Sustainability in Action Group

DRAFT Strategy 2015-2020 v6.0

For comment and revision

“Halting the destruction of the earth’s environment, helping people to free themselves from the shackles of poverty, and leaving opportunities instead of debts to coming generations, all of this involves nothing short of a fundamental change in our way of working and consuming.

All this is about ethics and culture, as it is about technologies, governance, participation and policies.

If there is one key issue that will help to get this transition done, science and education would be it. If there is one key issue that will help people to emotionally understand the ups and downs of this transition, art would be it.”1

1 Bachmann, G (2008) Sustainability: a new frontier for the arts and cultures, available at https://sachakagan.wordpress.com/writings/ GSA’s Sustainability Strategy: Introduction

THIS IS DRAFT COPY & LAYOUT, WHICH WILL CHANGE TO FIT WITH GSA STRATEGY STYLES AS DEVELOPED AND FEEDBACK FROM THE SiAG GROUP.

The Scottish Government has committed to addressing Climate Change and has set national targets which are not being met.

Pressure is growing for the public sector to support the Scottish carbon reduction targets of 42% by 2020 and 80% by 2050. 2015 sees the introduction of mandatory environmental reporting for the public sector and coming years are likely to see stricter controls and monitoring of our operations, with the possibility of mandatory targets for carbon reduction.

What does this mean for the GSA in its role of educating future generations of architects, designers and artists? In 2012 Prof. Tim Sharpe and SiAG explored the issues around environmental sustainability, and GSA’s effect on the environment. The effects of climate change are well known and humankind’s causal link is established. We accept that our operations, and the future activities of our students, contribute to that effect: We are able to take action, and morally, reputationally and legally obligated to address it.

We also need to adapt: examining our use of resources, how we invest in and change our estate helps us not only mitigate the effects of climate change, but it also helps the GSA adapt to a changed World of more extreme weather which could include disruption to our energy and water supplies, changing food supplies, damaged transport infrastructure, or access to all the thousands of items we need to keep the GSA running smoothly.

We can make students more aware of sustainability issues through exhibiting best practice in our estates - reducing energy use, generating our own power, using fewer resources & assessing product lifecycles. Our curricula influences the awareness and philosophy of our graduating students – how they perceive and use resources, how they will design, build and make; often rising to the top of their professions, our students will communicate and guide future generations within society making emotional sense of changes in society, reconnecting us, our communities of practice and geographically, to nature. Our community needs to support disruptive, innovative ideas to improve both our operations & support the future practice of our students – a kind of Creative Sustainability: positive, action-led, and curriculum/research focused.

To achieve this, the GSA has to make sustainability relevant, to build trust with academics, professional service departments and students. If it is not relevant, if it is too general, if there is no connection, then people and institution will not engage.

of 25 Glasgow School of Art: Values based, driven by Creativity

As a society, we face seemingly overwhelming complex environmental, social, cultural, ethical, & technological challenges; we dominate the Earth and its resources, show disrespect for nature and are building systems that actively destroy the planet’s resources. Instinctively when threatened we react with egotistical short-term solutions to protect those we love – getting more money, protecting ourselves with bigger cars and higher fences, and ignoring wider, community and longer-term issues.

By addressing core values and aligning them with the GSA’s values we can start to address these issues and provide a positive response to the use of resources and its effect on the living planet. The GSA is a global leader in creative arts, and we need to know that as an art school we can make a difference, equipping our graduating students to lead local and global change.

A recent report for university governors has highlighted the benefits of sustainable values and practices. Thinking and acting sustainably has an obvious benefit in mitigating our effect on the environment, but it also means better overall management, becoming more efficient and effective, and saving money.

It means considering issues in depth, seeking innovative solutions from all available angles and taking a longer-tem view. Most actions mean cost-savings, more growth, enhanced adaptation, and resilience to change. It means reduced purchasing and consideration of product lifecycles thereby reducing procurement and waste disposal costs; as an art school the more we can reuse the less we buy and waste.

It helps us meet and exceed government policy objectives. By 2020 new and renovated buildings will need to be zero-carbon; meeting these targets early saves money over the long-term and makes us sector leaders, not chasers.

Sustainability enhances our research profile and contributes towards REF assessments, an enhanced student experience and a deeper, more meaningful interaction, widening participation to all communities.

