EPFL Sustainability report 2010 2011

EPFL SuStainabiLityREPoRt 2010 - 2011JunE 2012

EPFL recognizes the need to responsibly manage re-sources, conduct social relations, and stimulate the economy. Given its position as a well-respected university

and research institution, EPFL is committed to adopting and further developing sustainability

strategies intended to generate positive impacts both internally and externally.

Demonstrating this commitment to building a more sustainable campus, EPFL joined the iSCn-GuLF Sustainable Campus Charter as a

signatory member. the Charter was developed and endorsed by the international Sustainable Campus network (iSCn) and the Global university Leaders Forum (GuLF). the iSCn is a global network that aims to enhance universities’ commitments to construct, redesign, and organize their campuses in an exemplary and sustainable way, and to include the experiences in their research and education mission (www.isc-network.org). GuLF was initiated by the World Economic Forum to develop a global community of university leaders, foster collaboration between top universities in areas of significance for global policy and help shape the agenda of the World Economic

Forum. the GuLF community now includes 25 heads of universities from nine different countries and constitutes the premier university leaders forum in the world (www.weforum.org/global-university-leaders-forum).

to communicate EPFL’s progress and future goals for sustainability-related efforts in a systematic and transparent manner, this report combines EPFL’s reporting under the iSCn-GuLF Sustainable

Campus Charter with a sustainability report following the guidelines of the Global Repor-ting initiative (GRi), which is known internationally as the most widely accepted

sustainability reporting framework.

TABLE OF CONTENT PRESiDEnt’S StatEmEnt 1

iSCn-GuLF ChaRtER SummaRy REPoRt

1. Introduction and Profile 3 Campus Community and Culture 3 Governance and institutional Context 4

2. Principle 1 Sustainability Performance of Buildings on Campus 7 management approach to Principle 1 topics 7 main initiatives and Results in 2011 8 overview of EPFL’s Principle 1 Goals 9

3. Principle 2 Campus-Wide Master Planning and Target-Setting 11 management approach to Principle 2 topics 11 main initiatives and Results 2011 12 overview of EPFL’s Principle 2 Goals 13

4. Principle 3 Integration of Facilities, Research, and Education 15 management approach to Principle 3 topics 15 main initiatives and Results 16 overview of EPFL’s Principle 3 Goals 17

GRi PERFoRmanCE REPoRt

1. Education, Research, Knowledge and Technology Transfer 21 Education 21 Research 22 Significant increase in the number of Publications 24 Future Research Priorities 25 Knowledge and technology transfer 26 Ranked as a Global Leader 29

2. Students, Faculty and Staff 31 Rapid Growth at EPFL 31 Employee turnover 33 training and Education 34 human Resources management 35 adaptive management 35 Wage Flexibility and Performance Review 36 activity Rates and Contract types 37 benefits Plan 37 a Strong international organization 38 integration of international Students and Staff 39 Gender Diversity and Equal opportunities for Women 40 Student assistance and Welfare 42 accessibility for Disabled Persons 42 a Decentralized network of health and Safety 43 Privacy and Data Protection 43

3. Facilities and Environment 45 Campus 45 initiatives for Green buildings 47 Energy Efficiency / Renewable Energy 48 GhG Emissions 50 air Emissions and transportation initiatives 52 Paper Consumption 54 Waste 55 Significant Spills 56 biodiversity 56 Student association and activities 57 management Responsibilities 57

4. Society and Outreach 59 Providing Specific Public Services 59 Relations with Stakeholders 60 Strategic Partnerships in Europe and Worldwide 62 Ethical Conduct in all activities 63

5. Funding and Governance 65 Federal and third-party Funding 65 Fund allocations and Expenditures 66 Responsible Financial management 66 indirect Economic impacts 66 Governance 67 accountability and Performance 68 Risk management 69 Evaluation of Schools and Colleges 69 Participation of Groups 69

6. GRI Guideline Application in this Report 71

Sources 72

annEX

1. Original text of the ISCN-GULF Sustainable Campus Charter 75

2. Frequently asked Questions related the ISCN/GULF Charter 77

3. Members of the Global University Leaders Forum (GULF) 79

GRi-inDEX

On the EPFL Sustainability Report 2010 to 2011 83

Disclosures on Management Approaches - DMAs 92

GRI Guideline Application in the Sustainability Report 2010 to 2011 95

imPRint 96

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PrEsidENT’s sTATEmENT

Honored by the first International Sustainable Campus Network (ISCN) award in 2009 that recognized 40 years of sustainable building on its campus, EPFL is resolutely committed to pursue its role as living laboratory for sustainable development by skillfully combining all its forces of innovation. Nevertheless, EPFL is at a turning point in its existence. The University’s academic and entrepreneurial successes generate remarkable growth in international comparison that needs to be managed according to a sustainable perspective. For instance, EPFL’s increasing internationalization constitutes an environmental challenge – particularly regarding greenhouse gas emissions – as well as a social challenge. Fully aware of the exemplary nature that a university of its scale repre-sents in the area of sustainable development, EPFL wishes to continue its progress while demonstrating that it is a socially responsible institution.

To transform this sustained growth into sustainable growth, EPFL and the neighboring Lausanne University have chosen to imagine together tomorrow’s campus. This association will allow to solve jointly the complex challenges that await future generations, in particular demographic growth, climatic change and energetic shortage. A new sustainable development strategy for the next decade, established jointly with Lausanne University, is under consideration and will deploy its effects very rapidly.

High up in our list of priorities is the deep respect for men and women who study and work at the University. Coming from 120 nations, they bring extraordinary and promising cultural diversity, but require a well-adjus-ted integration policy. Equality also remains a priority, not only for genders, but minority communities as well. Finally, psychological and physical health for all continues to be the institution’s constant preoccupation.

The campus’s environmental impact remains another priority, especially that of energy. How can we increase our autonomy and environmental quality despite growth? Concerning infrastructures, heating and cooling with heat pumps using lake water, as is the case now, still seems to be the most sustainable solution. On the other hand, the issue of electricity continues to be more difficult to curb, particularly in the context of a paradigm change at federal level for issues of safety and environment. Lastly, the impact of professional mobility and commuting that congests not only the atmosphere but physical transport networks as well features among the major environmen-tal concerns.

At the academic level, EPFL’s goal is to develop a campus that is a real sustainable development living laboratory, both as a resource for education and research, and as a place where students and researchers can provide their sustainability expertise.

The task is huge, yet EPFL is fortunate to cultivate excellence thanks to researchers, students and staff who are inspired, curious and ready to take up new challenges. One of these will be for mankind to inhabit the planet in ever-increasing numbers with ever more limited resources. This complex challenge also pertains to the economic aspect of sustainable development and will mobilize present-day societies and, in an even more advanced way, academic institutions, of which convincing demonstrations are expected.

We are proud to belong to the ISCN-GULF international network of sustainable university campuses and to regularly take part in its activities to share best practices. In order to meet future challenges, cooperation and networking are decisive assets. This sustainable development report features among the fruits of this network. Its drawing up according to the Global Reporting Initiative’s Guidelines underlines our determination to make our practices more transparent.

Patrick Aebischer, EPFL President

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the EPFL Executive board: Prof. Francis-Luc Perret (Vice-President for Planning and Logistics), Prof. Patrick aebischer (President of EPFL), adrienne Corboud Fumagalli (Vice-President for innovation and technology transfer) and Prof. Philippe Gillet (Vice-President for academic affairs)

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isCN-GULF ChArTEr sUmmAry rEPOrT

the Ecole Polytechnique Fédérale de Lausanne (EPFL) is one of two Federal Polytechnical universities in Switzerland. Like its sister institution Eth Zurich, EPFL has three missions: education, research, and technology transfer at the highest national and international level. Students coming from all over the world experience a top quality environment. EPFL regularly appears at the top of international rankings as one of the best universities in the world. this acclaim was earned as EPFL, focused its development on innovative education for tomorrow’s technology leaders, on phase-lead technological research fostering solutions to major world issues, and on innovative partnerships fueling the economy.

CamPuS Community anD CuLtuREEPFL’s main facilities are located in Switzerland, in the western part of Lausanne, at the heart of the diversified and international Lake Geneva area. In January 2009, the Institute of Micro Engineering (IMT) located in Neuchâtel was integrated into the School of Engineering at EPFL. In 2010 an off-shoring project, called EPFL Middle-East (ME), was launched in Ras Al Khaimah in the United Arab Emirates. In 2010/2011, EPFL hosts over 10,000 people on campus with 7,762/8,442 students (bachelor, master and doctoral) and 4,920/5,109 faculty and staff (with PhD students). From 2001 to 2011, the proportion of students has risen by 63 % and the proportion of staff by 61%. During the same period, the global payroll increased by more than 50%, in the amount of 486 million CHF in 2010.

EPFL competes with the world’s best universities by establishing international links, by recruiting its acade-mic and research staff worldwide, and by remaining attractive to students from abroad. With 120 nationalities represented on campus and more than 60% of its professors coming from abroad, EPFL is one of the world’s most cosmopolitan universities. Half of the students registered in 2010/2011 were non-Swiss. The proportion of foreign students has risen over the last ten years from 35 to 50 %. This proportion is particularly high among PhD students of whom 75 % come from abroad. In 2011, most of the foreign employees and students came from France making it the University’s most important market outside of Switzerland, followed by Italy and Germany. Among countries outside Europe, Iran, USA, India and China are the most represented.

EPFL has successfully established partnerships worldwide. International student exchange programs and research collaborations exist in all five continents. These partnerships are imperative for EPFL to carry out its mission to make its teaching, research and partnerships available on a global scale. Its reputation as a leading international educational and research hub is growing. EPFL’s International Relations department is dedicated to further deve-loping the international mission of EPFL. The department supports EPFL in upholding its status as a world-class institution through active networking with key universities, efficient positioning of EPFL in first-rate interna-tional school associations, reaching out to the alumni, targeted international promotion of EPFL’s Masters and PhD programs. With this international presence, EPFL aims to respond to the most pressing world challenges as it continues to develop scientific partnerships, research and education that can help adapt technologies and innovations to the context of developing countries.

