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Rochester Institute of Technology

RIT Scholar Works

Theses Thesis/Dissertation Collections

2001

A guideline for initiating an environmental

management system in academia

David Turkow

Follow this and additional works at:http://scholarworks.rit.edu/theses

This Thesis is brought to you for free and open access by the Thesis/Dissertation Collections at RIT Scholar Works. It has been accepted for inclusion in Theses by an authorized administrator of RIT Scholar Works. For more information, please contactritscholarworks@rit.edu.

Recommended Citation

(2)

A GUIDELINE FOR INITIATING AN

ENVIRONMENTAL MANAGEMENT SYSTEM IN

ACADEMIA

By

David Turkow

A thesis submitted in partial fulfillment of the requirements

for the Master of Science Degree

May 23, 2001

Master of Science: Environmental, Health, and Safety Management

Rochester Institute of Technology

College of Applied Science and Technology

Civil Engineering Technology, Environmental Management & Safety

Approved:

John Morelli Maureen Valentine

Major Professor

Department Chair

I, David Turkow, hereby grant permission to the Wallace Memorial

Library, RIT, to reproduce my thesis in whole or in part. Any

reproduction will not be used for commercial or profit.

Signed

Date

7/ttJ

/01

- - - ~I

(3)

Table of Contents

Abstract: (Pg. 4-8)

KeyWords: (Pg.9)

I. Introduction(Pg. 10)

A. DescriptionofTopic (Pg.10)

B. Background(Pg. 14)

1. Overviewof anEMS in Academics (Pg. 1

4)

2. EPAComplianceInitiative in Academia (Pg. 19)

3. EPAandEMSs (Pg.20)

II. DescriptionoftheProblem (Pg. 23)

A. Rationale, SignificanceandNeed forthe Work (Pg. 23) B. Theoretical Framework (Pg. 25)

C. Statement ofProblem (Pg.27)

D. IdentificationoftheAspect(Pg. 28) E. LimitationsandDelimitations (Pg.29)

F. DefinitionofTerms (Pg. 30)

III. Literature Review (Pg.31)

IV. Methodology (Pg. 33)

A. Approach (Pg. 33)

B. Objective(Pg. 34)

C. Survey Methodology (Pg. 35)

D. Data CollectionandManagement (Pg. 36)

E. Analysis andEvaluation

-Comparisons, Contrasts,Gaps(Pg. 37)

F. Data& Attachment Discussion(Pg.45)

G. ConclusionsandRecommendations (Pg. 47)

? SurveyResults (Pg. 47)

? AcademicStructures, IssuesandFunctions (Pg.49)

(4)

Endnotes (Pg. 52)

Bibliography(Pg. 56)

Useful Websites (Pg. 57)

Attachment#1, SurveyQuestionnaire Results/Graphs (Pgs. 58)

Attachment#2, ISO14001 Model Environmental Management System (Pg. 63)

Attachment#3,Comparisonsand contrastsbetweenacademia andindustry(Pg. 64)

Attachment#4,Opportunities/Tips forInitiatinganEMS (Pg.67)

Attachment#5, SurveyQuestionnaire- Senior Management (Pg. 69)

Attachment#6, Survey Questionnaire- EHS Professionals (Pg. 71)

(5)

Abstract:

Managingenvironmental concernsinan academicenvironmentposes uniquechallenges

tocolleges and universities. Manycollege EHSprofessionals facean uphill battleto

promote environmentalimprovementinanorganized, systematic,andsustainable fashion

-anEnvironmentalManagement System(EMS) is designedto dojustthat. Some

inherent difficultiesencounteredinan academic settinginclude 1)lackofmanagement

support and2)theperceptionthatcollegesdonothavemajor environmental compliance

issues(contributing factorto#1). Byidentifyingissuesuniqueto academia and

differences inperceptionbetween EHSprofessionalsand academicseniormanagement,

chances forsuccessfullyinitiating/implementinganEMS areimproved.

Environmental Management Systems (EMSs)arebeingpromoted asthemethodto

effectivelymanageenvironmentalissues on college campusesintheUS. The

Environmental ProtectionAgency(EPA)hasmadeitclearthattheyexpectcollegesand

universitiesto maintaincompliancewith environmental regulations andtheyfeelanEMS

isthepreferred methodforlong-term,sustainable environmental compliance.

Althoughthere areseveral guidelines/models (see references&attachment#2) for

implementinganEMS, manycollegesnever makeitto theplanningstage of an EMS.

Thereisno guidelinefor"getting anEMS offthe ground"

-or, initiatinganEMS. The

keyelementto successfullyinitiatinganEMS ismanagementsupport andthispaper will

attemptto identifyrelevant perceptions ofacademic seniormanagementonthe topicof

(6)

ThemethodologyinvolvessurveyingacademicEHSprofessionalsandsenior managers

on avarietyofissuesrelatedtomanagement support andenvironmentalperformance. It

is intendedtoidentifyunique characteristics ofacademia,allowing EHSprofessionalsto

betterprepare for successfullyinitiatinganEMS intheirrespectiveinstitutions. The

surveywas structuredto askthe samequestions ofacademicEHS professionals and

senior managementinordertoidentifygapsinopinions/perceptions relativeto each

question category.

Thedetailedsurveyquestionnaire analysis, includingthe gapanalysisisprovidedin

Attachment 1. An ISO 14001 EMS basicmodelisprovided as abasicreference in

Attachment 2. Acomparison,contrast chartbetweenacademia and industryisprovided

asAttachment 3andOpportunities/Tips forInitiatinganEMS isprovidedas

Attachment 4. Theactual questionnairesusedinthe survey for EHSprofessional and

seniormanagement are providedin Attachments 5 & 6.

The surveyresults indicatesome interestingdifferences inperceptionsbetweenEHS

professionals and senior managementinthe academic setting.Thelargestgap inopinion

dealtwiththequestion of"Howmuchof a challengetoimplementinganEMS is lackof

commitment

among."

Theresponse oftop-levelmanagement createdthelargest

discrepancyorgap between EHSprofessionals and seniormanagementwithEHS

professionalsperceivingtop-level commitmentasa muchlargerchallengethansenior

management. Theseresultsbegthe question: whythebig differenceinresponse? Is

seniormanagementnaturally biasedonthisquestion ordotheyperceivethemselves as

beingcommittedtoenvironmental managementissues? Thisisanimportant issuethat

(7)

goal. Informedmanagementis akeyelement andmany senior managers expressedthe

opinionthattheyweren't aware ofthepotentialenvironmentalimpactsoftheircampuses.

The surveyalsoindicatedthatmanagers areawareofenvironmental concernsbut

expressedtheopinionthatlimitedresources, lackof enforcement andenvironmental

issuesnotbeingrelatedtothecore missionofthecollege asimportantfactors innot

givingenvironmentalissuesahighpriority.

Aclear result ofthe survey indicatesthatboth EHS professionals and senior management

consider government(EPA)regulationstobeanimportantmotivatorforimplementing

anEMSandimprovingenvironmentalperformance. Itwouldbeadmirable ifthe culture

and climate of academiawouldinherentlyembraceenvironmentalissues basedonethical

andmorale groundsor"doingthe right

thing."

However, itisclearthatacademic senior

administrationismost motivatedbythethreatofgovernmentregulatoryactions and

potentialfornegativeimpactontheirimage. This should not surprise anyoneinthe

academic fieldofEHS, butit isimportantthatEHSprofessionals notunderestimatethe

powerofregulatorypressures.Thethreat offines, badpressand potential legal actions

genuinelyconcernsenior managers intheacademicsector. EHSprofessionals canand

should usethisinsight,knowingthewindow ofopportunitycreated byEPAwill notlast

forever. Itcan beusedas leverageto initiate environmentalimprovements,as needed,

includingtheimplementationofanEMS.