Sustainability also means healthy communities: better mental health through promoting yoga, mindfulness, work/life balance, active travel and quiet spaces, with clear benefits reducing stress, absenteeism and raising productivity. In turn this attracts and retains the best quality staff. For students grades improve, drop-outs reduce and feedback scores improve.

of 25 Art as a Catalyst for Change

The “Artists using Resources in the Community” project (Jan 2014 – June 2015) has seen a major jump in awareness and action at the GSA. ARC has now reported on 15 months of thinking, planning, interactions, & monitoring. ARC represents one of the major steps we have taken in implanting sustainability into the GSA: the creation of SiAG and the all-staff meetings in 2009; the decision to invest in a permanent Sustainability Coordinator post in 2013; the ARC project; and from 1 July 2015 Radial.

One of the most surprising things in modern society is the lack of action on environmental issues, pointing to a lack of emotional connectedness to nature. We feel an instant reaction if something we like, or someone we love is threatened or abused, why not so the Earth which is polluted, extracted, deforested, depleted and destroyed daily and so casually? Our emotional connection to nature is broken by bad buildings, poor design and corporate marketing putting a barrier between us and reality. We struggle to define and comfort ourselves through brands and things, we think we are richer but we lose what is important and that which sustains us. We are confused, wilfully ignorant of the harm we do, and it is a road to self-destruction.

Art is widely accepted as a key catalyst to emotionally connect us. Key to SiAG’s work is how we design buildings, make and communicate through art, how we influence tomorrow’s leaders and practitioners. Art can be research, contemporary and prophetic, connecting us through emotion and experience to a subject matter, reconnecting to each other and our living planet. It can help us make sense of the madness of consumption, and the rapid change we see around us.

Art can reconnect us to both the issues and our communities, help us question and challenge others’ actions and develop our values. We can provide room for people to rethink the future and express these ideas through our practice.

SiAG, its students and staff, explores these visions of creative sustainability, linking us a changing World.

of 25 2009- 2015: A Plan for the Whole of the Glasgow School of Art

We had a vision, which developed into our first GSA sustainability strategic plan.

The 2009 strategy had six sections; to paraphrase:

 Maintain a system and resources to deliver our work

 Identify climate change challenges and risks and produce positive responses

 Reduce our effect on the environment

 Give our community the awareness, skills and support to take action

 Promote research & knowledge exchange

 Communicate this to our community and link to GSA strategy

We have reported on the 2009-15 strategy. In summary, the emphasis moved away from mapping curricula for sustainability to a direct approach with students and lecturers to make the sustainable ethos relevant and interesting; by speaking the language of practice we have opened up pathways into the GSA community, enriching the student experience.

What we feel worked well What didn’t work so well

Student engagement, building trust with academics Operational interactions with busy professional departments Student led groups Finding others to lead work/projects Establishing relevancy within the curriculum Establishing whole-institution responsibility Campaigns, events and themed practice activity Energy and water efficiency monitoring and reductions Continued facilities upgrades by Estates Effective building control and monitoring External funding, in particular ARC and cycle infrastructure Attempts to map the curriculum

of 25 funding from Sustrans Generalised messages, campaigns and groups Engagement through food Social Media – high Facebook likes but little interaction Engagement with Halls – a best practice example Some stand-alone events Collaborating with GSA Student Association Setting SMART targets

Sustainability at the Glasgow School of Art: A SWOT Analysis

Strengths Weaknesses

A close fit with GSA values and aims Strong SiAG group and community awareness Senior management support Involvement, motivation and commitment is mixed General willingness to engage across the GSA Open working environment No shared responsibility for change A desire and corporate aim to disrupt and think new Lack of actual and perceived roles within job descriptions Creative thinking A well-resourced organisation Poor perception and awareness of issues and effects A strong research focus Creative and innovative subjects and practice Narrow focus on practice Our student and staff community Lack of identity and place within nature

Un-adopted plans including Carbon Mgt Plan and Green Travel

No SMART targets

Weak engagement across professional departments

Poor national and institutional policy and regulation means involvement is down to personal choice Opportunities Threats