1. intRoDuCtion anD PRoFiLE

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GoVERnanCE anD inStitutionaL ContEXtEPFL is directed under the jurisdiction of the Swiss Confederation by the ETH Board which itself depends on the Federal Department of Home Affairs, more specifically the Secretary of State for Education and Research.

The EPFL Executive Board is led by a President and three Vice-Presidents: Academic Affairs, Planning and Logistics and Technology Transfer. The Secretary General coordinates the activities of the Executive Board. The General Counsel acts as legal adviser and is responsible for risk management on an institutional level. They both participate in EPFL Executive meetings in an advisory capacity for matters that concern them.

Fig.2: Organization chart

EPFL has 189 Partner Universities throughout Europe, North and Latin America and Asia, where students may choose to study. As part of the 189 partnerships, 19 new student exchange programs were signed since 2008 and more than 3,000 students took advantage of these programs between 2008 and 2010 (1,806 incoming students and 1,291 outgoing students).

Fig.1: EPFL’s academic partners

Institutional partnerships Student exchange agreements Cooperation projects

BasicSciences

LifeSciences

Engineering

Executive Board

Architecture,Civil and

EnvironmentalEngineering

College of Humanities

Managementof Technology

Computer andCommunication

Sciences

Vice-presidencyTechnology Transfer

Vice-presidencyPlanning Logistics

Vice-presidencyAcademic Affairs

GeneralCounsel

SecretaryGeneral

CollegesSchools

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In terms of research and education, EPFL is structured into five Schools (divided into research institutes and education programs):• Basicscience(mathematics,physics,chemistry)• Engineering(electronics,microtechnology,materials,mechanical)• Lifesciences(neuroscience,bioengineering,cancerresearch)• Thenaturalandbuiltenvironment(architecture,civilengineering,environment)• Informationtechnologyandcommunicationsystems

And two colleges:• CollegeofManagementofTechnology• CollegeofHumanities,whichisaplaceofconvergenceofhumanandsocialsciences

Each School consists of educational Programs and Research Institutes. Institutes are comprised of chairs (acade-mic level) and laboratories (technological level). They are responsible for teaching, researching and outreach to academic, industrial and public community in one of the School’s scientific domains. Centres for Transdisciplina-ry Research, which are scientific and technological infrastructures serving the Institutes and education Programs and dedicated to teaching and conducting research, depend to the Vice-Presidency for Technology Transfer.

The School Bodies are the School Board and the School Council. The School Board is made of a School Dean and a different number of members for each School. The Dean bears the overall responsibility of the School, in terms of strategic vision, planning, budgetary and finance management. He proposes to the EPFL Executive Board the appointment of Section Directors, Institute Directors and professors, for submission to the ETH Board.

The School Council pays particular attention to information and participation in the four bodies of the School: teachers, administrative and technical staff, scientists, and students.

EPFL adopted rules and regulations concerning the structure and organization of each School and the compe-tences and tasks of their bodies.

Funding is primarily federal and by law, the EPFL is a public institution, autonomous, established under public law and with its own legal personality (Art. 5 FIT Act). This status allows EPFL to effectively execute its mission focusing on education, research and technology transfer. EPFL’s organization is autonomously led in the areas of academia, internal finance and staffing.

• FederalActof4October1991ontheFederalInstitutesofTechnology(FITAct) The FIT Act determines the missions and organization and hence the autonomy of the different institutions of

the EPF Domain. It establishes in particular the existence of the four bodies, namely faculty, doctoral assistants and scientific staff, students and administrative and technical staff.

• Ordinanceof19November2003ontheEPFDomain This ordinance determines the details concerning application directly linked with the FIT Act.

• OrdinanceoftheETHBoardof13November2003ontheEPFs(ZurichandLausanne) ThisordinancedeterminesthemandateandrulesconcerningtheorganizationoftheEPFZandEPFLdirectly

linked with the FIT Act.

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PRINCIPLE 1: to DEmonStRatE RESPECt FoR natuRE anD SoCiEty, SuStainabiLity ConSiDERationS ShouLD bE an intEGRaL PaRt oF PLanninG, ConStRuCtion, REnoVation, anD oPERation oF buiLDinGS on CamPuS. a sustainable campus infrastructure is governed by respect for natural resources and social responsibility, and embraces the principle of a low-carbon economy. Concrete goals embodied in individual buildings can include minimizing environmental impacts (such as energy and water consumption or waste), furthering equal access (such as nondiscrimination of the disabled), and optimizing the integration of the built and natural environments. to ensure buildings on campus can meet these goals in the long term, and in a flexible manner, useful processes include participatory planning (integrating end-users such as faculty, staff, and students) and life-cycle costing (taking into account future cost-savings from sustainable construction).

2. PRinCiPLE 1 SuStainabiLity PERFoRmanCE oF buiLDinGS on CamPuS

manaGEmEnt aPPRoaCh to PRinCiPLE 1 toPiCSHonored in 2009 by the Construction Award of ISCN, the EPFL has shown for decades its ability to sustainably manage its infrastructure. Integrated into the Vice Presidency for Planning and Logistics, the Sustainable Deve-lopment Unit works closely with the Real Estate and Infrastructure Department to apply the highest standards of construction, renovation and operation of buildings. Federal standards (environmental management program RUMBA) and the most demanding Swiss Professional Standards (SIA) are applied consistently. When projects are applicable, the Swiss standard Minergie is also applied.

EPFL decided in 2011 to hire a second staff member in the Sustainability Office and to report under the Global Reporting Initiative framework at the B level. This consolidation of the sustainable management at EPFL is a strong statement in favor of the social responsibility of the campus and will positively impact the projects. The Real Estate and Infrastructure Department has also decided to strengthen its team with an engineer specialized in energy, who is in charge of the Energy Master Plan of EPFL.

At the start of 2011, the heated or cooled floor space of EPFL academic buildings was roughly 461,513 m2 (floor area), encompassing 59 buildings Energy management at EPFL has been a challenge, as the energy reference area has increased by 25% since 2001. In upcoming years, a continuous rise of the area is expected as further densification of the campus is planned. This involves the construction of new buildings around the Rolex Lear-ning Center, the expansion of the housing capacity (516 additional lodgings in 2013) and the development of services (medical and dental care, pharmacy, hairdresser, etc.), shops, and a conference center with 3,000 seats. The infrastructures constructed in the seventies to provide energy to EPFL’s facilities have reached their effi-ciency limitations. An energy master plan is currently established to adapt the current infrastructures to meet the demands of forthcoming growth.

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main initiatiVES anD RESuLtS in 2011Regarding new developments, EPFL strives to develop energy-efficient buildings, to promote the use of renewable energy and to foster transfer of technology. The main renewable energy focus during the reporting period (2011) was on building the second phase of the solar power plant and on establishing the energy master plan, which required setting long-term goals and defining priority measures and investments for the next four years planning cycle. In 2011, thermal piles were installed under the foundations of the new conference center in order to carry out further research on the exploitation of geothermal energy.

In 2011, EPFL has decided to completely renovate the library and to assign it fall 2012 to central administrative services (staffs, human resources, finance). For the first time, a building of the first phase of construction at EPFL in the 1970s underwent a full transformation. The building will be connected to the central heating and heat pumps to be labeled Minergie through insulation performance and higher natural ventilation. In addition, the EPFL has launched in 2011 an international architectural competition to build 2 or 3 “Pavilions” and restore the centrality of the EPFL (Cosandey Place), on the outskirts of the Rolex Learning Center. Specifications for these plans push designers to fully integrate sustainable development criteria in their project.

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oVERViEW oF EPFL’S PRinCiPLE 1 GoaLS

TOPICS GOALS AND INITIATIvES RESULTS

Priority topics (with units of measurement)

Objectives and targets (for reporting year,

for the following year, and/or beyond)

Key Initiatives (in reporting year, and/or planned for the following

and beyond)

Performance 2010 Performance 2011

Resource useElectricity consumption (mJ normalized by space and headcount)

Goals will be evaluated during energy master planning, underway now for 2012 - 2022 period

519 mJ/m2

28,448 mJ/person537 mJ/m2

27310 mJ/person

Renewable energy produced (mWh)

Largest solar park in Switzerland by 2012

installing PV on all EPFL flat roofs

4,500 m2 of PV installed,53 mWh/yr generated (start of operation December 2010)

8,713 m2 of PV installed, 2/3 of solar park completed, 837 mWh/yr generated (only first step in operation)

Renewable electricity use (in % of electricity use)

23 % 23 %

Energy demand for heating and cooling (mJ normalized by space and headcount)

Goals will be evaluated during energy master planning

259 mJ/m2/yr, 14,172 mJ/person

230 mJ/m2/yr, 11,723 mJ/person

Heat energy consumption (mJ normalized to space and headcount)


267 mJ/m2 14,648 mJ/person

212 mJ/m2 10,778 mJ/person

Heating and cooling produced from renewable sources (% of total heat)


heat pumps and lake cooling

69 % 71 %

Natural gas purchased for steam (mWh)


8,671 mWh 8,449 mWh

Quantity and quality of paper consumed (overall paper use in tons, % of recycled a4 paper)

Goals to be evaluated in master planning for 2012-2016

241 tons (augmentation by 30% compared to 2009), 23% of recycled a4 paper

189 tons 31% of recycled a4 paper

Water consumption (liters per person)


16,900 l/person 16,139 l/person

Waste, recycling, local emissions, and non-compliance Waste by head count (kg/person)


165 kg/person 178 kg/person

Recycling rate Goals to be evaluated in master planning for 2012-2016

improved signage and labeling of bins

55 % total recycled: 679 tons

61 %879 tons recycled

Building design aspectsSustainability principles for design

optimize designs for energy efficiency, passive energy, use of renewables, and flexibility/adaptability of usage

buildings oriented for passive solar heating, improved insulation, modified hVaC settings for reduced energy use

Rolex Center achieved minergie certification on oct. 18, 2010

no new buildings in 2011

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PRINCIPLE 2: to EnSuRE LonG-tERm SuStainabLE CamPuS DEVELoPmEnt, CamPuS-WiDE maStER PLanninG anD taRGEt-SEttinG ShouLD inCLuDE EnViRonmEntaL anD SoCiaL GoaLS. Sustainable campus development needs to rely on forward-looking planning processes that consider the campus as a whole, and not just individual buildings. these processes can include comprehensive master planning with goals for impact mana-gement (for example, limiting use of land and other natural resources and protecting ecosystems), responsible operation (for example encouraging environmentally compatible transport modes and efficiently managing urban flows), and social integra-tion (ensuring user diversity, creating indoor and outdoor spaces for social exchange and shared learning, and supporting ease of access to commerce and services). Such integrated planning can profit from including users and neighbors, and can be strengthened by organization-wide target-setting (for example, greenhouse gas emission goals). Existing low-carbon lifestyles and practices within individual campuses that foster sustainability, such as easy access for pedestrians, grey water recycling, and low levels of resource use and waste generation, need to be identified, expanded, and disseminated widely.

