Sustainability policy documents

• We are the leading AIL higher education institution for lifelong learning and sustainable development
• The students are attractive in the labour market, equipped for lifelong learning and are driving actors for sustainable social development
• The research meets complex challenges for sustainable societal development regionally, nationally and internationally.

Sustainable development is an integral part of the university's activities. Here you can read about vision, goals and strategies.

A work and study environment free from gender-based vulnerability: harassment, violations and sexual harassment
An equal distribution of power, resources and opportunities
Gender equal education and doctoral education
Supporting processes and tools to enable change

Here you can read the Plan for Gender Mainstreaming 2023-2025 in its entirety.

Missions

Impact Goals:
The University's business trips must be carried out with as little environmental and climate impact as possible.

Timed goals:

• Emissions of carbon dioxide from business travel (planes, buses, cars, trains) are to be reduced by at least 25 percent per annual workforce between 2018 and 2025.
• Emissions of carbon dioxide from business travel (planes, buses, cars, trains) must be reduced by at least 30 percent per annual workforce between 2018 and 2030.

Follow-up:
Business travel in 2023 compared to 2018, in percent:

Total: -36% kg CO2 per annual workforce compared to 2018 (-24% of total emissions)

Business travel by mode of transport in 2023 compared to 2018, as a percentage:

Aviation: - 29% kg CO2 per annual workforce (-24% kg total emissions)
Car travel: - 65% kg CO2 per annual workforce (-59% kg total emissions)
Bus: - 54% kg CO2 per annual workforce compared to 2018 (-45% kg total emissions)
Train: Makes up only 3 kg out of 197,374 kg total. In kilometres, train travel has decreased by 23% per full-time equivalent compared to 2018.

Air travel gave rise to 89 percent of all climate impact from business travel in 2023.

Support for sustainable travel (link to the Staff Portal, login required)

Here you will find the rules for business travel (link to the Staff Portal, login required)

Impact Goals:

The university's consumption and use of resources contribute to good working conditions and reduced negative environmental impact.

Time-bound environmental and climate goals:

• The university's procurement, purchasing and use of materials must be climate-neutral or climate-negative by 2045 at the latest, with emissions as close to zero as possible.
• Reduction of carbon dioxide emissions by 30 percent per full-time equivalent by 2030, compared to base year 2024, in the following areas:
  IT products
  Furniture
  Catering
  
  
• The proportion of purchases with sustainability labels will be as follows by 2030:
  Catering: 60 percent organic (EU organic/KRAV or equivalent) and still 100 percent fair trade with Fairtrade/equivalent for coffee and tea.
  IT products: 100 percent sustainability-labelled computers and monitors (TCO certified or equivalent)
  Furniture: 100 percent sustainability-labelled (Ecolabel, Nordic Swan, Möbelfakta or equivalent)

Results will be followed up from 2024 onwards.

This is how University West works with sustainable purchasing (link to the Staff Portal, login required)

Impact Goals:
The university's handling of materials and waste must be circular and provide good conditions for students and staff to take individual responsibility to act sustainably.

Timed goals:

• Waste
  Implement a new routine for waste sorting at the university by 2025.
  Develop metrics for residual waste by 2026.
  
  
• Use of materials
  100 percent take-back of IT products by 2030.
  50 percent reuse of divested furniture by 2030.

Results will be followed up from 2024 onwards.

Impact Goals:
The university's energy use must be climate-neutral and efficient.

Timing targets for 2030:

• Consumption of operating electricity must be reduced by at least 15 per cent compared to base year (average of 2014-2015)
• Own production of renewable energy will increase by at least 100 percent compared to 2023.
  
  

Follow-up:
Operating electricity on campus in 2023, compared to 2014/2015:

Total: -9.6% kWh
Per sqm: -9.8% kWh
Per full-time worker: - 28.7% kWh

Sustainability must be integrated into all our processes. Environmental management and equal opportunities are the areas we focus extra on.

