sexuality, gender, age)? | ||
| Q2-4 | Does your university as a body have a policy commitment to no forced labour, no modern slavery and no human trafficking, and no child labour? | ||
| Q2-5 | Does your university as a body have a policy on guaranteeing equivalent rights of workers if/when outsourcing activities to third parties? | ||
| Q2-6 | Does your university as a body have a policy on pay scale equity including a commitment to measurement and elimination of gender pay gaps? | ||
| Q2-7 | Does your university as a body measure/track pay scale gender equity? | ||
| Q2-8 | Does your university as a body have a process for employees to appeal on employee rights and/or pay? | ||
| Q3 | Inward investment / economic impact | ||
| Q3-1 | Number of employees | ||
| Q3-2 | Number of academic staff | ||
| Q3-3 | University expenditure | ||
| Q4 | Employment placements | ||
| Q4-1 | Number of students | ||
| Q4-2 | Number of students with employment placements for more than a month | ||
| Q5 | Employment security | ||
| Q5-1 | Number of employees | ||
| Q5-2 | Number of employees on contracts of over 24 months | ||
| SDG 9 | Industry, Innovation and Infrastructure | Q1 | Research |
| Q2 | Patents | ||
| Q3 | Spin-offs | ||
| Q3-1 | Number of university spin-offs | ||
| Q4 | Industry income from industry | ||
| Q4-1 | Research income: Total | ||
| Q4-2 | Research income by subject area: STEM | ||
| Q4-3 | Research income by subject area: Medicine | ||
| Q4-4 | Research income by subject area: Arts and Humanities / Social Sciences | ||
| Q4-5 | Number of academic staff | ||
| Q4-6 | Number of academic staff by subject area: STEM | ||
| Q4-7 | Number of academic staff by subject area: Medicine | ||
| Q4-8 | Number of academic staff by subject area: Arts and Humanities / Social Sciences | ||
| SDG 10 | Reduced Inequalities | Q1 | Research |
| Q2 | First generation students | ||
| Q2-1 | Number of students | ||
| Q2-2 | Number of students starting a first degree | ||
| Q2-3 | Number of first generation students starting a first degree | ||
| Q3 | Percent of international students from low income nations with aid | ||
| Q3-1 | Number of first degree students | ||
| Q3-2 | Number of first degree international students from developing countries | ||
| Q4 | Percent of students with disabilities | ||
| Q4-1 | Number of students | ||
| Q4-2 | Number of students with disability | ||
| Q5 | Percent of staff with disabilities | ||
| Q5-1 | Number of employees | ||
| Q5-2 | Number of employees with disability | ||
| Q6 | Measures against discrimination | ||
| Q6-1 | Does your university as a body have an admissions policy which is non-discriminatory or which details and explains the logic for any appropriate positive discrimination policies in admissions, which is publicly posted? | ||
| Q6-10 | Does your university as a body have reasonable accommodation policy/strategy implemented, including adequately funded mechanism for persons with disability? | ||
| Q6-2 | Does your university as a body measure/track applications & admissions of underrepresented (and potentially underrepresented) groups including ethnic minorities, low income students, non-traditional students, women, LGBT students, disabled students etc? | ||
| Q6-3 | Does your university as a body deliver programmes to recruit students/staff/faculty from under-represented groups? | ||
| Q6-4 | Does your university as a body have anti-discrimination and anti-harassment policies? | ||
| Q6-5 | Does your university as a body have a diversity and equality committee, office and/or officer (or the equivalent) tasked by the administration or governing body to advise on and implement policies, programmes, and trainings related to diversity, equity, inclusion and human rights on campus? | ||
| Q6-6 | Does your university as a body provide mentoring/counselling/peer support programmes to support students, staff, faculty from underrepresented groups? | ||
| Q6-7 | Does your university as a body provide accessible facilities for people with disabilities?' | ||
| Q6-8 | Does your university as a body provide support services for people with disabilities? (e.g. personal assistants, interpreters) | ||
| Q6-9 | Does your university as a body provide access schemes for people with disabilities? | ||
| SDG 11 | Sustainable Cities and Communities | Q1 | Research |
| Q2 | Arts and heritage | ||