3. PRinCiPLE 2 CamPuS-WiDE maStER PLanninG anD taRGEt-SEttinG

manaGEmEnt aPPRoaCh to PRinCiPLE 2 toPiCSThe Real Estate and Infrastructure Department, reporting to Vice-Presidency Planning and Logistics, is res-ponsible to plan and manage credits allocated to buildings and infrastructure and to assure the operation and ma-nagement of the technical infrastructures including heating, ventilation, sanitary, electricity, computer networks, alarms, fixing. As a result, this Department is responsible for the planning and implementation of all measures that concern energy, construction, waste and transportation. It is also responsible for data tracking in these areas.

The Sustainable Committee, formerly named RUMBA Committee, currently under reconstruction, will be com-prised of representatives from the Real Estate and Infrastructure Department (energy, construction, waste) and as well as representatives from other sectors including purchasing and human resources.

Based on a biennial reporting structure, 2011 was a reporting year for the federal environmental program RUMBA. By 2016, the Federal Council intends to reduce each department’s environmental impact by at least 10% com-pared with 2006. The results of this report demonstrate that the federal administration is still on course to achieve this goal. However, on 25 May 2011, the Federal Council defined its new energy policy, which focuses on expanding the power mix (giving priority to hydroelectric and new renewables energies) and on energy saving measures. The federal government should act as a model and set a good example. It should meet a substantial part of its own energy needs with renewables and apply the principle of best practices in all areas. On this basis, EPFL decided through his Vice-Presidency for Planning and Logistics to launch a new strategy and action plan in 2011 which is outlined in an energy master plan. The plan was based on a life cycle assessment carried out in 2011 that revealed the CO2 emissions for energy production and consumption for 2010. Additionally, in colla-boration with the University of Lausanne, the Sustainability Office of EPFL launched a sustainable mobility plan for 2011-2014 with measures for bike friendly access, public transportation and speed and parking limitations for example.

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In 2011, the former Safety, Hygiene and Environment service (SHE) was reconfigured under the name Safety, Prevention and Health Department (DSPS) and reinforced with new resources and services. The DSPS is res-ponsible for the safety requirements related to the expansion of the EPFL campus and the extreme diversity of research activities. In addition, student life, science and cultural events, the presence of start-ups on campus and of large companies in Innovation Square required advanced security measures and greater attention to health and safety. The current safety network is composed of 4 DSPS occupational health and safety specialists and 5 School Safety Coordinators (CSFs), making it the centre for implementation of health and safety measures.

main initiatiVES anD RESuLtS 2011EPFL received its third quality seal from the Swiss Foundation Nature and Economy, for promoting biodiversity on site in 2011.

Since September 2011, the Safety, Health and Prevention Department has been operating a Health Point for pri-mary care appointments with nurses. Appointments are free of charge and open to the whole EPFL community for: primary care with trained nurses, prevention, vaccine boosters, information and advice on various health-related issues, stress, addiction, nutrition, occupational medicine, and orientation within the health system.

EPFL has also implemented a new Life Cycle Analysis based on software designed by Quantis, an EFPL startup.

To better understand commuting trends, a survey was conducted in 2011 that showed 400 participants to the “bike to work” event, 800 required bike repairs at the “Point Vélo”, and there was 1 new bike sharing station added in the Innovation square.

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Objectives and targets (for reporting year, for the

following year, and/or beyond)

Key Initiatives(in reporting year, and/or planned for the following

and beyond)


Institution-wide carbon targets and related achievementsCO2 emissions (tons Co2-eq)

align with national Switzerland’s GhG goals for Kyoto Protocol: 10 % reduction over 1990 levels by 2016

a Life-Cycle assessment was conducted in 2011

in tons Co2-eq:heat 7,734 Electricity 22,281 infrastructures 12,756 Processes 2,118 Commuting 7,491 business travel 5,392

in tons Co2-eq:heat 5,556 Electricity 22,514 infrastructures 12,756 Processes 2,043 Commuting 8,116 business travel 5,930

TransportationCommuting / alternative transportation (commute modal split, by %)

Develop transportation management plan, including:- Parking policy and pricing structure,

- increase incentives (Continued public transit discounts, telecommuting, carpooling subsidies)

- improve biking infrastructure

Commute modal split: 53 % Public transport 21 % Car 2 % motorcycle/moped 15 % bicycle 6 % Walking

Commute modal split: 58 % Public transport 21 % Car 2 % motorcycle/moped 14 % bicycle 5 % Walking

Bicycling (number of participants in annual bike to work contest)

430 participants 400 participants

Business travel as part of energy master planning, set sustainability goal for reduced air miles and video conference access

air and train travel data available

air: 9,653 km/personRail: 1,112 km/personCar: 195 km/person

air: 10,206 km/personRail: 974 km/personCar: 189 km/person

Social Inclusion and protection

Diversity (percentage of faculty/staff and student populations which are international and/or female)

Policy and programs to support women on staff; active recruitment of international candidates

71 % of academic staff from abroad, 27 % women students, 32 % women staff, 17 % women in executive positions

73 % of academic staff from abroad, 27 % women students, 32 % women staff, 18 % women in executive positions

Access to services (number of services available on campus)

Goals to be considered during 2012 - 2016 master planning

Continued development of campus services, with the addition of Rolex Learning Center, and Esplanade

Services on campus: 23 dining/restaurants 60 student organizations 20 other services (health, sports, kindergarten, staff training, etc.)

no change since 2010

Participative campus /neighborhood planning (number of meetings attended)

Continue dialogue with neighboring city and institutions

active member in numerous community and regional planning initiatives

2 meetings with university of Lausanne, 1 with municipal government

Same number of meetings as 2010

Land-use and biodiversity

Biodiversity preservation (number of third party certifications)

maintain Quality Seal status by Foundation nature Swiss Economy

Quality seal maintained Requalification

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PRINCIPLE 3: to aLiGn thE oRGaniZation’S CoRE miSSion With SuStainabLE DEVELoPmEnt, FaCiLitiES, RESEaRCh, anD EDuCation ShouLD bE LinKED to CREatE a “LiVinG LaboRatoRy” FoR SuStainabiLity. on a sustainable campus, the built environment, operational systems, research, scholarship, and education are linked as a “living laboratory” for sustainability. users (such as students, faculty, and staff) have access to research, teaching, and learning opportunities regarding connections between environmental, social, and economic issues. Campus sustainability programs have concrete goals and can bring together campus residents with external partners, such as industry, government, or organized civil society. beyond exploring a sustainable future in general, such programs can address issues pertinent to research and higher education (such as environmental impacts of research facilities, participatory teaching, or research that transcends disciplines). institutional commitments (such as a sustainability policy) and dedicated resources (such as a person or team in the administration focused on this task) contribute to success.

4. PRinCiPLE 3 intEGRation oF FaCiLitiES, RESEaRCh, anD EDuCation

manaGEmEnt aPPRoaCh to PRinCiPLE 3 toPiCSSince 2008, the Sustainable Development Unit of EPFL is hosted by the Vice President for Planning and Logis-tics and primarily focused on Principles 1 and 2, without losing sight of the cross-disciplinary component of education and research. However, there is no platform dedicated to this subject. The RUMBA recovery program is expected to stimulate progress in this area based on the understanding that:

1. EPFL is a perfect place to explore new cleantech projects and the Vice-Presidency for Planning and Logistics tries to implement them whenever possible. In 2010 and 2011, several initiatives were launched and assessed:

a. Design and construction from the two first phases of the Solar Park Romande-Energie EPFL, in close col-laboration with the Solar Laboratory (LESO)

b. Design and construction of four energy-efficient piles installed between the end of May and the beginning of June 2010 in the foundations of the Swisstech Convention Center. They will enable research to be per-formed on leveraging geothermal energy and the mechanical behavior of the foundations.

c. A Power Grid on a Chip: a device only 4 mm thick can now manage an urban power grid a thousand times faster than previously possible. The first unit of this integrated circuit has just been developed and deployed on the official electric network first at the laboratory level, with outstanding results. A larger project applied to several EPFL buildings is in preparation.

d.OpenSense,aprojectrunbyfourlaboratoriesatEPFLandoneatETHZurich,isstudyingthepossibilityof installing sensors on the roofs of buses and trams, thus taking advantage of already existing public trans-port and mobile phone networks. Testing is currently underway in Lausanne.

2. ENAC School interdisciplinary week takes place in the second half of undergraduate students’ second year. ENAC week allows a first approach to complex issues related to territorial development and connects the students of architecture, civil engineering and environmental sciences. The Sustainable Development Unit is involved in these courses and offers case studies related to the sustainable campus, mainly in terms of mobility and renewable energy.

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3. The Science and Humanities program (SHS) is an integral part of all study plans at EPFL, from the first year of a Bachelor’s degree to the first year of the Master’s degree. It offers students a great freedom of choice, of approximately 120 courses that cover a wide range of humanities and social sciences. Each student can thus construct a program relevant to their interests, with the help of about 80 teachers. During the four years, stu-dents will deepen their understanding of some areas and explore a variety of new topics.