Itis aninteresting differencetonote: costeffectiveness was not considered animportant

factor,whilelimitedresource'swas consideredanimportant factorby senior

management. This indicatestheneedtojustifyanEMSbasedon itsown merit or relative

(8)

proposaltoinitiate anEMSmust competeforthe limitedresources availableto academic

management. Justificationof anEMS basedon costeffectivenessmaynotbeaseffective

asit is intheindustrial setting. The surveyalso indicates (fromthe senior management

perspective)thatintegratingenvironmental issues intothe culture and mission of an

educationalinstitution isanimportant factor in sustaininganEMS.

Asignificantdiscrepancywasfound intheresponsesto thequestionof"howmuchofa

challengeto implementinganEMS

is."

Theresponse ofstaffingresources andtime

clearlydemonstrates EHSprofessional's perceptionthattheyareinadequately staffed,

funded, andresourced as comparedto the senior managementresponse. It may be

apparentto EHSprofessionals (andEPA) thatadequate resources arenotbeingprovided,

but itisabundantly clearthatmanagementdoesnot agree withthisperception. Akey

factor for EHSprofessionals- has

thepointbeenmadeto documentand communicate

thisinformationtomanagement? EPAhas specificallycitedcolleges for inadequate EHS

resources andtheymay holdsenior management accountable fornotprovidingadequate

staffing/resources.Akey element ofanyeffectiveEMS is providingadequate resources

to dothejob. ManagementandEHS professionals needtoevaluate staffingand resources

dedicatedtoEHS inaneffective,meaningful manner. Benchmarkresults oftheCampus

Safety, Health&Environmental Management Association(CSHEMA), indicatean

averageEHS staffing level of1 FTEper2000 faculty,staff and students. Other

suggestionsfordocumentingstaffingneedsinclude an environmental audit(including

staffinglevels)byanoutsideconsultant, aninternal audit ofthe EHS programto

documentresource needs orareviewoftheprogrambyenvironmentally experienced

(9)

Theissueofaccountabilityisaprimaryconcernininitiatingorimplementing anEMS.

Linesofcommunicationwithfaculty, staffand students needto beestablishedinorderto

assure the transition to anEMS has buy-in fromstakeholderswho aremost effected. Both

EHS professionals and managementstronglyagreeontheimportanceofthisissue. The

difficult issue: establishingeffective methodsofaccountability fortenured faculty.

Professorshave historicallyretained adegreeofautonomyaspart oftheculture ofhigher

education andthepremiseofacademic freedom. Realizingthis,successfully approaching

facultyandgettingbuy-in,tosome degree,is crucial. Performancemeasurement and

accountability areintegrallylinkedwithinthe EMS. If faculty/staffare notaccountable

forperforming, itwill nothappen. Managementsupportisakeyfactor inthis area;

meaningfulandconsistentmanagement review ofthe EMS (includingfeedbackto

stakeholders) isessential.

Finally,this thesishasbeenaworkofbothpassion andfrustration. Forthose inthefield

ofEHS,I don'tneedto explain. EHS,inmostcases, isnotgiventhepriority it deserves

intheacademicworld

-simplyput, it isnot perceivedascriticaltothemission ofhigher

education. EPAhas foundsubstantialenvironmentalproblems inacademia,buttheyare

onlyconcernedwith environmentalissues (the "E"in EHS). EHSprofessionals are also

responsible fortheH&S (Health & Safety)in EHSandthoseissues,although not

discussed inthis paper,creates anotherset of questions/concernsthatshouldbeaddressed

on college campuses. The bottomlineforsuccessfulEHSprograms: someonefairlyhigh

(10)

Key

Words:

EnvironmentalManagement System (EMS): asystematic method ofmanaging

environmentalissues/concerns on acollege campusinorderto minimize pollution and

maintain compliancewithenvironmental regulations.

Environmental Protection

Agency

(EPA): istheprimary governmentagency

responsibletooversee and enforce environmental laws andregulationsinthe U.S.

Environmental Healthand

Safety

professional (EHS professional): those in

thefield ofEHS (inthe academicenvironment)thathave responsibilitytooversee

environmental,healthandsafety issuesrelativetooperations, landuse, construction,

researchand educational programsonthe campus.

Senior Management inacademia: management personnel at an academicinstitution

responsible ata managementlevelto controlresources and management systems. Titles

may varyfromVice-President, Chancellor, Provost, Administrator,etc.

ISO 14001:theInternational Standards Organizationstandardthatprovidesaguideline

(11)

A Guide

for

Initiating

an Environmental

Management System

in Academia

I. Introduction:

A. Description ofthe topic:

Collegesanduniversities providemanyunique challengesto initiatingandactually

implementingan environmental managementsystem (EMS). Decentralized

organizational structure, culturalperceptions, complexphysical layouts, diversityof

operations, complex researchprograms,studentbodyturnover,andincreasedcompetition

forresources arejustsome oftheissuesthatimpactenvironmental, healthandsafetyon

college campuses. Inessence,colleges are self-contained microcosmsvery similartoa

smallcitywithequally diverseenvironmentalissues.

Environmental, HealthandSafety (EHS)professionals inthe academicsector arebeing

urgedbythe Environmental ProtectionAgency(EPA)to develop anEMS intheir

respective colleges. Several guidelines and models are availablefordevelopinganEMS,

however,thereisalackofsupportinginformationonhowto effectively initiate and

ultimately implementanEMS. Managementsupportandknowinghowacademic

institutionswork arekey elementsintheprocess ofinitiatinganEMS.

Whyisthe Environmental ProtectionAgency(EPA) recommendingimplementationof

anEMSinacademicinstitutions?The Campus SafetyReportCard,preparedbyCampus

Ecology (inaffiliation withtheNationalWildlifeFederation)states, "Withan annual

economyof$186billion, the3,700campuses intheUSare a microcosm ofAmerican

(12)

hospitals,residentialhousing, foodservices, landscaping, andinfrastructurethatproduce

substantial environmental pollution andwaste."l

In March 1999,theEPA's New Englandoffice announceditsenforcement initiative

targetingcolleges and universities

-significantfines havebeenassessed againstmany

colleges and universities.As ofMay2000,EPA hasperformedmultimediainspectionsat

the followinguniversities: BostonUniversity,UniversityofMaine, BrownUniversity,

Universityof Massachusetts-Amherst,Dartmouth College,UniversityofNew

Hampshire, HarvardUniversity,UniversityofRhodeIsland, MIT, Yale, andtheU.S.

Coast GuardAcademy.2

Collegesand universities have,inthe past, assumedthatenvironmental regulationsdon't

applyto theminthe samewaytheyareappliedtoindustry. Theperceptionisthatthey

willnotbe dealtwithasharshlyasindustry. ThecommentsofKenRota,chief ofthe

complianceunit, Environmental ProtectionAgency(EPA)thatoversawthe investigation

atBrown University: "People (atBrown) getconcernedbecauseofthe significant

penalties we

assess,"

saysRota. Theysay, 'Nothingleaked.Nobody gothurt.' The

purpose oftheruleisthatifyoudothese things (comply),nothingwill bereleased and no

onewillbe

hurt."3

EPAistheprimarygovernmentagencythatregulates environmental

complianceintheUS;theywere establishedbyan act ofCongress in 1970 andtheir

regulatoryreachincludes hazardouswaste,airpollution,waterpollution and avariety of

other environmentalissues.