Vice-Chancellor's decision 12 September 2023
Effective October 1, 2023
Case number HV 2023/352

1. Introduction

The purpose of the university's system and structure for equal opportunities is to create a study and work environment where everyone works on equal terms. Equal opportunities include diversity, equality and accessibility aspects. By creating structure and transparency, a systematic approach to the social dimension of sustainable development is developed.

This work is an important part of the university's quality work towards our vision and common goals, and which affects the entire organisation and includes equal opportunities and equality for all students and staff. The systematic work shall contribute to equal opportunities, rights and obligations for all individuals; applicants, students and employees, regardless of gender, gender identity, age, sexual orientation, ethnicity, social, cultural or religious background or disability.

The work to create inclusion and equal opportunities for all is based on international and national goals and regulations, as well as the university's own vision, goals and internal regulations. Agenda 2030 is an international action plan with goals for the transition to a sustainable society for people, planet and prosperity and encompasses three dimensions of sustainable development: economic, social and environmental.

The work on the social dimension is regulated by laws, ordinances and the Government's annual appropriation letter.  Section 5 of the Higher Education Act reads: "Higher education institutions shall promote sustainable development in their activities, which means that present and future generations are ensured a healthy and good environment, economic and social welfare and justice. In the activities of higher education institutions, equality between women and men must always be observed and promoted." Other laws and ordinances that the university must comply with are, for example, the Work Environment Act, the Discrimination Act and the Ordinance (2001:526) on the state authorities' responsibility for the implementation of disability policy. The state's core values also lay the foundation for sustainable development by, for example, upholding democratic values through respect for the equal value of all people and for the freedom and dignity of the individual, the mission to promote sustainable development that leads to a good environment for present and future generations, and to work to ensure that all people can achieve participation and equality in society.

University West's vision "For a more sustainable world, we are an active societal actor that, together with the outside world, creates knowledge and makes it available to more people" shows that the university has high ambitions for the work with sustainable development, which is also reflected in the university's core values; generous, inclusive, offensive and "crazy enough". Sustainability permeates the business and is visible in both goals and strategies.

2. Preventive work

To create a study and work environment where everyone works on equal terms, long-term and structured work with systematic follow-up and continuous improvements is required. The Non-Discrimination Act defines the work of preventing discrimination and promoting equal rights and opportunities at work, regardless of the grounds for discrimination for active measures. In short, it is about identifying and eliminating risks of this happening.

The establishment of guidelines, procedures and other necessary governing documents provides a clear framework and ensures systematic work on work environment and equal opportunities issues. Good conditions for this work are created through information for new students and information on the student web and the staff portal, employee appraisals, introductory training for new employees, systematic training for managers and other important groups, as well as through various surveys, analyses and follow-ups.

Within the framework of the university's regular work in all processes, it is to ensure a study and work environment where everyone works on equal terms. This means that work to create inclusion and equal opportunities, as well as education providers and employers, must continuously take place in the day-to-day operations. To support the planning work, there are processes, internal guidelines, rules and procedures that ensure equal treatment and inclusion.

3. Implement

All ongoing work in all the university's processes must be carried out in such a way that all students or employees have equal opportunities, rights and obligations. The university's operational management system includes annual follow-up and discussion in the university's management group on continued development in connection with the strategy day for sustainable development.

The work will take place continuously in four stages, in five areas and based on all seven grounds for discrimination. These are described in more detail in the next section. The implementation includes working with measures linked to identified risks in the business based on work environment and equal opportunities aspects. To support implementation, there are procedures for equal opportunities work and templates for risk assessment. The organisation conducts risk assessments, analyses causes and implements measures linked to decided university-wide and local priorities. Plans are drawn up continuously during the year, but are followed up in connection with annual reporting and strategic discussions. The systematics of the equal opportunities work is evaluated once a year in connection with the management's review during the strategic discussion in the university's management group.

4. Evaluate, investigate and follow up

Equal opportunities work is carried out systematically by following the four steps linked to active measures to carry out preventive and promotional work:
1) Investigate, 2) Analyze, 3) Remedy, 4) Evaluate and follow up.

Risks of discrimination against students and staff and any obstacles to equal rights and opportunities are investigated in several different ways. The surveys focus on the risks of discrimination against employees and students according to the Discrimination Act's legal requirement for active measures (SFS 2016:828).