4. The aim of the Cooperation & Development Center (CODEV) is to contribute to tackling development issues through the promotion and strengthening of scientific cooperation, in conjunction with academic and research institutions in emerging and developing countries. Using an interdisciplinary approach that combines the knowledge produced by the different disciplines at the EPFL and the social, economic and institutional capacities of the countries of the South, CODEV seeks to promote the application of state-of-the-art techno-logies to real social, environmental and economic needs in order to respond to the most pressing world chal-lenges and to contribute to the efforts being made to reduce poverty. The UNESCO Chair in Technologies for Development was established in 2007 at EPFL, becoming one of Switzerland’s three UNESCO Chairs. The Chair operates as an international cooperation platform, building bridges among disciplines and sectors. In collaboration with partners in emerging and developing countries, it aims to find adapted technology solutions to bring sustainable development to the greatest number of people.

5. Finally, the association of students UNIPOLY, dedicated to sustainable development brings together about 80 students at the UNIL and EPFL, and provides an excellent gateway for sustainable campus projects such as: supportive purchasing, sustainable tricks, sustainable food, weekly market, annual sustainable calendar, river cleanup, beekeeping, etc.

main initiatiVES anD RESuLtSIn 2011, the Sustainability Office contributed to

• the2011ENACweekwithafourhourcourseonsustainabilityoftheEPFLcampus.3groupsof3studentschose these topics for their teamwork.

• thefinaldesignofthenewMasterdegreeprograminenergymanagementandsustainability.

• thecontestOUI-DD(UniversityInterfacultyOrganizationforSustainableDevelopment),launchedinMarch2007 by the EPFL and expanded at the UNIL in the fall of that year, grants prizes for student projects with an approach that integrates sustainable development. In 2011, 2 awards were presented. The contest is open to all Bachelor and Master students of UNIL and EPFL, and students engaged in a work license (UNIL only). All work performed under the supervision of a teacher through an academic curriculum can be applied. These may include individual or group projects.

• theregularcollaborationwithUNIPOLYandthesustainableunitofUNILandtheopeningofagardenforstudents on the UNIL site.

• The1stFORUMforeducationandsustainabledevelopment(4-5November2011)with250participants

17




Objectives and targets (for reporting year,

for the following year, and/or beyond)

Key Initiatives (in reporting year, and/or planned for the following

and beyond)


Topical IntegrationTraining on Sustainable Development

Promote the introduction of the principles of sustainable development into courses and projects of all sections.

EnaC Program: 168 masters degrees granted 15 lectures related to sustainable development

EnaC Program: 169 masters degrees granted 15 lectures related to sustainable development EnaC week master in Energy and sustainable development

Sustainable development research projects (number of faculty and projects dedicated to sustainability)

1 academic chair (Landolt) with research and training objectives closely tied to sustainable development

3 winners selected in contest for bachelors and masters term projects (oui-DD contest) 34 labs related to sustainable development

2 winners selected in contest for bachelors and masters term projects (oui-DD contest) 2 new labs: Laboratory of architecture and Sustainable technologies and the interdisciplinary Laboratory of Performance-integrated Design

Social IntegrationCampus community engagement (student organization membership, number of projects and events)

Educate campus community on campus sustainability

neighbor Day with the university of Lausanne

uniPoLy student association led 9 projects related to sustainability. uniPoLy membership: 72“ingénieurs du monde” student association led several projects related to cooperation

uniPoLy student association led 16 projects related to sustainability, uniPoLy membership: 80“ingénieurs du monde” membership: 45

Commitments and resources for campus sustainabilityCampus sustainability charter Reporting iSCn-GuLF

2009-2010Reporting iSCn-GuLF 2010-2011

Financial resources (total funding in ChF)

Funding sources include: Co2 tax revenues, government funds, institutional budget

500,000 ChF 750,000 ChF

Human resources (number of staff dedicated to campus sustainability)

a sustainability coordinator oversees sustainability programming and a Rumba coordinator oversees environmental management. academic chairs oversee sustainability-related research and educational initiatives

2 staff persons (1 fulltime contracts and 1 trainee)

2 staff persons (2 fulltime contracts)

18

19

20

21

Gri PErFOrmANCE rEPOrT

1. EDuCation, RESEaRCh, KnoWLEDGE anD tEChnoLoGy tRanSFER

EDuCationWith education as a cornerstone of EPFL’s mission, 13 complete study programs are offered at the bachelor’s and master’s levels in addition to 4 specialized master programs and 18 Doctoral programs. These study pro-grams are designed to be flexible and modular. They meet the requirements of the Bologna accords and as a result, students can take advantage of a wide array of exchange opportunities, and the degrees they earn are internationally recognized.

significant increase in number of degrees

2001 2006 2010 2011

Bachelor n.a. 658 617 684

Master 498 604 628 653

PhD 199 292 336 331

Postgrad 294 136 200 145

More detailed data on students and degrees can be found in the Students, Faculty and Staff section on page 31.

EPFL has used the Bologna reform to diversify and add progressive fields like Financial Engineering, Na-notechnology, Management of Technology and Entre-preneurship, Computational Science and Engineering, andNuclearEngineering(withETHZurichandPSI).Industry-specific internships are being introduced for all programs in engineering as a result of relationships developed through the Sections’ Advisory Commit-tees, made up of employers’ representatives working with the heads of the programs.

Founded in 2004, the College of Humanities (CDH) is responsible for developing and managing courses in Human and Social Science (SHS) provided to all EPFL bachelor and master students. The CDH res-ponds to the need for EPFL teaching programs going beyond strictly technical skills to include human and social science as part of the curriculum and to raise social responsibility among students. The SHS pro-gram currently offers a choice of approximately 120 courses across a wide range of subjects, particularly in the fields of the philosophy of science, societal organi-zation, cultural and artistic production and the social and human aspects of technical, scientific and entre-preneurial professions.

The oath of Archimedes was founded in 1990 by stu-dents at the school. Based on the model of the oath of Hippocrates, it expresses the duties and responsibilities of the engineer. Students are strongly encouraged to sign the oath of Archimedes at the time of their gra-duation.

At the bachelor level, a student interested in sustai-nable development primarily focuses on the Environ-mental Sciences and Engineering, Electrical & Elec-tronic Engineering or Mechanical Engineering. At the master level, an additional program is offered: Energy Management and Sustainability.Fig.3: Evolution of the number of EPFL degrees

from 2001 to 2011

0 2001 2002 2003 2004 2005 2007 2008 2009 20102006 2011

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200

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400

500

600

700

Bachelor Master PhD Postgrad

22

RESEaRChIn support of its primary mission to educate, more than 250 laboratories and research groups make EPFL one of Europe’s most innovative and productive tech-nology institutes. EPFL emphasizes both fundamental research and engineering applications, and its unique structure facilitates transdisciplinary research and en-courages partnerships with other institutions.

Transdisciplinary researchThe promotion of transdisciplinary research has been one of the strategic priorities of EPFL for several years. A number of transdisciplinary centers were created since 2008 such as the Center for Neuroprosthe-tics, the Transportation Center (TraCE), the Energy Center (CEN) or the Center for Advanced Modeling Science (CADMOS) together with the Universities of Lausanne and Geneva. All these initiatives enable the exploration of emerging fields and help bridge acade-mic boundaries. In 2010 and 2011 EPFL’s transdisci-plinary centers actively worked in the areas of energy, transportation, material science, mathematics, inter-national cooperation, micronanotechnology, transla-tional biomechanics, and neuroprostheses.

EPFL is a leader or co-leader of several National Centres of Competence in Research (NCCR), the Competence Center for Materials Science and Tech-nology (CCMX), and the National Competence Cen-

ter in Biomedical Imaging (NCCBI).

The Energy Center collaborates with other national and in-

ternational networks like the Competence Center

for Energy and Mobi-lity (ETH domain), the Energy Research Center of Marti-gny, and the Energy Science Center of ETH Zurich. TheEnergy Center leads several of its own

projects on different topics like the pro-

duction and storage of hydrogen, energy in urban

areas, biofuels, electricity and electrical mobility.

Established in April 2009, the TraCE Transportation Center involves 36 laboratories across the campus with over 500 scientists from all EPFL Schools, and plays an important role in cross-discipli-nary graduate programs. It is the entry point at EPFL for all research projects dealing with transportation and mobility. Its added value in promoting research and technology transfer in this field is widely acknow-ledged among its numerous academic and industrial partners in Switzerland and abroad. The Center’s exis-tence has made it possible in particular to strengthen international cooperation, especially to respond to European project calls.

The roundtable on sustainable Biofuels

(rsB) is a leading multi-stake-holder initiative coordinated by

the Energy Center at EPFL that supports the development of sustai-nable biofuels. in 2011, its new rsB Certification system was recognized by the Euro-

pean Commission for meeting the sustainability criteria of

the renewable Energy directive.

23

The Cooperation & Development Center (CODEV) seeks to promote the application of state-of-the-art technologies to real social, environmental and econo-mic needs of developing countries through an interdis-ciplinary approach, drawing from the contributions of the different disciplines at EPFL. EPFL’s Research in this field has been conducted for more than 30 years. Currently, approximately 30 projects involving scien-tific cooperation for development are being conducted through the EPFL in collaboration with various labo-ratories and schools across numerous countries. CO-DEV setup a Seed Money Program, providing annual grants to support projects with a strong commitment to development cooperation. These grants are awarded on a competitive basis.

EPFL leads the major Swiss Plasma and Fusion Labora-tory (Center for Research in Plasma Physics). Its main goal is to participate in the worldwide development of this new energy source through strong education and research programs.

Several laboratories are directly or indirectly active in sustainable development including those for com-puting, signal processing, aero, hydro and turbo ma-chines, and solar cells. For instance, the Industrial Energy Systems Lab (LENI), hosted by the School of Engineering (STI), is a center of excellence in teaching and research related to thermodynamics and to sustai-nable engineering of energy systems (thermal or elec-trochemical) and industrial processes. Paving the way towards the 2000 Watt society, LENI leads theoretical and experimental studies on energy conversion systems and equipment with an emphasis on decentralized co-generation (including fuel cells), renewables (including solar and biomass) and heat pumps.

In addition, the Roundtable on Sustainable Biofuels (RSB) is an international initiative coordinated by the Energy Center at EPFL in Lausanne that brings to-gether farmers, companies, non-governmental organi-zations, experts, governments, and inter-governmental agencies concerned with ensuring the sustainability of biofuels production and processing. The RSB has de-veloped a third-party certification system for biofuels sustainability standards, encompassing environmental, social and economic principles and criteria through an open, transparent, and multi-stakeholder process. The RSB standard and certification system was recognized in 2011 by the European Union as proof of compliance with the Renewable Energy Directive.