EPA actually beganinspectingcollegesinthe early 1990sand, recently, several regional

(13)

institutions.In December 1999,theEPA, Region2office (coveringNewYork,New

Jersey,theVirgin IslandsandPuertoRico)sentaletterto everycollegepresidentin

Region 2 regarding voluntarydiscover/disclosureandpotentialenvironmentalviolations.

Theletterurges collegestofocusonhazardouswaste regulations oftheResource

ConservationandRecoveryAct(RCRA): "The USEPA Region 2 isplanningtoconduct

inspectionsof colleges and universities withinourregionduringtheupcomingyear, to

determinetheircompliance withhazardous waste and other environmental regulations. It

hascometoour attentionthatsome colleges and universitiesdonot fullycomply with

environmental regulations. Ifinspections determinenon-compliance,formal enforcement

actionwithmonetarypenalties against significant violatorsispossible."

-G. Pavlou,

DivisionofEnforcement andCompliance

Assistance."4

Itis abundantlyclearthatEPA istreatingacademic environmentalissuesseriouslyand

regulatoryactions arebeingtakenagainsthigher-education institutions. Itis also clear

thatacademicinstitutionsneedtoimprovetheirenvironmentalperformance. Someofthe

collegesthathaverecentlyreceivedthe attention ofEPAareas follows:

a April 18,2001 - theMassachusetts Instituteof

Technology (MIT)settled an

enforcementcase withtheEPA. MITwas citedfor 18 violations offederal

hazardouswaste laws,the Clean Air ActandtheClean Water Act. Thesettlement

includesafineof$150,000andanagreementto fundmorethan$400,000 in

innovativeenvironmentalprojects.

a January6,2000

-EPA, Region 1 fileda consent agreementresolving alleged

(14)

payafineof$49,000and spend atleast$147,000on aSupplemental

EnvironmentalProject (SEP).

a TheUniversityofHawaiiwas assessedafineof$1.7millionin 1 998 and 1 999

after anEPA,Region 9inspectionteam found dangerouschemicalsburied for

yearsinthebasementoftheHonolulucampus'smainchemistrybuilding, plus

otherdiscards elsewhere.

? In 1998,EPA Region 1 filed aconsentdecree in federal districtcourtresolving

alleged violationsofthe Clean Water Actandthe Resource Conservationand

RecoveryActdiscoveredatBostonUniversity (BU). BUpaidapproximately

$253,000 infinesand$500,000 incommunityprojects.

Infact, a compilation of violations/fines recordedbytheUniversityofLouisville's

Environmental Healthand SafetyDepartmentfoundthatsince 1990 over$8millionin

finesandSupplemental Environmental Projects (SEP)have been leviedagainst colleges

and universitiesintheUS.6A SEP canbeusedtooffsetEPApenaltiesifthecollege

agreestoaprojectthatbenefitstheenvironmentandthecommunitywheretheviolation

occurred. The criteriaare availableatRegion2's Pollution Prevention(R2P2)Site

-www.epa.gov/region02/p2/sep.htm.

In negotiatingthecompliance process with collegesEPAhas stronglyencouraged

developmentandimplementationofEnvironmental ManagementSystems (EMS),to

achieve andmaintainenvironmental

compliance.7

Manycolleges are intheprocess of

initiatingsometypeofenvironmental management systemand other colleges are

contemplating improved managementofenvironmentalcomplianceissuestoattain

(15)

the support of upper management. EPA haseven stated intheirpresentationsto other

colleges, "weknow it'snottheEHS staffthat'satfault- management needsto support

environmental improvements."8 By identifyingthose issues thatarerelevanttoacademic

management, specificto theacademic settingand specificto theindividual

college/university, theinitial approach(or planning stage)canbetailoredto target those

issues and aspects. Thecornerstone ofsuccessfullyinitiating anymanagementprogram,

includinganacademicEMS, ismeaningful management support

-without it,an effective

management systemis impossible.

Identifyingthe challenges, issuesandopportunitiesthatimpacta major changeintheway

academic environmentalconcerns are managed willgreatly enhancethelikelihoodof

success. The focusofthispaperistoprovideuseful, practical,andinsightful information

thatwill assistEHSprofessionals andacademic managementininitiatinganEMSor

improving currentenvironmental programs. Makingwholesale managementchanges in

any settingisdifficult; intheacademicsetting it istrulyadifficulttask. As Woodrow

Wilson,whilePresidentofPrinceton,stated,"Effecting changeat auniversityis like

tryingto movea

graveyard."

B. Background:

1. Overview ofanEMS in Academics

Environmental Management Systems (EMSs)have been in existence sincetheearly

1980sandwerepredominantlyusedby industrial facilitiesinresponsetoregulatory

enforcementbyEPA. Intheearlyyears,EPAtookan aggressive enforcement approach

(16)

control"

style of regulationforcedindustryto take ahard lookathowtheymanaged

environmentally sensitiveoperations. Theunforeseenbenefitsofmanaging

environmental concernsbecameapparent: costsavings,lowerliability, decreasedrisk,

regulatoryrelief andimprovedpublic image. Whatever label isused (compliance-based,

ISO-based,comprehensive, strategic)to describeanEMS,managingenvironmental

concernshas become anincreasinglyimportantissue,particularly inacademics, inthe

last5-10years.

An ISO 14001 basedEMS summaryisprovided asAttachment #2 andis basedon

informationprovidedinthe RIT Strategic Environmental ManagementPlan,byDr. John

Morelli, CollegeofApplied Science andTechnology, RIT

-EHS Management.

Byfar, themostrecognized modelforanEMS istheInternational Standardization

1 9

Organization(ISO) 14001 Standard. Thismodelprovides a somewhatflexible

framework fordevelopinganEMS and is basedoncontinuousimprovementand a

comprehensiveapproachto environmentalmanagement. ISO 14001 provides awell

thoughtoutguideline forimplementingan effectiveEMS. It doesnot, however,provide

guidance to obtaintherequired management supportand motivationto actually

implementthesystem. The EMS summaryisprovidedas abriefoverview ofthenuts and

boltsof anEMS andisnotintendedas acomprehensiveimplementationplan.

Howdoesacademia compareto industryinexperience with anEMS?Industry hasbeen

involved inimplementing andimprovinguponEMSstrategiesoverthelast 20years or

more.Asaresultoftheincreasedattentionpaidtomanagement of environmental

(17)

return oftheirinvestment. IBMestimatesthatforevery dollar($1)spenton

environmentalmanagement,atwodollar($2) returnonthe investmentwas

realized.10

Thepositivecost-benefitfactorin industrialsettingswas, andstillremains, apowerful

motivationforimplementingenvironmental management systems.Itis sometimes more

difficultto demonstratethesamepositiveeffectin academic settingsforavarietyof

reasonsthatwillbe discussed. Costeffectivenessinindustryis basedon value-added

principleswherebythecompany gains a competitive advantagebymanaging

environmentalissues. StephenPoltorzyki, VPandManagingDirector forEnvironmental,

Health,andSafety Consulting(Arthur D. Little, Inc.)succinctly states, "To deliver

businessvalue, youhaveto dooneoftwo things. Eitheryou findawaytohave EHS

serve asthebasis fora unique competitiveposition,oryoudetermine how EHS can

contributeto thebusiness activitiesthat thecompanyperforms differentlyfromits

competitors."11

Forthemostpart, EMS'sinindustryarebasedon abusinessapproach

-if it doesn'taddvalueto the company,it doesn't fly.