For employees (including employed doctoral students)

• Working conditions
• Salaries and terms of employment
• Recruitment and promotion
• Skills development and training
• Reconciliation of work and parenthood

For students (including doctoral students)

• Admission and recruitment procedure
• Teaching methods and organisation of education
• Examinations and assessments of student performance
• Study environment
• Opportunity to combine studies with parenthood
  
  

The work of identifying risks and analysing based on the seven grounds of the Discrimination Act is done through annual follow-ups in the form of, for example:

• dialogue in performance appraisals,
• Surveys: Work environment survey, equal opportunities survey, doctoral student barometer,
• follow-up and analysis of received student complaints and student cases,
• analysis of programme evaluation;
• follow-up and analysis together with the student health service and coordinators for students with disabilities,
• follow-up of incoming cases, reports and incidents.
  
  

To ensure responsibility, timetable and communication regarding the follow-ups that are made, there is a follow-up schedule (HV 2023/585).

5. Develop and improve

Follow-up, measures and evaluation of equal opportunities are reported to the university's management team at the annual strategy day, in accordance with the fourth step (evaluate and follow-up) linked to the work with active measures. On the basis of analyses and evaluations, the necessary university-wide measures are decided on at operational and strategic level to promote a level playing field and reduce the risks of discrimination.

The proposed measures are documented and followed up continuously to ensure that they are implemented effectively. At the next year's strategy day, the results of these measures will be reported back to ensure transparency and accountability in accordance with legal requirements.

In line with the requirements of the Discrimination Act, the structure, content and systematics of the work with equal opportunities are evaluated once a year in connection with the management's review during the strategic discussion in the university's management group. This ensures that our working methods are continuously adapted and improved to promote an equal and inclusive study and work environment and to meet the statutory requirements.

6. Communication

Results from follow-up, measures and evaluation of equal opportunities are communicated to relevant stakeholders in order to make the work visible and feedback in a transparent manner. Communication and dissemination of information is an important key to creating effective and visible equal opportunities work. Communication helps to create inclusive environments and cultures and is part of creating changes in behavior and expression. It is therefore particularly important that communication itself is inclusive and that good examples as well as difficulties and challenges are disseminated and discussed.

7. Liability

Within the university, systematic equal opportunities work is carried out at different levels and in different forms. The responsibility follows both internal delegation regulations and legal requirements. The work units carry out annual surveys, analyses and measures in their activities to increase gender equality and reduce the risks of discrimination. It is the responsibility of all managers to prevent discrimination and to act and investigate the risks of discrimination. All managers also have a responsibility to create an atmosphere of trust and participation, where employees and students are engaged and given the opportunity to make their voices heard, influence and change.

7.1 Principal
The Vice-Chancellor has the ultimate responsibility for promoting equal opportunities for all employees and all students within the University's operations. The responsibility is thus divided into two parts and entails both employer responsibility and responsibility as an education provider. This includes, but is not limited to, increasing gender equality and reducing the risks of discrimination.

The Vice-Chancellor creates the conditions through decisions in accordance with the University's rules of procedure and the Vice-Chancellor's delegation of authority. Within the university's management team, an annual cycle for strategic issues is carried out, where sustainable development, including gender equality and equal opportunities issues, forms a theme for follow-up and strategic discussions. Regular follow-ups according to a special schedule (see Appendix 1) provide a basis for discussion prior to strategic and operational decisions.

7.2 Head of Department
Like the Vice-Chancellor, heads of department have a dual responsibility – both as an employer and as an education provider.

As employers, heads of department are responsible for implementing measures that reduce the risk of discrimination and promote gender equality and equal opportunities. This includes ensuring equal treatment in working conditions, pay and terms of employment, recruitment and promotion, skills development and training, and the possibility of combining work with parenthood. Heads of department are also responsible for promoting an even distribution and representation of different groups in the management team and internal bodies. This means actively working to remove barriers and create an inclusive work environment for all employees. The work focuses on ensuring that all employees have equal conditions for qualifications, distribution of meritorious tasks and implementation of education and research.