ENAC and its dedicated Chair for sustainability

A key environmental and multidisciplinary contribu-tion of EPFL research is carried out at the School of Architecture, Civil and Environmental Engineering (ENAC), which brings more than 60 faculty mem-bers together from four research Institutes: architec-ture, civil engineering, environmental sciences and urban planning. ENAC has taken a long-term aca-demic response to this multidisciplinary challenge through a coordinated cross-disciplinary approach to understand and solve complex built and natural en-vironmental problems. The disciplines united in the School seek solutions to the most pressing problem of our time: guaranteeing a sustainable environment for humanity through a successful integration of human activities within the biosphere. In this context, ENAC is deeply committed to producing solutions to meet a wide range of challenges, such as global warming, population growth, the formation of megacities, land use pressures, and increased demands for energy and transportation systems.

Hosted at the School of Architecture, Civil and Envi-ronmental Engineering, and inaugurated in 2008, the Landolt Chair for a Sustainable Future hosts visiting professorships across the campus with an interdiscipli-nary and public-oriented seminar series. It builds its strength from a multitude of concrete and innovative initiatives in teaching, research and technology trans-fer. As its primary objective, the program brings every year to the EPFL campus a world-renowned specialist in an area related to sustainable development. The stra-tegic goals for the Chair are set by an Academic Board which brings together representatives of the EPFL’s five Schools and two Colleges, of the EPFL Presidency and of the Executive Board of Swiss private bankers Lan-dolt & Cie.

24

SiGniFiCant inCREaSE in thE numbER oF PubLiCationS

Number of papers

Times cited

Citations per paper

In all fields

In all fields

In all fields

In environment /ecology



Fig.4: Citation rankings in All Fields compared to citation rankings in Environment/Ecology over 5-year intervals (Source: ISI Web of Knowledge)

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9000

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2011 Papers Citations Citations per paper

Chemistry 3013 69007 22.90

Physics 3548 54302 15.30

Engineering 2542 22719 8.94

materials science 1420 19790 13.94

biology & biochemistry 672 13222 19.68

neuroscience & behavior 392 8916 22.74

molecular biology & Genetics 336 8915 26.53

Clinical medicine 605 8737 14.44

Computer science 1135 7274 6.41

Environment/Ecology 400 6182 15.46

Geosciences 274 4499 16.42

mathematics 609 2602 4.27

all Fields* 15693 235380 15.00

* includes data for all papers from ranked and unranked fields

FutuRE RESEaRCh PRioRitiESThe ETH Board has defined five key focus areas for research in the coming years: advanced manufacturing technologies, energy technologies for a sustainable world, engineering of life sciences, environmental sys-tems and technologies, and methods and platforms for the advancement of science. Within the portfolio of activities, emphasis is given to topics that respond to societal needs and that are considered competitive in the international research arena.

The issue of energy production and consumption will play a significant role throughout the world in the decades to come. Therefore, the Federal Council has decided to make energy research a top priority and to establish a related Swiss Action Plan. As a key player in energy research already, EPFL is well positioned to play an active role in the Action Plan and to further develop research, education and technological solutions in this field on both the national and international level.

Fig.5: 2011 Fields rankings for EPFL (Source: ISI Web of Knowledge)

26

TTO also manages EPFL’s intellectual property from the disclosure of new technologies (mainly inventions and software) by the researchers to the licensing or transfer of IP such as patents, and software copyrights and material. The figure below shows a very positive

KnoWLEDGE anD tEChnoLoGy tRanSFERCollaboration with the industrial, economic and scien-tific environments is a long-standing tradition at the EPFL.

Created in 2004, the Vice President of Technology Transfer launched specific initiatives aimed at enhan-cing EPFL’s impact on the economy, at promoting links between EPFL and the business world and at developing a dynamic regional centre for innovation through four focus areas:

• TTO is EPFL’s Technology Transfer Office. It handles research contracts as well as the evaluation, protection, management and licensing of EPFL’s intellectual property.

• Partnerships deal with large international compa-nies which are interested in strategic collaborations with EPFL including the introduction of corporate R&D activities on the EPFL campus.

•Alliance is the Industry Liaison Program for French-speaking academic institutions and is hosted at EPFL. It is financially supported by the Commis-sion for Technology and Innovation (CTI), Cantons of western Switzerland, State Secretariat for Econo-mic Affairs (SECO), the Association of Companies Alliance, and EPFL.

• Support for startup projects is provided throughthe innogrants. The unit handles the links with the Innovation Square, the local Science Park and FIT, a seed-funding foundation. number of research contractsmonetary value of research

contracts (ChFm)

Fig.6: Number of contracts and their monetary value in CHFM of research collaaborations handled by TTO in 2010

Startup SME Corporations European projects Public institutions

CHF 68.9 M

4

%

27

%

27 %

40

%

2

%

341 CONTRACTS

8%

10%

34%18

%

30

%

Professor Graetzel received the millenium Technology Prize for its solar cells

in 2010

Technology Transfer Office (TTO)

New ideas and inventions often show promise when they are the results of research but are not immedia-tely adopted by the industry, particularly small and medium sized enterprises (SME). In order to increase the likeliness of transfer of the most promising inven-tions, the TTO supports specific studies (based on de-monstrations and prototypes) through a new program which was first introduced in 2010 and completely launched in 2011. This new initiative will complement the Innogrants which are more focused on supporting startup projects.

In 2010, EPFL celebrated its 1000th invention and one of these early inventions (Professor Graetzel’s solar cells) received the Millenium Technology Prize the same year. This technology has since been licensed to a new partner, Dongjin Semichem, from Korea.

EPFL’s TTO is active in the negotiation and approval of collaboration agreements. The figure below shows the number of contracts and their respective monetary value which have been granted in 2010. Startups and SME’s represent more than 15% of the total contracts, but because of their limited resources a smaller pro-portion of financial allocations are granted to these recipients (about 6%). Many research projects with SME’s and startups are financed through CTI grants. Large corporations represented 34% of the contracts and 27% of the financial allocations. More than 48% of the contracts and about 67% of the financial alloca-tions were granted to public or non-profit institutions.

27

PartnershipsEPFL proposes to corporations a variety of collabo-rative agreements, from research-specific contracts to general frameworks and even agreements involving R&D teams on the EPFL campus. Companies can therefore benefit from the proximity of EPFL resear-chers and infrastructure to explore new fields and topics. The Innovation Square should enable further strengthening of the EPFL-industry relationships in addition to providing more training opportunities for its students and closer relations with its startups. The Science Park (PSE), founded in the 1990s, has evolved to become the Innovation Square currently housing 12 buildings that provide major companies and promi-sing startups the conditions they need to flourish. It is firstly devoted to house research groups and innova-tion teams from companies such as Logitech, Nokia,

Nestlé, Cisco, Debiopharm, Constellium and Credit Suisse operating in diverse fields such as information technology, biotechnology and telecommunications. A second sector is devoted to young entrepreneurs. Today, it houses more than 80 startup companies. A business incubator founded in 2008 is the latest facility to become available. Known as the ‘Garage’, it pro-vides future startups with the infrastructure and sup-port they need to get off the ground.

EPFL has been supportive of relations with corpora-tions for more than 25 years. Most recently, between 2008 and 2010, EPFL established 1,137 research collaboration agreements with companies and public entities representing a financial contribution to partici-pating laboratories in the amount of CHF 264 M. Of the 52 startup companies established, three quarters have licenses for technology developed through EPFL.

AllianceLaunched in 2005, Alliance, the consortium of know-ledge and technology transfer coordinated by EPFL, has the mission of linking higher education schools (universities, universities of applied science, university hospitals), research centers (CSEM, IDIAP) and en-terprises. The funding of Alliance is provided by CTI (37%), SECO together with Cantons from Western Switzerland (36%) and EPFL and the Alliance Asso-ciation (27%). Additionally, EPFL provides further support in the form of in-kind contributions.

In the last 5 years, Alliance enabled the visit of nearly 700 companies, the majority of which were SME’s. The Technology Advisors of Alliance thereby had the opportunity to determine the needs of the SME’s and encourage them to collaborate with expert academic researchers of the higher-education schools. As a re-sult, nearly 200 collaborative technology projects were launched, primarily with the five institutions of the HES-SO (59%) and EPFL (28%).

trend for invention and technology disclosures whereas the startup creation has followed the economic fluc-tuations of the internet business development. EPFL’s TTO presently manages a portfolio of 311 active pa-tents and 353 licenses. These numbers are of the same order of magnitude as for institutions like MIT and

reflect the progressive nature of EPFL. The licenses generated in 2010 represent a total gross income of CHF 1.8 M including approximately CHF 0.4M for reimbursements of patenting costs. The net revenue of active licenses reached CHF 570,000 for 2010, fol-lowing decreased investments in EPFL patenting.

Fig.7: Distribution of intellectual property handled by TTO from 2001 to 2011

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Priority Patent Application Licences, Technology Transfer agreements & options Invention & Technology Disclosures Startups

28

scientific advisorIn addition to the four focus areas described above, EPFL has also been committed to driving innovation and technology transfer by combining fundamental and applied research in projects. EPFL is the Official Scientific Advisor to notable technology ventures, such as Alinghi, SolarImpulse l’Hydroptère, and as of 2009, the Rivages Project in association with the Bernard Stamm team for the next Vendée Globe challenge.

innograntsThe Innogrants program was launched in 2005. Since then, more than 330 proposals were submitted of which 50 were funded. The one-year salaries were granted to EPFL project owners who intended to commercially release their technology. The School of Engineering (STI) and the School of Computer and Communication Sciences (IC) have been the primary candidates and recipients of the Innogrants. One im-portant feature of the Innogrants is the origin of the entrepreneurs, 75% of whom have been non-Swiss citizens. This is consistent with the statistics of com-parable technology clusters like Silicon Valley where a large proportion of entrepreneurs are immigrants.