Richer curriculum and research

of 25 Students better equipped for work and change Lead, inspire and retain staff Better institution planning, in greater depth Assumption that being green reduces choice, increases costs More efficient, cost-effective estate operations An enhanced student experience Apathy Highlighting new career paths and practice Influencing future making, building and creating Fear of change Reduced costs through energy, water and resource Lack of motivation or incentives procurement Resilience – energy generation, reducing reliance on fossil fuels Perceived personal powerlessness Less impact from travel Going beyond Scottish, UK and EU government requirements Ego over Eco consciousness Being a sector and national leader on climate change A chance to emotionally reconnect people to the issues Disconnection to nature

Distance from consequences

Short-term gains prioritised over long-term consequences

Marketing, mainstream media, throwaway culture A rapidly redeveloping estate A lack of responsibility, time or interest in developing targets or reducing costs

Key Partnerships

SiAG works across the GSA and beyond. We would like to highlight and thank the following partners:

Directors Dame Seona Reid and Prof. Tom Inns for visible, positive support, and Lorna Ramage The ARC team – Eilidh Sinclair, Jenny Fraser, Kathy Beckett and Phillippa Claude for 15 months practical exploration Prof. Tim Sharpe as convenor of SiAG, and SiAG members for their time and effort

of 25 Halls of Residence – Fiona Sloan and Katie Dixon leading the way in energy & water conservation, recycling and re-use Student Association – practical and policy support across the board from Sam, Will, Rebecca and their colleagues The Vic Bar for the food, and interactions with their menu Estates Department – Dougie McKechnie, Barrie Stewart, Mike Quigley, Shona Donnelly, Agnes McGuire for the office space, infrastructure improvements including cycle racks and energy & water saving initiatives The cleaners and janitors, Robert McLean and Betty King, who engaged on food waste and who really make the place work… WTMS – Austin, Dreena and their team, we can’t imagine a GSA without their positivity Careers and Enterprise managers, making connections to broaden student opportunities Library – promoting sustainability texts Research, for support and ideas, in particular Maddy Slater, Ranjana Thapalyal and Colin Kirkpatrick Learning and Teaching – for involvement in areas such as Studio+ HR – in supporting our team and for discussions on improving staff involvement and benefits Sandi Galbraith for often instant and constant support and advice Jo Tomlinson and Fiona Jones for administrative support GSA Yoga and GSA Sport for developing support for students through extra-curricular activities Academics like Kathy Li who have let us in to student projects Technicians for their support and engagement in re-use Finance – budget and support in running our programmes Procurement – Michael McLaughlin for working with us on energy and waste issues Union involvement with wellbeing issues Registry – for support of the annual Degree Show Prize Comms for their help in spreading the message, developing the newsletter, and keeping us straight on logos Vic Boyd and the VLE team for marketing support and access to students and staff via the system Exhibitions for their helpfulness in organising events like Go Green Week All those students who applied for funding to expand their practice and horizons MEARU for the support of Rosalie Menon in working with ARC and Halls to improve room ventilation and energy use, and Lynette Robinson and Anna Poston for their knowledge and inspiration Neil McGuire for the website, and along with Jo Petty for Comm Des interactions Jane Stickley-Woods, Justin Cater, Colin Kirkpatrick and Tim Sharpe for assessing SiAG funding applications All the departments who have engaged through development of project briefs and talks to enhance the student experience Everyone who volunteered their time Students & staff like Angela Karpouzi and Karen Westland for being an inspiration to us

of 25 External Climate Challenge Fund - £94,000 for the ARC team’s project, and support from staff Caro Kemp and Phil Nowotny; Sustrans – for £7k cycling infrastructure funding; Zero Waste Scotland for £117k Radial funding Creative Carbon Scotland – bringing sustainable creatives together Environmental Association of Universities and Colleges for national and UK networking, conferences, events, support EAUC Community Engagement Topic Support Network – as convenor we have led three meetings a year Glasgow and the GUEST group, Napier, UofE, Strathclyde, UWS and Caledonian Universities for working with us Glasgow Bike Station – Dr Bikes and the upcoming Uni-Cycle funding and events APUC – the university purchasing organisation, developing sustainable procurement processes Resource Efficient Scotland – for an estate survey of possible improvement Exotic Excess Café – for the Lycra and free food Fashion Revolution – promoting ethical clothing Garnethill Community Council – Jane Sutherland and her council’s support for On the Verge event and community gardening Patrick Harvie MSP for launching Go Green Week with us with Nicolas Oddy The Project Café for catering On the Verge and feeding us when we needed it most Playdead for their collaboration on the ARC project communications and video Snook – inspiring workshops on communication Glasgow Scrap Store – taking some of our excess stuff to be reused EcoCampus – our environmental accreditors Rachel Duckhouse, Satish Kumar, Jonathan Baxter, Alistair Mackintosh, Ellie Harrison, Nic Green and all our other inspirational speakers People and Planet for the Green League and the structure it gives our work WARPit for creating a reuse culture in Scottish universities Glasgow University’s Thereza Sales De Aguiar and her students where we gave talks and are developing research