As education providers, heads of department are responsible for ensuring that all students have equal opportunities and opportunities in education. This includes implementing measures to reduce the risk of discrimination and promote equal treatment in teaching methods and organisation, examinations and assessments, study environment and the opportunity to combine studies with parenthood. Heads of department are also responsible for ensuring that the gender equality and equal opportunities perspective is part of the content, design and implementation of the programmes within the framework of the sustainability perspective.

7.3 University Director
The University Director's employer responsibility includes implementing measures that reduce the risk of discrimination and promote equal opportunities and equality.   This includes ensuring equal treatment in working conditions, pay and terms of employment, recruitment and promotion, skills development and training, and the opportunity to combine work with parenthood. The work focuses on promoting an equal distribution and representation of different groups in the management team and internal bodies. It also means actively working to ensure that all employees have equal conditions for qualifications and includes measures to promote equal treatment in, for example, the distribution of meritorious tasks.

The University Director is responsible for creating conditions, planning and following up that the study environment, in the form of infrastructure and support functions for education, is correctly dimensioned and creates equal conditions and conditions for all students. The administration's department heads are responsible for staffing and planning for their employees within their areas of responsibility. They are also responsible for ensuring that employees have the right skills, knowledge and conditions to perform their tasks in an inclusive and equal way.

7.4 Head of Student Support, Library and Educational Development (SBIP)
The head of SBIP is responsible for implementing measures that promote gender equality, reduce the risk of discrimination and ensure equal opportunities in working conditions, pay and terms of employment, recruitment and promotion, skills development and training, and the opportunity to combine work with parenthood. The work focuses on promoting equal distribution and equal opportunities in the appointment of management teams and internal bodies, as well as merit in the distribution of meritorious tasks.

Furthermore, the head of SBIP is responsible for creating conditions, planning and following up that SBIP with its support functions are correctly dimensioned and create equal conditions and conditions for all students. Department managers are responsible for staffing and planning for their employees and ensure that employees have the right skills, knowledge and conditions for the tasks.

Processes that contribute to equal opportunities and that are systematically followed up, evaluated, developed and documented are study guidance, support for students with special needs, writing guidance and other student support linked to the library, as well as processes to promote digital competence development and teaching and learning in higher education

7.5 Heads of department
All heads of department have an employer responsibility and must systematically implement measures that promote gender equality and equal opportunities and reduce the risk of discrimination in working conditions, pay and terms of employment, recruitment and promotion, skills development and training, and the opportunity to combine gainful employment with parenthood. The work includes, for example, informing, investigating conditions and creating opportunities for skills development, as well as ensuring that all employees have career opportunities on equal terms so that gender equality increases in the workplace. Planning and follow-up take place via workforce planning discussions and annual performance appraisals.

Heads of department in the institutions are also responsible for receiving and handling complaints that cannot be resolved through direct communication between interested parties and for documenting any risks of discrimination.

7.6 All staff and students
In order to promote equal opportunities, it is crucial that both staff and students are given the opportunity to actively make their voices heard, influence and change. The commitment of all parties is an important success factor. Furthermore, all staff and students have a responsibility to follow the rules, guidelines, procedures that exist and act in a fair and inclusive manner. It is important that everyone is aware that they have a role in identifying and reporting any discrimination they see or experience.

Teachers have a special responsibility to participate in competence development measures and an obligation to follow internal rules, guidelines and action plans to ensure and develop study environments so that all students can study on equal terms. The work includes contributing to improvement in the event of identified shortcomings as well as measures to ensure that the gender equality and equal opportunities perspective is part of the content, design and implementation of the education. Programme directors have a special responsibility to monitor the issues from a programme perspective.