More than CHF 4.5 M was invested since 2005 and about 28 companies were created. These projects fur-ther received CHF 9 M in external grants from CTI and the Gebert Ruf foundation and CHF 18 M in equity from private investors. The program however remains unstable because of its dependency on private funding. In 2008, EPFL supported 18 startups and 20 startups in 2009. Of these 38 companies, 15 were sup-ported by Innogrants, demonstrating how critical this type of funding is for the program.

Jochen Mundinger, founder of the IT startup Route-RANK, a software solution for travel planning, was listed in the TR35, the most promising innovators under 35 by the MIT Technology Review.

Supporting entrepreneurship requires as much sti-mulation as funding. An established culture rich in innovation can be a key enabler for further develop-ments. EPFL provides training through its College of Management of Technology (CDM) and the Vice-Pre-sidency for Technology Transfer (VPIV) contributes to this important topic through the organization of the “venture ideas @ EPFL” cycle of conferences in par-tnership with the CDM and venturelab. In 2010, the EPFL organized its 11th and 12th editions.

Regarding fields of activity, about 26% of the startups are active in information technology (IT), and another 25% are active in medical technologies and biotech-nology. Startups involved in the “clean-tech” industry (energy and environment) represent 12%.

Among IT startups, routeRANK provides a software solution for travel planning that addresses the entire

travel route, integrating rail, road and air connections. In a single search, routeRANK finds and ranks the best possible travel routes, allowing users to sort them according to their priorities such as price, travel time and CO2 emissions. Its founder has been listed by the MIT Technology Review among the most innovative entrepreneurs under 35.

Fig.8: EPFL startups by year and fields of activity from 2001 to 2011

Fig.9: EPFL overall startups by fields of activity (historical proportion 1994 - 2011)

26%

10%

16% 7%

9%

12%

6%

12% 2%

Biotech

Medtech

Mechanical

Micro-nanotech

Electronics

Sensors

Energy-environment

Others

IT

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Biotech Medtech Mechanical Micro-nanotech Electronics Sensors Energy-environmentIT

12% startups in the “clean-tech” industry

29

RanKED aS a GLobaL LEaDEREPFL is currently ranked alongside Cambridge as the top university in Europe in the category of enginee-ring, technology and computer sciences according to the Shanghai Academic Ranking of World Universities (ARWU) and according to the Leiden Crown Indica-tor, EPFL was ranked number 2 in Europe and num-ber 10 in the world in 2011. Regarding the European Research Council (ERC) grants 2007-2010, EPFL was in the top 5 universities for science, life science and engineering. EPFL was ranked in second place under the Interim Evaluation of the 7th Framework Program in December, 2010.EPFL has been certified in 2010 the EUR-ACE label for 13 of its Engineering Master Degrees. This Euro-pean accreditation is designed to improve the match

2006 2007 2008 2009 2010 2011QS/Times Higher Education - Global 17 (64) 42 (117) 14 (50) 12 (42) 8 (32) 11 (35)

QS/Times Higher Education - Engineering & Technology 11 (45) 9 (47) 8 (44) 9 (44) 6 (31) 6 (28)

Shanghai Jiao Tong - Engineering, Technology & Computer Science n.a. 3 (28) 2 (18) 1 (15) 2 (20) 2 (20)

Leiden ranking Crown Indicator - Top 250 n.a. 2 (40) 1 (15) 2 (10)

Leiden ranking Crown Indicator - Top 10% publications n.a. n.a. n.a. n.a. n.a. 1 (12)

European ranking (World ranking)

between training and industry needs, and encourage the free movement of graduates across the continent.Research prizes received by EPFL professors include the Millenium Prize to Professor Michael Graetzel, the Humboldt research Prize to Professor Majed Chergui and the Mechanical Engineers Association Prize to Professor John Thome.

EPFL was ranked number 1 in Europe (12th in world) by the Leiden Ranking in 2011/2012 based on the top 10% of publications.

Fig.10: International Academic Ranking

in 2010

EPFL is n° 1 in Europe according to the Leiden ranking

30

31

RaPiD GRoWth at EPFLSince 2001, EPFL has been growing significantly. The number of employees has risen by 61% and the number of students, including PhD students has risen by 63%. In particular, the number PhD students in-creased at a very fast pace (152%) from 2001 to 2011. Regarding professors, the progress during the same period depends on the professional category: the num-ber of associate and tenure track professors increased significantly (253% and 392% respectively) whereas the number of full professors increased much more slowly (33%). The non-professorial academic staff has also been strengthened: the number of senior scientists and scientific collaborators increased by 209% (121% respectively) during the same period. This reflects how young professors, non-professorial academic staff and PhD students are at the very heart of EPFL develop-ment. This continuous rise of staff and students is part of the EPFL development plan. For example, a target has been set for 2019 to reach 10,000 students (of which 2,500 PhD students) and 500 professors on the campus. However, scientific staff has grown less rapi-dly (+62%).

2. StuDEntS, FaCuLty anD StaFF

Fig.11: Evolution of students and staff number since 2001

+ 61%staff

+ 152%Phd students

+ 392%Tenure track

professors

from 2001 to 2011

Supporting population growth is a sustainability chal-lenge for all management (especially the Executive Board managing faculty), the Vice-President of Aca-demic Affairs managing students, the Vice-President of Planning and Logistics managing staff, and for the Vice-President of Technology Transfer managing both staff and companies.

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2001 2006 2010 2011 ∆ 01-11 ∆ 10-11STUDENTS 5180 6336 7762 8442 63 % 9 %bachelor students 2984 3104 3959 4364 46 % 10 %

master students 1130 1633 1716 1961 74 % 14 %

Doctoral students 783 1407 1901 1975 152 % 4 %

Postgrad students 283 192 186 142 – 50 % – 24 %

STAFF 3169 3830 4920 5109 61 % 4 %Professors 173 238 298 311 80 % 4 %

Scientific 1990 2356 3086 3218 62 % 4 %

administrative staff 506 642 790 817 61 % 3 %

technical staff 500 594 746 763 53 % 2 %

Fig.12: Significant increase in number of students and employees (by professional category) since 2001 (headcount)

2001 2006 2010 2011 ∆ 01-11 ∆ 10-11PROFESSORS 173 238 298 311 80 % 4 %Full Professors 135 150 179 180 33 % 1 %

associate Professors 15 37 49 53 253 % 8 %

tenure track assistant Professors 13 41 58 64 392 % 10 %

Swiss national Fund assistant Professors 10 10 12 14 40 % 17 %

SCIENTIFIC 1990 2356 3086 3218 62 % 4 %adjunct Professors 31 46 57 55 77 % -4 %

Senior Scientists 22 36 67 68 209 % 1 %

assistants (incl. PhD students) 1411 1503 1873 1934 37 % 3 %

Scientific Collaborators 526 771 1089 1161 121 % 7 %

ADMINISTRATIvE STAFF 506 642 790 817 61 % 3 %TECHNICAL STAFF 500 594 746 763 53 % 2 %TOTAL 3169 3830 4920 5109 61 % 4 %

Fig.13: Detailed evolution of employees’ number (by professional category) since 2001 (headcount)

33

EmPLoyEE tuRnoVERThe employee turnover has remained stable since 2006. This is also the case for the resignation turnover, which is very low (about 5%). The employee turno-ver is consistent with the desired policy of recruiting staff with fixed term contracts. The highest turnover occurs mostly among young scientific staff and PhD students, who initiate one or two projects at EPFL and then complete their activity elsewhere. The departure rate is significantly higher among young people, in particular young women. The average age of departing employees is 33 years old, which is low and confirms EPFL position as an institution training students and young scientists.

2006 2010 2011Departures 726 913 1007

Resignations 233 245 296

Number of employees 3830 4920 5109

Employee turnover 19 % 19 % 20 %

Resignation turnover 6 % 5 % 6 %

Fig.14: Number and rate of employees’ departures and resignations

2010 < 30 30 - 50 > 50Departures 228 628 57

Departures: women 80 169 15

Departures rate 25 % 69 % 6 %

Departures rate: women 35 % 27 % 26 %

Fig.15: Number of employees’ departure by gender and age group in 2010

The number of recruitments significantly increased between 2001 and 2011, illustrating the dynamic demographic of EPFL during these years. As the uni-versity grows, the staff must expand, which is reflected in the recruiting of more than 24% of the employees, posing a significant administrative burden with many of these new employees requiring visas and integration support. The number of foreign recruitments has in-deed increased by 127% since 2001.

2006 2010 2011 ∆ 06-11 ∆ 10-11Recruitment 827 1113 1223 48 % 10 %

Number of employees 3830 4920 5109 33 % 4 %

Fig.16: Number of recruitment, from 2006 to 2011

< 30 30-39 40-49 50-59 > 602001Total employee 999 896 543 544 117% employee 32 % 29 % 17 % 18 % 4 %

% women 24 % 26 % 26 % 29 % 19 %

2006Total employee 1299 1071 653 548 179% employee 35 % 28 % 17 % 15 % 5 %

% women 28 % 31 % 32 % 30 % 21 %


% women 29 % 33 % 41 % 29 % 28 %


% women 30 % 32 % 42 % 30 % 29 %

Fig.17: Percentage of employees and women by age category, from 2001 to 2011

The percentage of employees under age of 40 has slightly increased, from 61% in 2001 to 67% in 2011, whilst the opposite trend has been seen for older indi-viduals (50 and more), from 21% in 2001 to 16% in 2011. The significant number of staff hired 20 years ago is now compensated by the recent growth of youn-ger staff. The percentage of women has increased in all age categories, but more significantly over 40.

34

tRaininG anD EDuCationRegarding skills management, EPFL strives to antici-pate the steps of career development and puts measures in place to support and stimulate the mobility and the career paths of its researchers and staff. This support entails various measures such as training, coaching, moral and material encouragement. As an educational institution, EPFL encourages its employees to take ad-vantage of the great resources it has to offer. Academic training is crucial and completely integrated in depart-ments and Institutes. However, training for scientific skills is funded through the budget for academic skills and is the responsibility of the Schools. Therefore, the analysis of training in the university must be carefully contextualized, as the Staff Training Service (STS) of-fers a non-academic training option. The courses are intended for all EPFL staff, without any distinction of status or function in the following areas: working techniques and personal development, team and work management, and professional improvement (non-academic). In 2011, the STS training program offered 42 subjects, including 6 new topics and 15 subjects of tailored courses. A third of the training program is offered in English.