of 25 2015-2020 Approach

This second five-year strategy builds on the strategy written in 2009. Six years of SiAG meetings, two and a half years of experience from the Sustainability Coordinator, 18 months of ARC, gathering the experiences and learning from the best practice of others across the GSA, Scotland and the rUK means we have raised the profile of sustainability ideas at the GSA, and created new ways of thinking.

Feeding into this strategy was a SiAG workshop in early 2015. Staff and students were consulted on GSA policies and creating priorities for action.

Any future SIAG strategy must help inform, and align to, future GSA strategy content and timelines, and the timing, format and approach of this strategy will integrate into GSA future planning.

Strategic themes will guide actions, SMART objectives and clear outcomes to be developed by the end of 2015.

The first plan laid the foundations; this second plan takes that experience and focuses on building trust, evidence-based change, relevancy, implanting sustainability within the curriculum, strengthening our community engagement, and improving operations.

SiAG’s aim 2015-2020 is to:

Raise the awareness of the GSA community, taking action on climate change by implanting a sustainability ethos within our operations, community and curriculum.

of 25 Objectives 2015-2020

Objectives

 Make sustainability everyone’s role

 Make it relevant for the GSA community

 Engage our community by making them aware of the issues

 Equip our community with the knowledge and skills to take action

 Challenge the zeitgeist, disrupting the status quo through practice creation

 Use resources in a considered and respectful way, connected to nature

 Balance financial with environmental & social costs, a triple bottom line

 Reduce environmental and financial operating costs

 Monitor and report on key indicators

 Represent, and be guided by, our community

Objectives to be reviewed and SMART targets to be set with departments and management by end of 2015.

Outcomes

 A reduced GSA carbon footprint

 An enhanced student experience

 Better and clearer careers and practice pathways

of 25  Better design, making and communication through our practice

 Emotionally connect our community to the changes taking place

 Connect and benefit our local practice and geographic communities

 Protect and enhance academic freedoms

 Reduce the environmental, social and financial costs of our operations

 Improve our monitoring and reporting of our progress internally & externally

Shared Values

of 25 2015-2020 Strategic Themes

______

Theme > Key Actions*> Sustainability outcomes > GSA community outcomes > GSA institutional outcomes

of 25 Key Business Benefits2 for the Glasgow School of Art

Sustainability is a corporate responsibility, increasingly backed up by legislation and regulation. It is a chance to not only lead, but to be seen to be leaders, reducing costs and carbon emissions. The EAUC have identified key business benefits for integrating sustainability themes into strategy, policies and actions.

The table below shows that by taking sustainability themes into all departments, risk can be lowered, cost savings identified and our effect on the environment reduced.

To make this happen, sustainability ideals need to be implanted across all policies, not constrained to one sustainability policy. Managers need to be incentivised, and staff and students need to be informed, involved and reported back to.

Acting sustainably needs to become not the special way of doing a few things outside of our normal operations and teaching, but becoming part of, and enhancing, the usual way we carry out our activities.

By its nature, thinking sustainably helps protect academic freedoms as students and staff explore new ways of designing, building and doing. Operationally, we become more resilient as an organisation, better able to respond to changes in government policy.

With government putting in place stronger and more rigid cost and environmental regulation, changing and adapting now protects and strengthens the future stability of the Glasgow School of Art.