Again, management supportisacriticalfactor ifanEMS isto besuccessfully

implemented. Sarah H. Creighton, in "Greeningofthe IvoryTower,"states: "Top-level

commitment isas important foruniversities as itisfor

corporations."

AccordingtoCreighton (11),five ingredients arekeytosuccessfuluniversity

environmentalaction: 1) understandinghowtheinstitutionworks; 2) university

commitmentanddemonstratedsupport; 3)auniversity-wide environmentalplanning

committee or smallerissue-specific committees; 4) individualleaders; and5) an

(18)

Academicinstitutions donotinherentlyrecognizethebenefits ofsystematically

managing environmentalconcerns. Thecoremissionofan educationalinstitution itnot

traditionallyperceived aslinkedto environmental protection. Comparedwithindustrythe

main productsofacademicsarestudents,notwidgets; analogousto theBASF

commercial

-"wedon'tmakethestudents (youbuy), wemakethem better."

Understandably, itcan beinherently moredifficulttoconvinceuppermanagementin

academicsthatenvironmental concerns are somehowlinkedto thecore mission ofthe

institution. PattyBagnoli,Region 1 EPA,Pollution Preventionadministrator,provides a

characterization oftheattitudedisplayed fromameeting sponsoredbytheCampus

Ecology organization(partoftheNational WildlifeFederation),held inthefallof2000

atOberlin College. The meetingwasheldtodiscussenvironmentalissues inacademics

andattractedupper-levelmanagers and several presidentsfromacademia. Inher

discussionswith academicmanagement(afterthe meeting)shewastold, "thereisno

justification forusto spendthatkindofmoney (onenvironmentalissues) until weare

inspectedor

fined."14

The ISO 14001 model of environmental managementsystems doesnotnecessarily fitthe

academicenvironment. Factorssuch asdecentralizedmanagement structure, faculty

autonomy,unclearcostbenefits, lackingresourcesandlackingmanagement awareness of

environmental issuescontributesto thedifficulties ofinitiatingan EMS.The ISO 14001

modelEMS (forindustry) emphasizesdocumentationof policies andprocedures,

comprehensive/strategic planning,measurabletargets, objectives andarigorous

certificationprocess(ifthe companychoosesto beISO 14001 certified). Basically,it

(19)

requiringdocumentationof all operations and processesthathave animpacton

environmentalperformance. Compliancewithregulations isnot requiredas longas

continualimprovements arebeingmade. Simplyput, itisamanagement system withthe

purpose ofcontinuallyimprovingenvironmentalperformance andaddingvalueto the

business.

Continuousimprovementinenvironmental performance vs. compliancewith

environmental regulations isakeyelement inthe ISOmodelthatisoften criticizedby

regulatoryagenciesthatwould preferacompliance-based conformance system. The

difference betweenperformance and conformance isdirectlyrelatedto the issueof

compliance. Withperformance, complianceisnotnecessarilyachieved;with

conformanceimproved performanceisnotnecessarilyachieved. Ina perfectworld,

performance and conformancewouldbe achieved simultaneously.

Inessence, mostcollegesalready have some aformof a programthatresemblesanEMS.

Basedonexistingwrittenprograms,policies andenvironmental controlsthere isalready

a systeminplaceto addressenvironmental issues. Thesewrittenprogramsmay include

hazardous waste,hazardcommunication, spillsandemergencyresponse,lab safety,air

emissions, waterpollution,andradiationsafety. Thepoint is,academic institutions

should notthinktheyarestarting from scratch

-existingenvironmental programs canbe

builtupon,modified andimproved.

In myconversations with several collegeEHS professionals andEPA representatives,

institutinganEMS in acollegeenvironment isperceived as anoverwhelmingtask.15 In

(20)

newtasksand responsibilities. AlthoughEHS professionals understandthepotential

benefits, implementinganEMS isoftentimesviewed as amonumentaltask that cannotbe

accomplishedwithexistingresources and support. Thecomprehensive andcomplicated

nature oftheISO 14001 model addsto this apprehension. CarlPlossl, Lead Inspector

-EPA, Region2,states, "They(EHS professionals) justwant abasic, simple processthey

canfollowwithoutitbeingtoo complicated."16

It maybethatEHS professionals are

lookingforasimpler,more pragmatic approachthatfocuses on compliancefirst,

continuous improvementlater.

Furthermore, manysmalltomid-size collegesdonothavetheresourcesortheexpertise

available to takeontheperceived complexandcomplicatedtaskof a comprehensive

environmental management system. Inthis case, focusingon compliance issues,

primarily,maybemore appropriate.Asstatedby JohnDeLaHunt, CSHEMA, "Many

schoolsdon't havecentralized orformalizedenvironmental management programsin

place. Manyschools haverespondedto regulatoryrequirements piecemeal

-allocating

collateral dutytoexistingpersonnelto meetthenew challenge..

2. EPAComplianceInitiative in Academia

The EPAcompliance initiativeaimed at collegesand universities began in EPA Region

1,NewEnglandin 1997. Sincethen,EPA Region3,has alsoinitiated inspectionsof

colleges andrecently, EPA Region 2has followedsuitby sendingaletterto each college

presidentinRegion2 statingthattheyshould expect aninspectioninthefall of2000. At

present,EPA Region 2 isintheprocessofinspecting collegesinthemetropolitanNew

(21)

of environmental regulations andhave beenfinedanywherefrom $20,000to $1.8

million. And, atthepresenttime,there are noindicationsthatEPA is goingtolet upon

colleges.

SeniormanagementinacademicsistakingnoticeofEPA'sactionsandinalimited

numberof cases istakingproactive measuresto improveenvironmental performance.

However, inthiswriter's opinion,amajorityofcollegeshavenottakenmeaningful

actionstoimprovethemannerinwhichtheymanageenvironmentalissueson campus.

AstheEPA Region 1 Administrator,John DeVillars stated, "We havefoundthatsome

educationalinstitutions don'ttake theirenvironmental obligations asseriouslyasthey

should. Itis importantthatinstitutions ofhigherlearning set an example fortheirstudents

1ft

andthecommunitiesof whichtheyare a

part."

3. EPAandEMSs

EPAhas stronglyencouraged academiatoactresponsibly concerningenvironmental

issuesandtheyhavepointedoutthevirtuesofadoptinganEnvironmentalManagement

System. Infact, Region 1 EPA is actively involvedwithaprojectto developa model

EMSforacademic institutions inconjunction withtheUniversityofMassachusetts

(Umass),Lowell. An EPA EMS/ISO 14001 Pilot Site hasbeenestablished atUofMass.

and atleasttwoothercolleges,Florida Gulf CoastUniversityandBostonUniversity,are

participatinginthe

process.19

It is clearthatmostEPA Regionsarerecommending

environmentalmanagement systemsforthe academic sectorastheyhave inthepastfor

industry. EPAhaspreparedtheCodeofEnvironmentalManagementPrinciples(CEMP)

thatoutlinesenvironmental managementobjectivesand performance measures for

(22)

Althoughit hasnotbeenputin writing,the implicationbyEPAisthatifyouhave

implementedanEMS,theywill consideritamitigatingfactorfor lessstringent

enforcement andtheymayevenforego aninspectionofthe specific college/universityif

itcan documenttheEMS is successfullyimplemented.AttheLake Placid Environment

2000 Summitconference sponsoredbythe SUNY Environmental HealthandSafety

Association (SEHSA)theEPA speakers(Carl Plossl, Region 2 EPAandMarthaCurran,

Region 1 EPA),extolledthevirtues ofinstitutinganEMS andimpliedthatan effective

compliance-focusedEMS woulddemonstratea sustained effortto achieve and maintain

compliance.21

EPA,itself, issued Executive Order 13148,dated April21, 2000, entitled

"Greeningthe Government ThroughLeadershipin EnvironmentalManagement", which

requiresfederal agenciesto implementanEMS consistent withtheCEMPmodel attheir

individual facilities byDecember31,2005.21

ThemotivationforimplementinganEMS

inacademiais fairlyclear; theprocessofinitiating,planningandimplementinganEMS

isnot.