7.7 Coordinator for equal opportunities and gender equality
The University's Equal Opportunities Coordinator has the role of coordinating, initiating and running the University's equal opportunities and gender equality work so that it takes place according to plan. The role includes:

• Coordinate the establishment of governing documents and procedures to promote equal opportunities and counteract discrimination
• Conduct university-wide risk analyses in the area of equal opportunities and discrimination to identify and manage any shortcomings and risks
• Follow up and evaluate the effects of initiatives and measures and report results to the university's management and stakeholders
• Be the convenor of the Sustainability Council together with the environmental coordinator
• Offer support and resources to work units
• Collaborate with department heads and human resources managers
• Law monitoring and business intelligence
• Respond to referrals and surveys related to equal opportunities and discrimination
• Coordinate internal and external reviews of equal opportunities and discrimination
• Be responsible for ensuring that information in the area is up-to-date and appropriate
• Prepare documentation, plan and carry out the management's review at the university's management group's strategy day for sustainable development.
• Be part of relevant working groups in the area of equal opportunities and gender equality
  
  

7.8 Sustainability advice
The University's Sustainability Council is a committee of the University's management team and is led by the Deputy Vice-Chancellor. The Sustainability Council is responsible for preparing and analysing data from various sources, including the follow-ups that take place within the framework of the university's quality system. Based on the analyses carried out, the Sustainability Council prepares proposals for development projects and improvement activities that are presented and discussed at the annual strategy day in sustainable development.

As part of this, the Sustainability Council works strategically to develop and anchor processes, guidelines and working methods to develop the work within gender equality and equal opportunities throughout the university.

The Sustainability Council consists of appointed management representatives from all work units, student representatives, as well as environmental coordinators and coordinators for equal opportunities and gender equality. The members of the Sustainability Council are responsible for anchoring and discussing equal opportunities issues within each work unit/activity. The Deputy Vice-Chancellor is responsible for dialogue and anchoring with the Vice-Chancellor.

7.9 University-wide centres
The Centre for Sustainability is a collaborative and collaborative arena for the university's research and education related to sustainability. The starting point is a broad concept of sustainability that encompasses ecological, social and economic sustainability as well as the interdependence between the three dimensions of sustainability. The work is based on Agenda 2030 and the 17 global sustainability goals.

The Centre for Sustainability supports the university's internal sustainability work by delivering the support that is requested and contributing to strengthening the competence on sustainability issues among teachers, researchers and students.

The Centre for Health Promotion and Salutogenesis is a collaborative and collaborative arena for the university's research and education with the perspective of health promotion and salutogenesis. The aim is to work to ensure that students and staff maintain health during their education/working life and contribute knowledge that can create the conditions for health and sustainable development throughout life.

The Centre for Health Promotion and Salutogenesis supports the University's internal health promotion work by delivering the support that is required and contributing to strengthening the competence in salutogenesis among teachers, researchers and students.

Vice-Chancellor's decision 3 October 2023
Effective October 1, 2023
Case number HV 2023/351

1. Introduction

The purpose of the university's environmental management work is to reduce the negative environmental impact and contribute positively to environmental improvement. The environmental management system provides a systematic approach to the ecological dimension of sustainable development. In this way, it contributes to fulfilling University West's vision "For a more sustainable world, we are an active societal actor that, together with the outside world, creates knowledge and makes it available to more people".

Environmental work at government agencies is ultimately regulated by laws, ordinances and the Government's annual appropriation letter. The university is tasked with working for a better environment, which is regulated by the Higher Education Act, according to which a healthy and good environment must be promoted. The Ordinance on Environmental Management in the State (SFS 2009: 907) regulates that this must be done through a systematic approach.

Environmental work covers the environmental impact of the entire operation. Systematic environmental work includes creating conditions, planning, implementing, following up and reducing the negative significant environmental impact. This is partly about the long-term impact on society based on our core processes (education and research), and partly about the direct environmental impact of our operations on, for example, climate, biodiversity, water and air.

The environmental management system clarifies responsibilities and provides a systematic and structure for monitoring conditions and results. The follow-up should lead to the identification of development/improvement needs, a plan for measures and feedback.

Ultimately, the environmental management system must ensure that the university's operations live up to the requirements set out in laws and ordinances.
1 It shall also contribute to the development of activities in accordance with the management system's vision of contributing to a sustainable world as well as university-wide goals and strategies, of which sustainable development is an integral part.

The various parts of the environmental management system are described below. This is followed by a description of the responsibilities of different roles.