Business Benefit What How Benefit Create Surplus and Increase Adopting Adopt a Triple Bottom Line (social, environmental Have a better CSR Investment Potential sustainability and financial costs considered together) profile measures leads to increased A campus estates strategy, long-term focus Attract new pots of surpluses funding Put sustainable objectives into our financial strategy Higher sector profile Bank & Invest ethically

2 Based on the EAUC’s “A Business Guide for University Governors” www.sustainabilityexchange.ac.uk/a_business_guide_for_university_governors

of 25 Business Benefit What How Benefit Greater financial Collaborate across the sector to innovate resilience Manage Costs Reducing Ensure staff can buy as easily re-used than new Reduce our carbon resource use, footprint waste and energy Empower staff to come forward with ideas and reward them Reduce financial costs Create building user groups to tackle use, waste and energy issues with the power to sort out Reduce externalised problems (not senior mgt. – empower others) social and ethical costs Follow sustainable construction best practice, aim higher than the current standards, towards 2019 Real long-term infrastructure savings Refurbish to the highest standards possible Buildings that are low Instigate Soft-landings for campus builds, cost to run refurbishments and existing buildings Run buildings at Audit the estate for renewable energy generation design cost levels Reduce energy budgets year-on-year Minimise purchasing Employ a short-term part-time energy manager to by maximising reuse optimise energy use Meet zero carbon Make one estates manager responsible for energy building standards planning, improvements and monitoring early

Build on local HEI groups to share resources Generate energy independently & Allocate managers, buildings, departments their dependably

of 25 Business Benefit What How Benefit energy budgets and report to them monthly Offer cheaper energy Allow Schools and departments to keep a to neighbours proportion of energy savings

Connect capital and revenue budgets – spend now to save later across the estate

Harmonise bins across the campus to maximise recycling

Prioritise reuse storage areas

Monitor and report monthly on resources, disposal, water and energy

Evidence-based, CBA costed changes to the estate to reduce longer-term revenue costs Plan Ahead, Mitigate Risk & Pre-empt global, Build into GSA’s Risk strategy and planning Pre-empt and match Strengthen Competitive UK, national and national targets Advantage local policy Write and adopt clear policies across areas that will change which can save money and carbon Greater resilience only increase in priority and Set and monitor SMART objectives on all energy, Lower risk compulsion water, and resource use Be eligible for green Risk – Strategic: Instruct and hold accountable managers across the focused grants and lack of adaption campus to actively promote objectives cheap loans means supplies run low, students Be risk aware, not risk averse to changing estate Better infrastructure, and staff can’t lower longer-term

of 25 Business Benefit What How Benefit travel, energy Understand, meet and exceed national regulation costs cuts, flood and laws on areas such as building & pollution Control over energy Risk – Financial: Access Green funding such as Salix loans costs costs rise for energy or goods Monitor pollution – water, soil and air Resilient to changes in energy prices Risk – Consider and place sustainability in a relevant and Compliance: new useful way in all meetings – SSCCs to Board Spend on students building codes not energy and obligations, Have building groups report to a powerful mid-staff- including level estates committee to empower staff reporting Move through the EcoCampus (ISO14001) Risk – programme and instigate the ISO50001 energy Reputational: management programme seen as unprepared/ illegal activities Drive Innovation & Create Green businesses Encourage Disruptive Innovation at the GSA across Doing things cleverer Growth are growing in the curricula and operations UK: being green Enhance the GSA’s is big Build on the MEARU model and have separate, reputation for being profitable resources focused on sustainable innovative in design, creativity within the GSA, like Radial architecture and art

Make full use of internal expert resources Create learning resources for Helps meet new REF stipulates a focus on society, economy, Better REF score students, research facilities for REF guidelines culture, environment, health, quality of life – what staff monitoring how impacts can we have? Broader, more our work impacts connected and useful

of 25 Business Benefit What How Benefit on society research Attract and retain the most As a responsible Adopt key new staff benefits Build trust with staff talented staff and innovative employer we will Start a staff well-being week led by unions and HR Increase non-pay attract the best benefits staff Promote good mental and physical health across all policy Cooperate not Staff must sit at impose on staff the centre of any Promote active travel and incentivise (e.g. cycling meaningful mileage for business travel expenses, rail season Lower turnover & less change ticket loans) sickness

Allow and support staff to make changes in their Better staff morale & work spaces motivation

Run community reconnection workshops Improve links and relationships with Create a staff volunteering day (paid time off) unions

Ask staff how they can change processes and Connect our procedures community and create a wider sense Actively promote car-sharing and rail travel and of place incentivise

Staff carbon conversation sessions Enhance the student Students want Implant sustainability ethos throughout the Deeper and broader experience more curriculum and research understanding of sustainability issues within practice ethos in their Use the language of practice, not sustainability course and Well fitted to studio

of 25 Business Benefit What How Benefit practice No ‘sustainability’ degrees but aim to offer all culture and Studio+ students a chance to interact development