| Q2-1 | Does your university as a body provide public access to buildings, monuments or natural heritage landscapes of cultural significance? | ||
| Q2-2 | Does your university as a body provide public access to libraries including books and publications? | ||
| Q2-3 | Does your university as a body provide public access to museums, exhibition spaces / galleries and/or works of art and artifacts? | ||
| Q2-4 | Does your university as a body provide free public access to open spaces and green spaces? | ||
| Q2-5 | Does your university as a body contribute to local arts, in terms of number of annual public performances of university choirs / theatre groups / orchestras etc? | ||
| Q2-6 | Does your university as a body deliver projects to record and/or preserve intangible cultural heritage such as local folklore, traditions, language, and knowledge? | ||
| Q3 | Spend on Local Arts and Heritage | ||
| Q3-1 | University expenditure | ||
| Q3-2 | University expenditure on arts and heritage | ||
| Q4 | Sustainable practices | ||
| Q4-1 | Does your university as a body measure and set targets for more sustainable commuting (walking, cycling or other non-motorized transport, vanpools, carpools, shuttlebus or public transportation, motorcycle, scooter or moped, or electric vehicles)? | ||
| Q4-2 | Does your university as a body undertake actions to promote the % of more sustainable commuting (e.g. provision of free or subsidised buses or shared transport schemes, provision of bicycle parking & storage facilities, provision of cycle tracks, a bicycle and pedestrian plan or policy, bicycle sharing programme, free or reduced price transit passes, car/van pool or ride sharing programme, reduced parking fees or preferential parking for carpool or vanpool users, car sharing programme, provision of electric vehicle recharging stations, preferred parking for fuel-efficient vehicles)? | ||
| Q4-3 | Does your university as a body promote or allow telecommuting or remote working for employees as a matter of policy or standard practice, and/or offer a condensed working week to reduce employee commuting? | ||
| Q4-4 | Does your university as a body provide affordable housing for employees? | ||
| Q4-5 | Does your university as a body provide affordable housing for students? | ||
| Q4-6 | Does your university as a body prioritise pedestrian access on campus? | ||
| Q4-7 | Does your university as a body work with local authorities to address planning issues/development, including ensuring that local residents are able to access affordable housing? | ||
| Q4-8 | Does your university as a body build new buildings to sustainable standards (if ‘yes’, are you following a national standard or body, e.g. the world green building council, that certifies it? Please indicate)? | ||
| Q4-9 | Does your university as a body build on brownfield sites, where possible (brownfield sites are those where there has been previous, recent building)? | ||
| SDG 12 | Responsible Consumption and production | Q1 | Research |
| Q2 | Operations | ||
| Q2-1 | Does your university as a body have a policy on ethical sourcing of food and supplies? | ||
| Q2-2 | Does your university as a body have a policy on waste disposal - Covering hazardous materials? | ||
| Q2-3 | Does your university as a body have a policy on waste disposal - To measure the amount of waste sent to landfill and recycled? | ||
| Q2-4 | Does your university as a body have policies around use minimisation - Of plastic? | ||
| Q2-5 | Does your university as a body have policies around use minimisation - Of disposable items? | ||
| Q2-6 | Do these policies extend to outsourced suppliers and the supply chain - Services (contracted services on campus)? | ||
| Q2-7 | Do these policies extend to outsourced suppliers and the supply chain - Supplier outsourced services (suppliers of equipment, stationary, building contracts)? | ||
| Q3 | Percentage of waste recycled | ||
| Q3-1 | Amount of waste generated | ||
| Q3-2 | Amount of waste recycled | ||
| Q3-3 | Amount of waste sent to landfill | ||
| SDG 13 | Climate Action | Q1 | Research |
| Q2 | Low carbon energy use | ||
| Q2-1 | Total energy used | ||
| Q2-2 | Energy used from low-carbon sources: Total | ||
| Q2-3 | Energy used from low-carbon sources: No fossil fuels | ||
| Q2-4 | Energy used from low-carbon sources: Renewable sources (biomass, hydropower, geothermal) | ||