2. Preventive work

The environmental management system describes a systematic approach to environmental impact according to an improvement cycle in order to contribute to sustainable development and achieve the national environmental quality objectives. It clarifies the organisation and responsibility for environmental work, lists stakeholders who have requirements and expectations of the university, specifies which areas are the university's important sustainability aspects and thus extra important to work with, and how follow-up and reporting of the work should take place.

An environmental assessment is carried out regularly to investigate and identify the significant environmental impact of the operation, both positive and negative. What is considered to be significant environmental impact depends on the actual environmental impact as well as legal requirements and requirements from stakeholders. The significant environmental aspects then form the basis for the focus and design of the environmental management system. The investigation must be kept up to date and reviewed and updated in the event of significant changes in the business or at least every five years.

Based on the results, an environmental policy and environmental goals are established/updated. A plan of activities and measures is drawn up to achieve the goals. The university reports annually on its work on environmental management to the Swedish Environmental Protection Agency and the extent to which set goals have been achieved. The follow-up forms the basis for improvement measures and revised goals, where overall goals are reviewed at least every three years. To create the conditions for the system to work, procedures have been established to support the fulfilment of the goals and reduce negative environmental impact.

Through training and information, the staff's skills and awareness are continuously developed in their own work, for example through competence development initiatives, events, online support linked to specific areas (e.g.  purchasing, business travel, chemical handling).

The environmental work is governed by an annual cycle that is linked to the overall strategic annual cycle. The annual cycle ensures that, based on the environmental objectives, development areas are identified, prioritised, responsibility for activities is allocated, implemented and followed up.

3. Implement

The implementation includes activities linked to achieving set goals to reduce environmental impact and activities to improve the systematics of environmental work.

The organisation carries out planned activities based on assignments linked to decided university-wide and local priorities. Plans are drawn up continuously during the year, but are followed up in connection with annual reporting and strategic discussions.

The systematics of environmental management work are evaluated once a year in connection with the management's review at the strategic discussion in the university's management group.

In the areas with the greatest environmental impact, procedures have been established to support operations, for example for waste management, purchasing, business travel and chemical management. The procedures are available on the university's staff portal. Incidents and deviations in relation to established routines and goals are documented and handled on an ongoing basis.

4. Evaluate, investigate and follow up

Environmental work is followed up at regular intervals and according to an established structure.

• The environmental investigation must be kept up to date and updated in the event of significant changes in the business or at least every five years.
• Annual follow-up of systematic environmental work
• Follow-up and reporting of completed activities and results in
• The environmental report to the Swedish Environmental Protection Agency in connection with the annual report.
• Compliance check
• Internal and external environmental audits
• Compilation of deviations and incidents
  
  

To ensure responsibility, timetable and communication about the follow-ups that are made, there is a follow-up schedule.

5. Develop and improve

All follow-up and evaluation of the environmental work is reported to the university's management team at the annual strategy days. On the basis of the results, possible measures are decided on at operational and strategic level. The proposed measures are documented, followed up and reported back at the latest at the following year's strategy days.

6. Communication

Results from follow-up, measures and evaluation of environmental management are communicated to relevant stakeholders, with the aim of making the work visible and feedback in a transparent way to both relevant stakeholders and employees in general.

Well-functioning communication and dissemination of information is an important key to effective and visible environmental management work.

7. Liability

Within the university, systematic environmental work is conducted at different levels and in different forms. The responsibility follows both internal delegation regulations and legal requirements.

The work units are responsible for living up to current legal requirements and ensuring that the procedures established by the university to reduce negative environmental impact and contribute to positive environmental impact are followed. All managers must have knowledge of what the significant environmental aspects/risks are in the part of the business they are responsible for, and to take appropriate measures to reduce the negative environmental impact if necessary.

7.1 Principal
The Vice-Chancellor has the ultimate responsibility for ensuring that the university complies with laws and other external requirements in the environmental area through an appropriate environmental management system. This responsibility includes creating conditions through decisions in accordance with the University's rules of procedure and the Vice-Chancellor's delegation of authority.