Those collegesthatareintheprocessofimplementinganEMS have foundthe

initiation/planning stagetobe acriticalfactor.Amy Gillman, EHS Directorfromthe

UniversityofMissouri- Rolla

(UMR),isofthe opinionthat"once yougetthrough the

planningstage andmanagementsupportisinplace,the EMS implementationgoes

relatively

smoothly."23

UMRispresentlyintheprocessofcertifyingtheirEMSprogram

inaccordance withISO 14001 standards andtheyplantoreceivetheirfinal ISO 14001

certificationinJuneof2001. UMRplanstomarketthefactthattheyhave achievedISO

14001 status. UMRhasawebsitethatcontains goodinformationon EMSsand plansto

(23)

It is importanttomentionthatUMRisunder acompliancedirective/consentorder from

EPAto developanEMS. Mostcolleges are notinherentlymotivatedtoadopta

meaningful managementsystems approachto environmental concerns. In UMRscasethe

potential foradditionalfinessurelyprovidedmotivationtouppermanagementandthe

ChancellorofUMRwas instrumental inmakingithappen. Amandate fromthe

Chancellorwassenttoallfaculty, staffandstudents. ThetaskofdevelopingtheEMS

was giventofaculty,withtheEHS professional staffactingasconsultants/technical

advisors.23

UniversityofMissouriat

Rolla'

senvironmentalpolicystatement, signedbythe

Chancellor:

"TheUniversityofMissouri-Rollaisaleaderin

educationforour stateandthenation. Wepledgeto

teachour graduatesto beresponsible stewards ofthe

earthanditsresourcesandunderstandtheprinciplesof

sound environmentalmanagement. Aschancellorof

this universityIpersonallyaffirmthatUMRwill

minimizetheadverseenvironmentalimpacts ofour

activitiesandensureasafe environmentfor university

students, employees,andthe community. Wewill

striveto beenvironmentalleadersthroughthe

promotionof newtechnologies which supportthegoals

ofsustainabledevelopmentand resource

conservation."

Chancellor GaryThomas

(24)

Gainingmanagement support after anEPAinspection,fineandrequired corrective

actions(whichcouldincludeanEMS)maybeeasierthan to gain management supportto

institute anEMS upfront. Oneofthemain purposes ofthispaperistogain management

supportpriortoanEPAinspection,fineand/ordirectivetoimplementanEMS.

II. Description ofthe Problem

A. Rationale, Significance and Need forthe Work

Theprincipalreasonthisworkisneededisto address one ofthemajor challenges faced

bythevastmajorityof conscientiousEnvironmental,HealthandSafety (EHS)

professionals inacademics. Theresourcesdedicatedto EHS inacademicinstitutions are,

inmany instances, inadequate. AbenchmarkingsurveyconductedbytheCampus Safety,

HealthandEnvironment Management Association(CSHEMA)indicatesthatEHS

staffing levelsaverage approximately 1FTEper2000faculty

/staff/students.25

Generally

accepted asabestpractice standardin industry: 1FTE EHSstaff per500 workers(in

lowto mediumhazard industry) and1FTE EHSstaffper200workers(ina high

hazardindustry)26 Manycolleges appoint maintenanceworkers or othernon

professional stafftocarryoutthedutiesofEHS. It some instances,EHS isviewedas a

"costonly"

programthatisgivenalowpriority. Thisputs theburdenofEHS

performance on alimitednumber of peoplewho areoftennot prepared ortrained tocarry

outtheday-to-dayEHS duties.

Academic institutionsnowrecognizethe increased regulatorypressure and potential for

fines andbadpress. EPA has recognizedthelack of meaningful commitment and

(25)

mentioned management support as a weaknessintheacademicarena. InaPowerPoint

presentationbyCarlPlossl,Region 2 EPA27,thebulletsof one slide,entitledAchieving

&MaintainingEnvironmental Compliance included:

? Communicationfromthetoptheimportance ofcompliance and other

environmentally beneficialactivities

? Ensureadequate resourcesforpeople, equipmentandtrainingtocarry

out environmental activities

? Instituteanenvironmental management system

Ifthispatterncontinues, wehavesetup aformulaforcontinuedinspections, finesand

badpress on college campuses acrossthenationregardingenvironmentalissues. Tono

one's surprise(withthepossible exception of academicmanagement)there havealready

been severeEPApenalties andbad publicityformanycolleges and... verylikely, more

to come.

ManyEHS professionals realizethereisnowawindow ofopportunitytopromote and

gain supportforimprovedenvironmentalperformance. Withtheincreasedvisibilityof

EPAandlikelihoodthat

-"an EPA inspector is comingto alocationnearyou", thereis

anincreasedpotentialforEHS issuestobetakenseriously.Ifresources are dedicatedto

assuretheEMS isfunctioningproperlyand managementinvolvement becomes an

integralpartoftheprocess,implementing anEMScanbethebestthingthatever

(26)

Thepotential valuetoacademicmanagementisthe successfulinitiationofasystematic

method ofmanagingenvironmentalissuesonthecampusincluding: 1)providesa

compassforprogramplanning2) establishessenior management commitment and

feedback loops3) developsclearlydefinedrolesandresponsibilities4) createspotential

forcostavoidance, riskreductionandpollutionprevention and5) hasthe

potential/flexibilityto beusedfor differentoutcomes (e.g.

-environmentalprotection,

qualitymanagement).

Thereareseveral environmental management systemmodelsthatcanbe effective and

manyofthemodelsare extremelyflexiblein howthey aredesignedandimplemented

(See theEMS Websites listingincluded inthebibliography). It isnotthegoal ofthis

papertoprovideatemplateor guidelineforanEMS. Thefocus isonthe important -and

often overlookedissue

-ofhowto gain managementsupport inordertobegintheprocess

ofinitiatinganEMS.

B. Theoretical Framework

Theapproach ofidentifying keyfactorsthatwill effectthesuccessful initiationof an

EMSwill combinethe theoreticalwiththepragmatic. Thetheoretical portion ofthethesis

involvessurveying upper management andEHSprofessionals inacademiatoelicittheir

views, opinions andperceptions on selected criticalissues involving institutinganEMS.

The questions areloosely formattedontheNational SurveyofEnvironmental

ManagementonCollegeCampuses,whichwaspreparedbythe Princeton Survey

ResearchAssociates.29Some ofthequestionswere modifiedto includespecificissues

(27)

The goal ofthePrinceton surveyisto assembleadatabaseofbestpractices for higher

educationinenvironmental management. TheCampusEcologyorganization, whichis

affiliated withtheNational Wildlife Federation(NWF),has sponsoredthissurvey. The

NWF survey is reallythreesurveys inone as adifferentset of questions was sent (via

email)to 1)thepresidentorexecutiveofficer,2)theprovostor academic officer and3)

theheadoffacilitiesorplant operations. Myparticularfocus isonthequestions asked of

thepresidentorexecutive officer. ThereasonforincludingONLYthequestions asked of

thepresidents/CEOs of colleges isthat thesequestionscapturetheessence of

management supportissues.

