Citation:
David Parsons, Julia Chatterton, Derek Clements-Croome, Abbas Elmualim, Howard Darby, Tom Yearly,
Gareth Davies, Ian Wilson and Edward Ishiyama (2011), Carbon Brainprint: final report on HEFCE project LSDHE43, Cranfield University, CBrainprint-0000
Abstract:
The need for organisations to reduce their carbon footprint is now well
accepted. HEFCE has recently published its policy (2010/01) requiring
universities to set targets to reduce their greenhouse gas emissions and
targeting reductions of 34% and 80% across the sector by 2020 and 2050
respectively. Universities, however, also help other organisations to reduce
their own carbon footprints, both through providing existing or potential
employees with the necessary knowledge and skills and, more directly, though
research and consultancy projects. These reductions cannot be offset against the
university's footprint, but the intellectual contribution to reducing the carbon
footprint of others, termed their "carbon brainprint", is immensely valuable in
meeting the challenge of global warming.
This project aimed to help quantify the HE sector's Carbon Brainprint. It used a
set of case studies from Cranfield, Cambridge and Reading Universities to
establish a robust, repeatable method, informed by life cycle analysis methods
and PAS2050 for carbon footprinting, for calculating and verifying the
contribution of universities to reducing greenhouse gas emissions. This method
could be applied across the sector to assess the impact of HE intellectual
activities.
Guidelines were drawn up at the start of the project and revised as the case
studies progressed. These included general principles, based on carbon
footprinting standards, appropriate spatial, temporal and conceptual boundaries
for brainprint studies, the scope and limits of applicability, appropriate
levels of detail, uncertainty analysis and the possible need to attribute the
brainprint among project partners. The guidelines set out the main steps in a
brainprint assessment: system description, boundary definition, data gathering,
assessment of emissions and changes to evaluate the retrospective and
prospective brainprint, and uncertainty analysis. The case studies covered
* Ceramic thermal barrier coatings for jet engine turbine blades, which help
to improve engine efficiency and reduce aircraft fuel consumption.
* Novel offshore vertical axis wind turbines that will be able to generate
‘green' electricity using less material for construction than conventional
designs.
* Improved delivery vehicle logistics to reduce delivery vehicle fuel use in
the food sector.
* Training for landfill gas inspectors to capture emissions of methane from
landfill sites.
* Intelligent buildings to reduce fuel consumption by both behavioural
change and advanced monitoring and control.
* Optimising defouling schedules for oil-refinery preheat trains, to
maintain efficiency and reduce the consumption of oil within the refinery.
These included developments that were already implemented in practice, including
some where data on the results were available, and others that have yet to be
used. All demonstrated the positive effects of research, consultancy or teaching
in reducing greenhouse gas emissions, although the scale of the effect varied
considerably. The largest totals came from the jet engine thermal barrier
coatings, due to the large quantities of fuel consumed by aircraft engines, and
the training of landfill gas inspectors, due to substantial changes in the
emissions of a highly potent greenhouse gas. In other cases the unit reductions
were smaller, but the potential total effects are large if they are widely
adopted.
On the basis of these studies, it seems likely that a relatively small number of
projects focussed on applications with high energy or greenhouse gas flows will
represent the majority of the brainprint of most institutions. Those where good
monitoring data from full-scale application are available will normally be
comparatively simple to assess and provide clear results.
The project has demonstrated that it is possible to begin to quantify the impact
that universities have on society's greenhouse gas emissions, and that this
impact is large. The current annual brainprint of the four projects assessed at
Cranfield University is over 50 times the university's own annual carbon
footprint.