By having students and academics lead change, Links departments, protect academic freedoms from external ‘green’ and tackles silos pressure between Schools

Bring in external speakers, guest lecturers Cross-disciplinary by nature Involve students in their practice-spaces Increased Use Estates issues to illustrate and solve problems awareness, skills and across the GSA knowledge

Give knowledge and skills, responsibility and Better balanced authority to expand the role of SSCCs and student students forums to give students a greater voice Reconnect to nature Create a permanent student quiet space Students help lead Have GSASA promote more non-alcoholic social curriculum events and spaces development

Continue to support GSA Sport and emerging Empowered students, student societies that explore sustainability areas e.g. bees, food

Improve the employment It’s not about the Integrate ethos of deeper examination of issues Clearer career prospects of students grades or even within practice pathways the practice, but a broader level of Focus on wider questioning of why a material or Better use of their experience, process takes place, why a thing is made degree

of 25 Business Benefit What How Benefit thinking and awareness Focus on, and deliver, clearer graduate outcomes Improved graduate outcomes

Broader and deeper understanding

Multidisciplinary graduates Catalyse Local Partnerships GSA as an Use sustainability as a tool for culture change Disrupt the zeitgeist and Create Growth academic, economic, social Move from “I will if you will” to initiating and leading Maximise the benefits and ethical force partnerships the GSA can deliver for good Routinely examine ways any project can link to local Push innovation architecture, development, design or art Create local networks Link operational estate improvements to the wider geographical community, e.g. energy generation Enhance the GSA’s reputation and Ensure suppliers & contractors follow our lead standing Be a Leader How does the Have 350 sustainability staff not three - put Improved SFC profile GSA make things sustainability and its principles into everyone’s job better? How do description Improved perceived & we become a actual transparency Civic Leader? Anticipate and exceed SFC requirements and goals Shared responsibility Take part in the local community council amongst staff

Provide local benefits to Garnethill Strengthen international

of 25 Business Benefit What How Benefit Stand up for and make things better within our academic and practice community, GSA community and practice links geographical community Happier local Take a more active role with HEI organisations such Garnethill community as the EAUC Better, coordinated, Monitor and report – create real, good news stories more resilient strategic planning Implant sustainability principles in operational, strategic and future plans – not added on or Be a sector best- separate but throughout and within practice leader

Report sustainability at the same level as finances

Build it all in, not bolt it on

of 25 Linking to Strategy & Policy ______

The sustainability ethos must implant itself across the GSA – every department, every School, every year and every individual. Where possible and appropriate, SiAG does not lead.

Stud E Unio G D P L H WT S Stud Fina H L C ents s ns S i r & R MS c ent nce & i o t A r o T h Servi S b m a S e c o ces/ r m t A c u o WP a s e t r l r s o e s y r m a e t n e t SiAG Strategy SiAG Curriculum Engagement Grad Outcome Agreement Carbon Management Plan GSA Environment Policy Campus Redevelopment GSA Energy/ Water Policy GSA Resources (waste) Policy GSA Construction Policy Green Travel Plan GSA Well-being GSA Green IT Policy GSA Food Policy GSA Procurement Policy

of 25 Stud E Unio G D P L H WT S Stud Fina H L C ents s ns S i r & R MS c ent nce & i o t A r o T h Servi S b m a S e c o ces/ r m t A c u o WP a s e t r l r s o e s y r m a e t n e t GSA Ethical Investment Policy Grey: Direct involvement Red: Lead

of 25 Internal and External Reporting Partnerships

S S E H U G D P L H S R S E Finan H L C i t s a n S i r & R c e tu q ce & i o A u t l i A r o T h gi d u S b m G d a l o S e c o st e al r m e t s n A c u o ry nt iti a s n e s t r l S e r t s o e s e s y s r m rv a e ic t n e e t s/ W P ScotGov Mandatory Reporting EcoCampus University (Green) League GSA SMART targets Operational (energy use etc.) Grey: Direct involvement Red: Lead

of 25 Contact ______

John Thorne Sustainability Coordinator Sustainability in Action Group (SiAG) Glasgow School of Art, 167 Renfrew Street, Glasgow, G3 6RQ 0141 353 4652, 07851 789 220 [email protected] www.gsasustainability.org.uk