| Q2-5 | Energy used from low-carbon sources: Power generation sources (wind, solar, nuclear) | ||
| Q2-6 | Electricity, renewable | ||
| Q2-7 | Electricity, nuclear | ||
| Q3 | Environmental Education including Disaster Planning | ||
| Q3-1 | Does your university as a body provide local education programmes or campaigns on climate change risks, impacts, mitigation, adaptation, impact reduction and early warning? | ||
| Q3-2 | Does your university as a body have a university Climate Action plan, shared with local government and/or local community groups? | ||
| Q3-3 | Does your university as a body participate in co-operative planning for climate change disasters, working with government? | ||
| Q3-4 | Does your university as a body inform and support local or regional government in local climate change disaster/risk early warning and monitoring? | ||
| Q3-5 | Does your university as a body collaborate with NGOs on climate adaptation? | ||
| Q4 | Commitment to carbon neutral university | ||
| Q4-1 | Already achieved in | ||
| Q4-2 | Achieve by | ||
| SDG 14 | Life Below Water | Q1 | Research |
| Q2 | Supporting aquatic ecosystems through education | ||
| Q2-1 | Does your university as a body offer educational programmes on fresh-water ecosystems (water irrigation practices, water management/conservation) for local or national communities? | ||
| Q2-2 | Does your university as a body offer educational programme / outreach for local or national communities on sustainable management of fisheries, aquaculture and tourism? | ||
| Q2-3 | Does your university as a body offer educational outreach activities for local or national communities to raise awareness about overfishing, illegal, unreported and unregulated fishing and destructive fishing practices? | ||
| Q3 | Supporting aquatic ecosystems through action | ||
| Q3-1 | Does your university as a body support and/or organise events aimed to promote conservation and sustainable utilisation of the oceans, seas, lakes, rivers and marine resources? | ||
| Q3-2 | Does your university as a body have a policy to ensure that food on campus that comes from aquatic ecosystems is sustainably harvested? | ||
| Q3-3 | Does your university as a body work directly (research and/or engagement with industries) to maintain and extend existing ecosystems and their biodiversity, of both plants and animals, especially ecosystems under threat? | ||
| Q3-4 | Does your university as a body work directly (research and/or engagement with industries) on technologies or practices that enable marine industry to minimise or prevent damage to aquatic ecosystems? | ||
| Q4 | Water sensitive waste disposal | ||
| Q4-1 | Does your university as a body have water quality standards and guidelines for water discharges (to uphold water quality in order to protect ecosystems, wildlife, and human health and welfare, etc.)? | ||
| Q4-2 | Does your university as a body have an action plan in place to reduce plastic waste on campus? | ||
| Q4-3 | Does your university as a body have a policy on preventing and reducing marine pollution of all kinds, in particular from land-based activities? | ||
| Q5 | Maintaining a local ecosystem | ||
| Q5-1 | Does your university as a body have a plan to minimise physical, chemical and/or biological alterations of related aquatic ecosystems? | ||
| Q5-2 | Does your university as a body monitor the health of aquatic ecosystems? | ||
| Q5-3 | Does your university as a body develop and support programs and incentives that encourage and maintain good aquatic stewardship practices? | ||
| Q5-4 | Does your university as a body collaborate with the local community, e.g. through partnerships, in efforts to maintain shared aquatic ecosystems? | ||
| Q5-5 | Does your university as a body have implemented a watershed management strategy based on location specific diversity of aquatic species? | ||
| SDG 15 | Life On Land | Q1 | Research |
| Q2 | Supporting land ecosystems through education | ||
| Q2-1 | Does your university as a body support and/or organise events aimed to promote conservation and sustainable utilisation of the land, including forests and wild land? | ||
| Q2-2 | Does your university as a body have policies to ensure that food on campus is sustainably farmed? | ||
| Q2-3 | Does your university as a body work directly to maintain and extend existing ecosystems and their biodiversity, of both plants and animals, especially ecosystems under threat? | ||