Ithas been learned fromtheCampusEcologygroupthat theresponses(1 100atpresent)

included470 frompresidents or chiefoperatingofficers inthe academic sector. This

surveyshouldbeavailableto thepublicbyJuly/Augustof2001 Thequestionsfrom

my surveyare designed forqualitative and quantitativeresultsinthehope ofgaining

meaningful inputandinsights intowhatdrivesuppermanagement andwhat critical

issueswouldleadtosupportof anEMS processorimprovementsinenvironmental

programs.

Thesame questionsasked of presidents/CEOs willbe asked ofEHS professionals inthe

academic environment

-theywill besurveyedthrough theemaillistserverknownas

n i

Safety,operatedbytheUniversityofVermont andthe SUNY Environmental Health

andSafety (SEHSA)list Somesurveys willbe faxedto contacts madeby

telephone. Thiswill provideaninterestingandrevealingcomparison of attitudes and

(28)

professionals will alsoidentify specific areas whereEHS professionals mayneedto

reevaluatetheirapproachtomanagement.

The pragmatic portion ofthe thesiswill identifyspecific characteristicsintheacademic

environmentthatimpacttheprocess ofinitiatinganEMS. Comparisons andcontrasts

betweenacademic settings andindustrialsettings willidentifyopportunities andpotential

drawbacksofutilizinganindustry-basedapproach suchasthe ISO 14001 model.

(Attachment#3) Byidentifying gapsinperceptions/opinions betweenmanagement and

EHS professionals opportunitiesforsuccessfulinitiationof anEMScanbe better

understood. Specificsuggestions and options will beprovided onhowbesttoapproach

management effectively onthisissue,basedonexperienceandtheresults ofthe survey.

By identifyingthoseaspectsthatarespecificto academicinstitutions,individual colleges

will be betterpreparedto initiate anEMSthatisappropriate toits activities and

supportablebymanagement. Experiencesof other colleges anduniversitieswillbe

reviewed andanalyzedto identifycriticalissues forsuccess and/orfailuretogain

management supportleadingtothe initiationof anEMS.

C. Statement ofthe Problem

Environmental programs inacademics are oftenlackinginsupportfromupper

management (seeprevious citations). Theculture, structureand organizational

frameworkinacademics provide unique challengestoinstituting anEMS. Recently,EPA

hasmadeitclearthatitexpectscolleges anduniversitiestomeet or exceed environmental

compliance standards

(29)

importanceofadopting a systematic approachtomanagingenvironmentalissueson

college campuses.

Amajor obstacleto implementingan effectiveEMS is lackof management support and

the perceptionbyEHSprofessionalsthatit maynotbepossibletogainmanagement

support withoutfirstbeinginspectedand/orfinedbyEPA. InitiatinganEMSbygaining

management supportisnotaneasytaskdependingonthe specific factorsateach

individualcollege. Thedecentralizedstructure, lackofclearobjectives, faculty

autonomy, andthedynamicnatureof academicinstitutionsprovide additional obstacles

to a systematic management approach of environmentalissues. Asstatedbythe

University ofCalifornia's(UC)publication, EH&SPartnership for PerformanceAnnual

Report, 1999, "Inan environmentthatisextraordinarilydecentralizedand consensual in

nature,performance measures offerthe opportunityto developacommon messageto

.. Thisis inreferenceto UC'sgoalofadoptingtheMalcolmBaldridge

Awardcriteriaformanaging EH&S.

D. Identification oftheAspect

Thefocusofthispaperis toidentifyspecific characteristicsoftheacademic management

structure,thosebeliefsandperceptionsthateffectdecision makingatthemanagement

level andmisconceptionsthatEHS professionals mayhave regardingthe means and

motivations for gainingmanagementsupport. By surveyingupper managementand

comparingtheirresponsestoEHS

professionals'

responsesit is hopedthatgaps willbe

identifiedandleadtoabetterapproachto gainingacademic management's support. The

keyaspect ofaneffectiveEMSistheinitiation/planning stage which"setsthe

(30)

thesuccessful implementationphase. Inorderfora managementsystemtobesustainable

itrequires management support andleadershiponaconsistentbasis.

E. Limitations and Delimitations

Limitations

Uppermanagement andEHS professionalsmay be unwillingtoparticipate

inthesurveyor answer specific questionsposed.

Uppermanagement andEHSprofessionalsmaynot answerthequestions

truthfully for fearofdamaging theirimageor reputation.

Surveyresultsmaynot reveal measurable gapsbetweenupper

management andEHS professionals.

The limitednumber ofresponsesmaynotberepresentative ofallcolleges

anduniversities.

Delimitations

Confinethescopeto environmentalmanagementsystems thatdo not

include healthandsafety issues.

Developmentand implementationstagesofanEMSwill notbecovered

-it isexpectedthateach college wouldselect a model thatfitstheirspecific

needs.

Lackofprevious studyandliteraturesources inthis specific area

(initiatinganEMS) will limitthe abilityto compare and contrastissues

(31)

F. Definition ofTerms:

Academics: the termusedtodescribe colleges anduniversitiesinthe fieldofhigher

education.

Aspect, environmental: elementofan organization'sactivities, products, and services

thecan interactwiththeenvironment.

Environment: surroundingsinwhich an organizationoperates,includingair, water,

land,naturalresources,flora, fauna,humansandtheirinterrelation.

Environmental Management System (EMS): asystematic management plantoprevent

pollution, complywithapplicable environmentallawsandcontinually improve

environmental performance. Itincludes an organizational structure, responsibilities,

practices, procedures, processes, andresources fordeveloping, implementing, achieving,

reviewing,andmaintainingtheenvironmental policy. Environmentalissuescommonto collegecampuses include hazardouswaste,airpollution,water pollution andoperations

thatgenerateenvironmental concerns.

Environmentalperformance: themeasurable resultsoftheenvironmental management

system,relatedto anorganization's controlofitsenvironmental aspects,basedonits

(32)

Environmentalpolicy: statementbytheorganization ofits intention and principlesin

relationto itsoverall environmental performance, which provides aframeworkforaction

andforthesettingofitsenvironmental objectives andtargets.

Environmental ProtectionAgency (EPA): istheprimary federal governmentagency

responsibletooversee and enforce environmental lawsand regulations intheUS.

ISO 14001: theInternational Standards Organizationstandardthatprovides a guideline

fordevelopingandimplementinganenvironmental management system. Certification

requirements are also includedintheISO standardwhichisconsidered anindustry

standardforenvironmental performancethroughouttheworld.

HI. Literature Review

The literature published onEMSsis substantialandincludestheISO 14001 standard and

numerousindustrypapers,journals,andbooks covering EMSdevelopment, evaluation

andreview. These literaturesources provide little insight into howto initiateanEMS,

particularly inanacademic setting. In everycasethe guidelines/literature sources for

developing anEMS pointtothe needformanagementsupport,but littleisprovidedinthe

wayof"how"todevelopthatsupport. The ISO 14001 guidelineis basedonindustry

applications. AlthoughtheISO modelissomewhatflexible andcanbe adaptedto an

academic setting, thereareinherent difficulties. Literaturesources have beenreviewed

(included inthebibliography) todetermine contrastsbetweenindustryand academic

systems. A summarytableofthedifferences (Academicsvs. Industry)will beprovided

(33)

Recently, EPAand severalenvironmentalorganizations withinthe academicfield have

takenonthe taskofpromotingtheuse ofanEMSas alogicaland practical meansto

improve environmental performance onthe campusesintheU.S.Again, theseefforts

have focusedonthe implementationprocess andtheactualplanning, development,

implementationand review stages(plan, do, check,review)of anEMS. Thereis lackof

literaturecoveringthespecific aspectsofinitiatinganEMS and gainingthesupport of

upper managementtosuccessfullyimplementanEMS. A recentlyproposedEPAproject

wasrecentlyabandonedbyEPAadministrationbasedonthefactthatthe Campus

Ecology (NationalWildlifeFederation) organizationis conductingavery similar study.