In addition to its own internal training program, STS funds 50% of the registration fees for language courses, which are offered to employees at the EPFL Languages Centre run by the University of Lausanne. It also funds individual training courses taken outside EPFL. When applicable, EPFL provides sabbatical periods with gua-ranteed return to employment.

Since 2001, the participation in STS has increased significantly. The number of courses offered increased more than threefold, from 24 in 2002 to 82 in 2010 and the number of participants dramatically increased

by 700% in nine years, from 233 in 2002 to 1900 in 2010. The percentage of participation in STS program also increased significantly, from 7.1% in 2002 to 41.9% in 2010.

The total budget for training is still limited, as 0.25% of total payroll is devoted to training in 2010. Howe-ver, this percentage has not compromised computer training.

2002 2006 2010

% participation in training 7.1 % 33.7 % 41.9 %

Daily training costs (CHF) 499 346 356

% of payroll for training 0.30 % 0.29 % 0.25 %

Fig.18: Key figures on non-academic training

The participants who complete training programs (internal, external and languages) mainly represent categories of scientific, administrative and technical employees. Of the employees from of the technical category, half of the participants attend the training course every year.

since 2002

+ 700% participation in training programs

2004 2005 2006 2007 2008 2009 2010

hrs hrs/pers hrs hrs/pers hrs hrs/pers hrs hrs/pers hrs hrs/pers hrs hrs/pers hrs hrs/pers

Administrative and technical 4477 4.0 4812 4.1 8363 6.8 15398 11.9 18061 13.1 20065 13.6 19478 12.8

Professors 65 0.2 66 0.2 135 0.4 798 2.4 1028 2.8 794 2.0 817 2.0

Scientific 2738 1.2 4343 1.9 8585 3.7 16350 6.7 18460 7.2 17794 6.1 20271 6.8

External 176 140 849 191 328 553 574

Temporary 42 98 130 492 253 365

Total 7455 2.0 9402 2.5 18'029 4.7 32866 8.1 38368 8.9 39459 8.2 41504 8.4

Fig.19: Hours of training by professional category from 2004 to 2010

35

EPFL provides a 2.5 day special course to support em-ployees who are retiring. In addition, those receiving pensions are granted the added benefit of continued access to their EPFL email account and their access card remains active. However, training for those inten-ding to continue working is not provided. Severance pay depends on age and length of service.

The STS also offers a course exclusively reserved for scientific staff, called Career and Personal Assessment which explores ways for participants to perfect their competencies for a more favorable position in their fields. This course attracts about 100 people each year, i.e. more than 1300 participants from the beginning, 15 years ago.

Beyond its primary mission to educate, EPFL attaches particular importance to vocational training and signi-ficantly contributes to this cause by training 20 to 30 young apprentices every year. In 2010, more than 80 apprentices were introduced to more than 8 professio-nal areas, with a particular focus in technology.

0

2

4

6

8

10

12

14

16

2004 2005 2006 2007 2008 2009 2010

Administrative and technical Professors Scientific Total

Fig.20: Hours of training per person by professional category from 2004 to 2010

hrs / pers.

50

55

60

65

70

75

80

85

90

95

100

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

number of apprentices

Fig.21: Evolution of the apprentices’ number from 2001 to 2011

human RESouRCES manaGEmEntAt EPFL, a fast growing organization of higher educa-tion and research, human resource management faces a number of challenges. These include that the Human Resource Department on the one hand delegates key competencies and resources to the individual Schools, while it has to maintain a coordinating role and ensure that a cohesive corporate culture is fostered. Similarly, it needs to make sure that EPFL’s academic activities and the organization’s central services stay connected and in tune with each other.

aDaPtiVE manaGEmEntEfficient tools such as the SAP Human Resources module, the social balance of 2009, the ATMOS sa-tisfaction surveys of 2004 and 2012, and the annual performance reviews allow management to adapt to changing circumstances and needs of the staff.

The ATMOS job satisfaction surveys provide a means for assessing employees’ experience based on a wide range of perspectives. They provide valuable insights for Human Resources to further develop and adapt the staff policy. The 2004 survey was the first of its kind in the Swiss academic world. More than 50% of employees participated. It revealed a quality working environment with staff commitment as the main focus of the survey. EPFL was characterized by an “ATMOS” index of 6.8 in 10, which is considered “sufficient to good”.

As a means of ensuring fair compensation to em-ployees, EPFL conducts performance reviews. The most reliable information regarding feedback for the performance reviews comes from the 2004 ATMOS survey. 47% had an annual review during the last two years, of which 80% felt it was very helpful. For admi-nistrative and technical employees, it is approximated that 70% have a performance review with their supe-rior each year. PhD students are not considered as they have their own evaluation system. New results will be analyzed in 2012 with the second satisfaction survey, ATMOS II.

The STS provides courses every year on Assessment and Objectives Setting Interviews for appraisers and also for employees.

36

WaGE FLEXibiLity anD PERFoRmanCE REViEWAt EPFL, total salary represents 70% of the total annual expenditures. In 2007, in collaboration with ETHZurichandtheparticipantsoftheETHBoard,EPFL introduced a New Salary System (NSS), which is more flexible and more adapted to the evolution of its employees’ skills. The adjustment of the NSS serves to put a premium on experience and reward individual or group performance. Thanks to a dual incentive sys-tem, performance and skills are rewarded by one-off bonuses and/or extraordinary salary increases, resul-ting in a selective allocation of available means. This remuneration system requires regular private meetings between managers and employees, in order to discuss more transparently their respective priorities and ex-pectations (management by objectives). PhD students have been remunerated with a flat-rate salary, outside the new salary system, since 2008 (2010 for postdocs). The average wage presented below must be considered as an aggregate figure, which includes PhD students and postdocs’ salaries.

EPFL offers the same benefits to all employees, re-gardless of their employment contract. Benefits offered include:

- Employees have the option of opening an account with a better interest rate than the average banks, through the Federal Employees’ Bank.

- In accordance with the Law on Injury Insurance (Loi sur l’assurance-accidents, LAA), every employee is obligated to be insured against accidents at the Swiss National Accident Insurance Fund (SUVA)

- Career/Professional development training

- Reserved spaces in EPFL childcare and school

- Access to the sports center

2001 2006 2010 2011 ∆ 06-11

Staff 3169 3830 4920 5109 33 %

Total payroll includingsocial security (million ChF) 296 365 486 508 39 %

Average wage withoutsocial security (kChF) n.a. 88.90 94.70 94.90 7 %

Fig.22: Evolution of total payroll and average wage from 2001 to 2011

37

aCtiVity RatES anD ContRaCt tyPESEPFL encourages part-time work, especially for admi-nistrative and technical employees although, very few

Regarding employment contracts, a deli-berate effort has been made to better balance human resources by reducing permanent contracts and increasing fixed term contracts, under which employees are committed to working for discrete periods. This strategy aims to provide the flexibility for scientists and young professors to enhance their collabo-

Activity rates 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

% part-time employees 31.9 % 31.6 % 30.6 % 29.2 % 29.8 % 29.3 % 29.1 % 28.8 % 28.9 % 28.3 %

% part-time women 65.8 % 66.4 % 66.1 % 68.9 % 69.2 % 63.9 % 71.4 % 71.0 % 70.5 % 70.1 %

Fig.23: Evolution of activity rates from 2002 to 2011 (in percentage) for regular staff

2006 2007 2008 2009 2010 2011 ∆ 06-11 ∆ 10-11

Fixed Term Contract 57 % 59 % 59 % 61 % 62 % 64 %

Permanent Contract 43 % 41 % 41 % 39 % 38 % 36 %

Temporary Contract 1241 1310 1321 1458 1532 1781 44 % 16 %

Average seniority 7.3 6.8 6.6 6.4 6.4 6.5 -11 % 2 %

Fig.24: Number of employees by type of employment contract

professors work part-time (about 10%). An analysis of activity rates reveals that at the end of 2011, 28% of employees were working part-time. This proportion has barely changed over the reporting period, as it was 32% in 2002. In 2010, women represented 70% of employees working part-time.

rative efforts and knowledge exchange internally and with other institutions. The percentage of fixed term contracts has evolved from 57% in 2006 to 64% in 2011. Employees with temporary contracts (student assistant and exter-

nal lecturer) are not accounted as staff. The number of temporary contracts has

increased by 44% since 2006.

bEnEFitS PLanOn 1 July 2008, the occupational pension plan of the ETH Domain has switched from defined bene-fits to defined contributions, on the basis of negotia-ted retirement plans ensuring retirement conditions that are optimal and comparable to the private sector. Contributions are paid by both the employee and the employer, the latter paying a more substantial input (about 60%, depending on the wage category). In 2010, the retirement capital amounted to 1,096.7 mil-lion CHF, with 4,650 contributors. The coverage ratio reached 104% the same year, indicating that the fund is in good health.

in 2011

64% of fixed term

contracts

38

a StRonG intERnationaL oRGaniZationEPFL is proud of its multiculturalism and academic diversity, which is part of EPFL tradition of openness. EPFL continues to become more international, with 40% of the bachelor and master stu-dents, and 74% of the PhD students coming from outside Switzerland in 2011. More than 50% of the pro-fessors come from abroad. In the administrative and the technical staff, percentages are much lower, respectively 17% and 21% in 2010.

EPFL has been marked by strong international re-presentation since 2002. In 2011, the proportion of

foreign employees represented 54% of the overall population of employees. This trend is a clear reflec-tion of the increased number of foreign academic em-ployees attracted from outside the European Union:

the proportion of people coming from countries outside Europe increased by 61 % from

2002 to 2010. The diversity of nationali-ties represented is impressive with 120

countries represented in 2011 (com-pared to 75 in 2002). The greatest percentage of foreign employees is found among scientific collabora-tors and PhD students. In 2011,

74% of the latter were foreign. Swiss represent only 26% of this group. This

diversity offers many opportunities but also presents some cultural and linguistic

challenges. EPFL is becoming more and more bilin-gual with English as the common denominator.