Within the university's management team, an annual cycle for strategic issues is carried out, where sustainable development, including ecological sustainability, constitutes a theme for follow-up and strategic discussions. Regular follow-ups according to a special schedule provide a basis for discussion prior to strategic and operational decisions.

7.2 Head of Work Unit
The work unit manager is responsible for creating conditions, planning and following up the environmental work at the work unit level. Incidents and deviations at the work unit are documented and followed up.

The work unit manager appoints coordinators and other roles required by the environmental management system, such as chemical manager, and ensures that the appointed have the right skills, knowledge and conditions for the assignment.

The University Director has a special responsibility for creating conditions, planning and following up that infrastructure and support functions for environmental management work are correctly dimensioned.

7.3 Heads of department
Department managers are responsible for ensuring that the department's employees are informed about and comply with existing rules, guidelines and procedures, e.g. rules for business travel. The work includes, for example, informing, investigating conditions and identifying the need for skills development.

7.4 Employees
Employees are responsible for following rules, guidelines, procedures and otherwise contributing to environmental work. They also play an important role in alerting managers to things that are not working as intended within the environmental management system.

7.5 Environmental coordinator
The University's Environmental Coordinator has the role of coordinating and driving the University's environmental management work so that it takes place according to plan. The duties include:

• Coordinate follow-up and write an annual environmental report to the Swedish Environmental Protection Agency.
• Prepare documentation, plan and carry out the management's review at the university's management group's strategy day for sustainable development.
• Coordinate the establishment of governing documents and procedures
• Be the convenor of the Sustainability Council together with the coordinator for equal opportunities and gender equality
• Offer support and resources to work units
• Respond to referrals and surveys
• Law monitoring and business intelligence
• Be part of relevant working groups in the environmental field, e.g. chemicals group, sustainability group for infrastructure.
• Ensure that the environmental assessment is updated as necessary or at least every five years
• Coordinate internal and external environmental audits
• Conduct university-wide risk analyses in the environmental area.
• Be responsible for ensuring that information in the area is up-to-date and appropriate

7.6 Sustainability advice
The Sustainability Council is a committee of the University's management team and is led by the Deputy Vice-Chancellor. It is responsible for preparing and analysing data from various sources, including the follow-ups that take place within the framework of the university's quality system. Based on the analyses made, the Sustainability Council prepares proposals for development projects and improvement activities linked to sustainable development, which are presented and discussed at the university's management team's strategy days.

As part of this, the Sustainability Council works strategically to develop environmental management systems and reduce the negative environmental impact of the entire university.

In addition to the Deputy Vice-Chancellor, the Sustainability Council consists of management representatives from all work units, student representatives, as well as environmental coordinators and coordinators for equal opportunities and gender equality. The members of the Sustainability Council are responsible for anchoring and discussing environmental management issues within each work unit/activity. The Deputy Vice-Chancellor is responsible for dialogue and anchoring with the Vice-Chancellor.

7.7 Infrastructure Sustainability Group
The Sustainability Group for Infrastructure coordinates that the university lives up to external and internal requirements regarding environmental and climate impact. The group has a particular focus on premises, procurement and purchasing, as well as IT solutions.

7.8 Chemicals group
At the university, there is a chemicals group that is a committee to the Safety Committee and has the task of coordinating the work with the university's chemical management.

The coordination assignment includes:

• Monitor relevant legislation
• Update university-wide chemical list and carry out annual review
• Monitor that risk assessments are made and documented
• Provide support in risk assessments
• Monitor the phase-out/substitution of hazardous substances
• Provide support in the purchase of chemical substances/products
• Establish procedures in the area
• Ensure continuity and promote learning in the organization

7.9 Centre for Sustainability
The Centre for Sustainability is a collaborative and collaborative arena for the university's research and education related to sustainability. The starting point is a broad concept of sustainability that encompasses ecological, social and economic sustainability as well as the interdependence between the three dimensions of sustainability. The work is based on Agenda 2030 and the 17 global sustainability goals.

The Centre for Sustainability supports the university's internal sustainability work by delivering the support requested in consultation and contributing to strengthening the competence on sustainability issues among teachers, researchers and students.