| Q2-4 | Does your university as a body offer educational programmes on ecosystems (looking at wild flora and fauna) for local or national communities? | ||
| Q2-5 | Does your university as a body offer educational programme/outreach for local or national communities on sustainable management of land for agriculture and tourism? | ||
| Q3 | Supporting land ecosystems through action | ||
| Q3-1 | Does your university as a body have a policy to ensure the conservation, restoration and sustainable use of terrestrial ecosystems associated with the university, in particular forests, mountains and drylands? | ||
| Q3-2 | Does your university as a body have a policy to identify, monitor and protect any IUCN Red Listed species and national conservation list species with habitats in areas affected by the operation of your university? | ||
| Q3-3 | Does your university as a body include local biodiversity into any planning and development process (e.g. construction of new buildings)? | ||
| Q3-4 | Does your university as a body have a policy to reduce the impact of alien species on Campus? | ||
| Q3-5 | Does your university as a body collaborate with the local community, e.g. through partnerships, in efforts to maintain shared land ecosystems? | ||
| Q4 | Land sensitive waste disposal | ||
| Q4-1 | Does your university as a body have water quality standards and guidelines for water discharges (to uphold water quality in order to protect ecosystems, wildlife, and human health and welfare, etc.)? | ||
| Q4-2 | Does your university as a body have a policy on reducing plastic waste on campus? | ||
| Q4-3 | Does your university as a body have a policy on waste disposal - covering hazardous materials? | ||
| SDG 16 | Peace, Justice and Strong Institutions | Q1 | Research: Law and IR |
| Q2 | Governance | ||
| Q2-1 | Does your university as a body have elected representation on the university’s highest governing body from: | ||
| Q2-2 | Does your university as a body recognise a students’ union? | ||
| Q2-3 | Does your university as a body have written policies and procedures to identify local stakeholders external to the university and engage with them? | ||
| Q2-4 | Does your university as a body have an existence of participatory bodies to recognize and engage local stakeholders, including local residents, local government, local private, local civil society representatives? | ||
| Q2-5 | Does your university as a body have a publication of the university's principles and commitments on organized crime, corruption & bribery? | ||
| Q2-6 | Does your university as a body have a policy on supporting academic freedom (freedom to choose areas of research and to speak and teach publicly about the area of their research)? | ||
| Q2-7 | Does your university as a body have a publication of university financial data? | ||
| Q3 | Participation in local, regional and national government (and others) | ||
| Q3-1 | Does your university as a body provide specific expert advice to local, regional or national government (e.g. through policy guidance, participation in committees, provision of evidence)? | ||
| Q3-2 | Does your university as a body provide outreach, general education, upskilling and capacity-building to policy- and law-makers on relevant topics e.g. economics, law, technology, climate change? | ||
| Q3-3 | Does your university as a body undertake policy-focused research in collaboration with government departments? | ||
| Q3-4 | Does your university as a body provide a neutral platform and ‘safe’ space for different political stakeholders to come together to frankly discuss challenges? | ||
| Q4 | Graduates in law and enforcement related courses | ||
| Q4-1 | Number of graduates | ||
| Q4-2 | Number of graduates at ISCED 6 (Bachelor level) | ||
| Q4-3 | Number of graduates at ISCED 7 (Master's level) | ||
| Q4-4 | Number of graduates at ISCED 8 (Doctoral level) | ||
| Q5 | Number of total graduates from law and enforcement related courses | ||
| Q5-1 | Number of total graduates from law and enforcement related courses | ||
| Q5-2 | Number of total graduates at ISCED 6 (Bachelor level) from law and enforcement related courses | ||
| Q5-3 | Number of total graduates at ISCED 7 (Master’s level) from law and enforcement related courses | ||
| Q5-4 | Number of total graduates at ISCED 8 (Doctoral level) from law and enforcement related courses | ||