However,thefactthatEPAconsidersitaprioritypoints outtheconcernEPAhas with

environmentalpolicystatementsbeingbackedupwith action onthepart of academia.

Increasedattentionisbeing givento "greening"issues intheacademicenvironment.

"Green"

activitiesthateffecttheglobal environment such asenergyconsumption,

recyclingandglobal warming issuesarecommuningusedasbenchmarks for greening

programs. Howeveractivitiesthathaveadirectimpactonregulatorycompliance such as

hazardouswaste, spillprevention,wetlands, airpollution,waterpollutionand

environmentalmanagementsystems aregenerallynotincluded in greeningprograms.

Greeningissuesinclude,butarenotlimitedto energyconservation,protection of

habitats, buildingdesign, solidwasterecycling,indoorairquality, grounds, vehicle

efficiency,foodwaste, paperrecycling,and water conservation programs.(Creighton, 4)

Although manyoftheseaspectsdonot pertain directlytoenvironmental management

systems, thereare opportunitiesforsymbiotic relationships with established or planned

greeningactivities. "The GreeningoftheIvory

Towers,"13

(34)

exampleofagreeningproject(TuftsClean!)thatwasestablishedatTufts College.

Severalreferencesto national, internationaland globalenvironmental agreements

indicatetheglobal focusof"greening"activities.

Insomecases, theseprojectshave littletodowiththeless visible environmental health

andsafety activitiesthatdirectlyeffecttheenvironmental compliance atcolleges and

universities.Forexample,BrownUniversity(mentioned previously) has just beenfined

$500,000 byEPA foranoil leakat oneoftheirproperties. BrownUniversityhas a

greeningprogram called"Brownis Green"34. Therearecertainlyopportunitiesto

"piggyback"

ongreeningeffortsthatare inplacein any academicinstitution. Care should

betaken to assure compliance with environmentalregulationsisacomponent ofthe

program and clearcommunication ofEHS complianceissues isa must.

Theliteraturereview revealedvery little information regardingthe specifictopic area of

initiatinganEMS. However, several references are providedthatspecificallyprovide

guidanceforthedevelopmentandimplementationphaseof anEMS.

IV. Methodology

A. Approach

The surveyofacademic upper management andEHSprofessionals willprovide abasis

foreffectively evaluatingmeans and methodsto gain management supportof anEMS.

Anecdotal informationhasbeenreviewed relatedtoother college's experiencesin

dealingwithEPAmandates,inspections and potential fineswill also provide valuable

(35)

performanceintheacademic setting. This information isnotbacked upbyliterature

sources andisprovidedonlyassupplemental informationthatmayberelativeto

individual EHSprofessionalsintheacademic arena. Therelative pointinprovidingthis

information istolearn fromothers'

experiencesandimprove management support.(See

Attachment#4, Opportunities/TipsforInitiatinganEMS)

Itis evidentthatwithout meaningful support of uppermanagement, it is virtually

impossibletoimplementan effectiveEMS.By identifyingissuesspecific and uniqueto

academia, opportunitiestofocusonsuccessful strategieswillbe enhanced.

B. Objective

Thereare threeobjectivesforthis paper:

1. Provide surveyresultsthatidentify similarities anddifferences(gaps) in

perceptionsbetweenacademicmanagement andEHSprofessionals,

therebyproviding insight into howto successfully initiateanEMS.

2. Provideameaningfuland practical guide for EHSprofessionalstomore

effectivelyapproach upper managementinacademia gain support and

initiateanEMS, basedon#1.

3. Identifyorganizational structures, issuesandfunctionscharacteristicto the

academic environmentinordertoprovide opportunities for increased

(36)

C.

Survey Methodology

The survey questions areincludedinAttachment 5and6. Attachment 5 includesthe

surveyquestionformat foracademic upper management.Attachment 6 includesthe

surveyquestionformat forEHSprofessionals.

? The surveyquestions are looselybasedonthequestionnairedevelopedbythe

PrincetonResearch Associates butaremorefocused inorderto obtain specific

informationrelativetodeveloping anEMS. Thequestions were reviewed withDr.

MichaelYacci, InformationTechnologyProfessoratRITforproperconstruction,

methodologyandskewingconsiderations.

? Themethodof email surveyingacademicupper management and EHS

professionalswill beconducted overtheInternetwebsite oftheUniversityof

Vermont, entitled Safety(www.safetv@list.uvm.edu) andthe SEHSA listserver

(www.sehsa.org). Bothoftheselistserverscombined haveabout4000 people

enrolled asusers andis predominantlypopulatedbyacademicEHS professionals.

Also, EHSprofessionalsinthe StateUniversity ofNew York(SUNY) system

willbesurveyeddirectlyatthe spring meetingofthe SUNY Environmental

HealthandSafetyAssociation(SEHSA)atCornell University, Ithaca,NY.

? Theresults will betabulatedandformattedona 1-4scale-rankingfactorto

provideeasilydiscernable differences betweenmanagementandEHS

professionalresponses. Therewill notbe a rigorous statistical analysis usedto

evaluatetheresults asthequantitativeaspect oftheresults are notbeingrelied on

toproject statistical significanceto other colleges. Apercentage pie chartwillbe

usedforQuestion#4, as it isastraight comparisonof management's response to

(37)

presidents/CEOs andtheresponsesfromEHSprofessionals isexpectedto beover

25.

a Evaluationofthesurveyresults willidentifythose aspectsthatare criticalto

gainingmanagement support. Organizationalstructure,culture and functional

characteristics oftheacademicsettingwillbereviewedandassessedforpotential

opportunities and potential downfallsininitiating anEMS. Anecdotal information

gatheredduringthequestionnaire surveywillbe discussed inorderto gain some

insightinto howbestto approach upper managementfor supportofanEMS.

D. Data Collection and Management

Datacollectionwillbeaccomplishedbyuse ofemail,personal telephoneinterviewswith

uppermanagementand personalcontact atEHSprofessional seminars. Thedatawill be

collected onsurveyforms (See Attachments 5 & 6)and collatedtoprovide summary

data. The datawillbe formattedto providearelativeratingscale basedonthe 1-4

responsepatternsineach question.Thenumber 1 responseismostpositive;thenumber4

response ismost negative. Thiswill require anaveragingofthenumbered responsesto

generate arelative numberbetween 1 and4, withlowernumbers indicatinga positive

response andhighernumbers indicatinganegative response. Thequestionsforupper

managementandEHS professionalswillbecomparedand contrastedintableformatin

ordertoprovide an easilydiscernable difference betweentheresponses ofeachgroup.

The surveyresponses willberankedintherelativeorderofpositiveresponses, inorderto

(38)

E. Analysis and Evaluation

-Comparisons,Contrasts, Gaps

The datawillbeanalyzedforparticularindicationson specific questions. There may be

indications fromtheresponsesthatcertainissues/concernsare moreimportantto

managementthanEHSprofessionalsand visa versa.There may be instances of astrong

negativeorpositive response on aspecific questionthatbears furtheranalysis. The

responseswillbepresentedingraphicformattoprovidetheinformationinaneasily

understandable form.The gapanalysis graphs are locateddirectlybelowthestandard

graphforeach questiontoallowfor easycomparison/contrast.

The lastquestiononthesurveyasks,"The single mostimportant factor for successfully

gainingmanagement

support."

The responsesfromthisquestion willbe categorized and

groupedtoidentifyresponsesthatare similarincontentfor EHS professionals and

insightfulresponsesfrom academicmanagement willsimply be listed exactlyas the

written responseonthesurveyquestionnaire.

Question responses were rankedfrom 1to 4:1 beingapositive response and4beinga

negativeresponse.A lower bar indicatespositive responsesand ahigher baron thebar

graphs indicatesnegativeresponses, with response rangesfrom 1-4.

The gapanalysis graphs (Questions 1,2,3and 5)depict differences inthe response

betweenuppermanagement(management)andEHS professionals(EHS) are provided

directlybelowthe standard graphforeach question. Thedifferenceinresponses was

calculatedbysubtractingthemanagementresponsefromtheEHS response. Therefore, a

(39)

management. Theviceversaistrue- a negative

numberindicatesamore positive

responsebyEHS.

Question #1- To

what extentisyour campus encouragedtoimplementanEMS

because:

? The most positive responsetothis question, byfar,was"Governmentregulations

(EPA)"

whichindicatesa concernbybothmanagement andEHS regardingthe

potentialforinspectionsand/orfinesbyregulatory agencies.There isa perceived

importancethatregulatorypressureisa majorfactor in encouraging both EHS

professionals and managementto implementanEMS or make improvements in

the environmental programs on campus.

? The most negativeresponseinvolved "potentialtorecruit/retain

students." This is

arevealingresponseasstudents arethe lifebloodofanycampus and relates

directlyto thecoremission ofacademicinstitutions. There doesnotappeartobea

link between student recruitment/retention and environmentalissues. If(big if)

environmental performance was insomeway linkedtoattracting orretaining

students itwouldbemuch easierto sell environmental stewardshipon a college

campus.

a Costeffectiveness

-theresponses(middleoftheroad) indicates cost

effectiveness isnotamajorissue whenconsideringanEMS. Management did

consider costeffectivenesstoberelativelymoreimportantthanEHS

professionals. Thispoints outamajor contrastbetweenindustryand academics

(40)

GapAnalysis: The largestdifferenceinresponsesinvolvedtheresponse"Fitsthe

culture and values ofthecampus."

Managementresponsesweremuchmorepositive

(the2n

largest difference ofthe totalsurvey)onthisresponseandindicatesthat

management perceivestheculture and values on campusto berelativelymore

importantthanEHS. Thismaybe anopportunity forfostering support ofanEMSby

EHSprofessionals anditmaybe indicativeofthe"bigpicture"

viewpointof

management.

Question #2- How

much ofa challengetoimplementinganEMS is lackof

commitment among:

? Clearly,themost positiveresponsebybothmanagement andEHSwas "Faculty

andstaffinterest."Thispoints outthecommongroundsharedbymanagement

andEHS

-theybothperceivefacultyandstaffinterest/commitmentas an

important issue for successfullyimplementinganEMS.

? Byfar, themostnegative response involvedthe"EHS staffresponse, whichis a

goodthingforEHSprofessionals. Neithermanagement norEHS viewEHS staff

tolackcommitmentforimplementinganEMS.

a Themost positive response revolved aroundfacultyand staff commitment

pointingouttheperception ofboth EHS and managementthatfaculty/staff

commitmentis animportant issue in approachinganEMS.

GapAnalysis: The largest discrepancy(biggestmeasureddifferenceofthe total

survey) involves"Top-level

management." This maybe of minimal surpriseto those

inthe fieldofEHS,butmanagementsupportisviewedbyEHS as much more of a

(41)

management support. Ifmanagement(themselves)doesnotview management

support as animportantissue, EHSprofessionals needto communicate- in

managementlanguage

-theimportance oftopmanagementsupport. This may bethe

most critical hurdleininitiatinganEMS.

Question #3

-How much of a challengetoimplementing anEMS is:

a The most positive responsesto this questionfromboth EHS andmanagement

involved inadequatefunding, staffingresources andfacultyaccountability. These

are allissuesthatare confirmedtobe criticaltoEMS developmentasindicated in

previous questions. EHS professionals perceive staffing/resourcestobethemost

critical challengeto implementinganEMS.

a Themost negativeresponsetothis questioninvolvedthe"notcost

effective"

response, which againindicatesthedifference betweenacademics andindustry.

Thiscouldbe dueto theperceptionthatenvironmental performanceisnot

considered a cost-benefitatacademic institutions.

? Responseswere substantiallypositiveindicating"Inadequate funding"as an

important factor formanagementandEHS. Thereis increasingpressure and

competitionforlimitedresources. As statedby UniversityofMissouri, Rolla

(UMR), "the presentcourse ofhighereducation

-inwhich costs anddemand are

risingmuchfasterthanfunding- is

unsustainable"

EHS professionals arekeenly

aware oflimitedresourcesinthe academicenvironment

-making iteven more

importanttoidentifyandtakeadvantage of opportunitiesforcost savings.

Gap Analysis: Themostpositiveresponsefrom EHS dealtwith"Staffing

resources/time."

(42)

management andEHS opinions.It isapparentthatEHS staffing levelsare aconcern

amongstEHS professionals and not considered asmuch of achallengeby

management.Identifyingneeds for increasedstaffingand resourcesand

communicatingthoseneedsto managementin abusiness-like fashion, isanintegral

part of anEMS. "Facultyaccountability"

also received averypositive responsefrom

EHS as comparedtomanagement. Accountabilityis akeyfactorofameaningful

EMS andasignificant obstacle inacademia.However, thefactthatsenior

management recognizesfacultyaccountabilityas anissue shouldbeperceived asa

positive outcome.

Question #4- How important is

aformalsystemforholdingfaculty,staff, and

students accountable forenvironmentalcompliance/performance?

? BothmanagementandEHSrespondedvery positivelyto thisquestion with82%

ofEHS respondingasveryimportant, 15%asimportant. Managementresponded

similarly,77% veryimportant, 18%important, 5% somewhatimportant. Again,

thisindicates accountabilityisconsidered animportant issuerelatedto

environmentalcompliance. Themeans andmethods ofholding faculty,staffand

students accountable couldbethesubjectof anotherthesis. It isa complexissue

that involves tenure,academic freedom,academic culture andthe truemission of

highereducation. If EHS principlesbecameanintegral part ofthe educational

processforfaculty, staff and(especially) students,theywouldbe

self-sustainable.

Question #5- Environmental issues arenot given a high priority inacademic

(43)

a Themost negative responseinvolved"Collegesaremodel citizens,with

insignificantenvironmentalissues."This questionwasaddedto thesurvey as a

result of a response receivedfrom an academicVice-President astowhy he

thoughtcolleges were not responsive toenvironmental concerns. Thenegative

responseclearlypoints outthatmanagement andEHS don't believecolleges are

without significant environmentalissues. Itisalso clearthatthereare no

misconceptions relativeto thepotential environmentalissueson college

campuses.

? Theresponse"Environmental issuesare notrelatedto thecore mission ofthe

college"

receivedaverypositive responsefr

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