74% of Phd students

were foreign

in 2011

120 countries represented at EPFL

Fig.26: Proportion of foreign employees by professional category in 2006 and 2010

% of foreign employees

0 10 20 30 40 50 60 70 80 90

100

Professors Scientific PhD students Administrative Technical

2006 2010

Fig.25: Proportion of EPFL employees, bachelor, master and PhD students, by origins from 2001 to 2011

Employees ba + ma students PhD Students

55 %

33 %

12 %

46 %

34 %

20 %

2002

2010

75 %

17 %

8 %

60 %

30 %

10 %

2001

2011

38 %

48 %

14 % 26 %

49 %

25 %

2001

2011

Switzerland European Union Countries outside Europe

39

intEGRation oF intERnationaL StuDEntS anD StaFFThe multicultural population at EPFL requires special administrative attention. For incoming students, the immediate challenge is finding affordable housing. A new EPFL housing office opened in 2010 with the mission to help students in search of housing, increase the housing offerings in Lausanne and surrounding areas, ensure the continued availability of housing from private and institutional landlords, gain the trust of private and institutional landlords, and adapt rental requirements for students. A common UNIL-EPFL database improves the transparency of this applicant market. All students coming for a short term program (visitors, internship etc.) benefit from this support. In addition, before the beginning of the semester, an integration week is offered to the new students during which more experienced students help them to become well acquainted with the campus and the city. Since 2007, the ACIDE-association (Association of Research Scientists and lecturers at EPFL) has been organizing various social events for all scientific members. These activities are open to all PhD candidates, postdocs, scientific assistants, researchers and lecturers at EPFL and include ski weekends, visits, BBQ’s, hiking trips, «Bal des doctorants», and happy hours at the campus bar. In addition, ACIDE provides specific services ex-clusively to its members: free legal advice, advice for professional conflicts, and collective agreement for complementary health insurance.

For the new incoming professors, School adminis-trations, in collaboration with Faculty Affairs, are in charge of the social integration of the faculty families (housing, insurance, nursery, school etc.).

40

GEnDER DiVERSity anD EQuaL oPPoRtunitiES FoR WomEnIn addition to recognizing the great value associated with diverse origins represented at EPFL, there is also a focus on ensuring equal opportunities are provided for women. While significant progress was achieved in the past, recent percentages of women at EPFL have become more stable. Launched in 2009, the Equal Opportunities Office strives to, on the one hand, in-troduce measures and actions for equal opportunities at all levels at EPFL and, on the other hand, develop specific actions to attract women into scientific fields and encourage them to carry out a long-term career in science. In concrete terms, these measures involve making it easier to reconcile family life and professio-

nal activity, promoting EPFL subject areas to young women and encouraging female academic and admi-nistrative careers.

Between 2001 and 2011, the number of women (stu-dents & employees) on campus has more than dou-bled, and the current percentage is around 29%. In 2011, women accounted for 27% of EPFL’s student population (including PhD students) and 11% of the teaching staff. The proportion of women taking bache-lor’s and master’s courses increased from 19% to 27%, exceeding the 25% goal announced in the strategic planning 2008-2011. This proportion is increasing by approximately 10% each year. Regarding PhD stu-dents, there was a significantly increased representa-tion of women between 2001 and 2006 (106%), while recent percentages are more stable.

0

500

1000

1500

2000

2500

2001 2006 2011

Total BA+MA PhD

Fig.27: Number of women students from 2001 to 2011

Women students EPFL now recruits one woman for every two men; 73% of administrative staff and 21% of technical staff are women. Significant efforts have been made in re-cent years to increase the number of female professors, which has increased from 6 (3%) in 2000 to 33 (11%) in 2011. However, the ambitious number of 15% of women professors announced in the strategic planning 2008-2011 has not yet been reached, demonstrating how further efforts are essential.

TOTAL 2001 2006 2010 2011 ∆ 01-11 ∆ 10-11Women students 1015 1567 2099 2293 126 % 9 %

Men students 4165 4769 5663 6149 48 % 9 %

% women students 20 % 25 % 27 % 27 %

% men students 80 % 75 % 73 % 73 %

BA + MAWomen students 771 1159 1516 1709 122 % 13 %

Men students 3343 3578 4159 4616 38 % 11 %

% women students 19 % 24 % 27 % 27 %

% men students 81 % 76 % 73 % 73 %

PhD Women students 171 352 533 542 217 % 2 %

Men students 612 1055 1368 1433 134 % 5 %

% women students 22 % 25 % 28 % 27 %

% men students 78 % 75 % 72 % 73 %

Fig.28: Number of women students from 2001 to 2011 (The total also includes post-graduate students)

41

from 14% to 24% for scientific staff

significant increase of women in advanced academic career

from 5% to 11% for professorships

since 2001

The measures in place encouraging women to assume executive positions include mentoring, organization of networking events, courses, lectures, round tables and lunches, development of part-time working and flexible working hours, and expansion of day care

facilities. In addition, EPFL participates in the ETH domain program “Fix the leaky pipeline”, which addresses the decreasing proportion of women with advanced academic career positions. Moreover, EPFL has set up a program aimed at kindling interest for careers in engineering in girls under 13 years of age by providing information, helping them gain confi-dence in their abilities and pointing to appropriate fe-male role models, by organizing workshops and other events. EPFL, with the Haute Ecole Pédagogique of the Canton of Vaud, has also been running a bus “Les sciences, ça m’intéresse!” that travels the country pro-moting science among young people, especially girls in French-speaking Switzerland.

These measures have been successful. As the Leaky Pipeline figure shows below, the proportion of women in advanced academic career has increased significantly since 2001, from 14% to 23% for scientific staff and from 5% to 11% for professorships.

The number of women in executive positions (senior management position, earning the equivalent or more than the salary category 10) increased from 14% in 2007 to 18% in 2011. However, women continue to face limitations as they are underrepresented in execu-tive positions, whereas there is an equal gender repre-sentation under the salary category 10 (51% women in 2011).

2006 2010 2011

Professorsnumber women 21 32 33

Percent women 9 % 11 % 11 %

Scientific number women 185 282 305


PhD Studentsnumber women 351 431 459


Administrativenumber women 440 566 594


Technical number women 91 154 157


Fig.29: Number and percentage of women by professional category

2010 2011Women > to EF 10 79 85

Men > to EF 10 395 381

Women < to EF 10 706 737

Men < to EF 10 687 707

Fig.30: Number of women / men over or under salary category 10 in 2010 and 2011

Fig.31: Proportion of women in executive/non-executive positions in 2011

Executive positions non executive positions

women men

82 %

18 %

51 %49 %

Fig.32: Leaky Pipeline at EPFL in 2001, 2006 and 2010

0 %

10 %

20 %

30 %

40 %

50 %

60 %

70 %

80 %

90 %

100 %

Students (BA + MA) PhD students Scientific Staff Professorships

Women 2006Women 2001 Women 2010

Men 2010Men 2006Men 2001

42

StuDEnt aSSiStanCE anD WELFaREEstablished in 2002 with assets from the Social Foun-dation, the EPFL Students Foundation (FEE) is dedi-cated to supporting students registered at the EPFL, in particular when their financial situation makes it difficult for them to complete their studies. The Foundation may provide scholarships, assistance with accommodations, health support measures and any other form of material aid. In addition, the Founda-tion supports projects (for instance the bike sharing system) in favour of the whole student community. In order to ensure equal opportunities for people from all social horizons, EPFL has also implemented a social welfare system complementing cantonal support and developed strategies to promote bachelor studies in high schools for pupils of all social strata.

aCCESSibiLity FoR DiSabLED PERSonSThe completed first phase of EPFL’s campus has been certified (1991) and recognized by relevant professio-nal associations for its management of accessibility for the disabled. For example, the Rolex Learning Center previously had ramps which were unfavorable for the disabled, and these have been modified with improve-ments including innovative elevators.

Since the introduction of the new federal law for di-sabled people in 2003, EPFL has progressively intro-duced a program for elderly students, not only for phy-sical disabilities, but also for learning disabilities like dyslexia. In accordance with the law and at the request of a disabled candidate, the Vice President of Acade-mic Affairs shall make appropriate accommodations in regards to the format of an exam or project suited to a particular disability and the use of necessary auxiliary means or personal assistance without compromising the objective of the exam or project. However, if there is a legislative framework concerning learning disabi-lities that already exists, that framework is not imple-mented.

Regarding work-life balance, in order to make it easier to reconcile family life and professional activity, EPFL highly subsidizes two childcare centres, which are loca-ted on the campus and host about 165 children. These centers include nurseries, childcare and pre-school classes. In addition, the office of equal opportunities of EPFL organizes some activities for the children of students and staff of EPFL during the school holidays.

In terms of salary, between 2006 and 2011, the average wage of women from administrative staff has increased significantly. The average salary of women from the scientific staff slightly increased during the same pe-riod, while the average wage of men has decreased. This resulted from the increase of post-doc researchers and the decreased number of senior scientific staff. Among technical staff, the average wage increased for both men and women but in greater proportion for women. The comparison of average salaries between men and women cannot be viewed as an inequity of remuneration based on gender. Rather, the wage dispa-rity between men and women is related to the position and level of experience, not the salary policy. Seniority also plays an important role. A survey carried out in 2009 focusing on equality issues showed that, overall, equal pay for equal work is now common practice.

2006 2010 2011 ∆ 06-11

Scientific staff

men 111'132 109'718 108'629 -2%

women 98'155 99'475 101'030 3%

total 108'741 107'326 106'825 -2%

Administrative staff

men 124'098 137'859 137'531 11%

women 86'602 96'124 97'075 12%

total 96'601 106'859 107'240 11%

Technical staff

men 89'651 95'066 95'401 6%

women 73'807 79'405 80'709 9%

total 87'000 91'545 92'095 6%

All 99'089 103'127 n. a.

Fig.33: Average salary by gender and by employee category from 2006 to 2011

Regarding discrimination, no incidents were repor-ted on the grounds of race, color, gender, religion, political opinion, national extraction, or social origin during the last ten years. Discrimination is currently not a concern. EPFL has managed to develop a mul-ticultural environment without any incidents. Figures presented above confirm that there is a strong policy to increase the number of women in manager positions, to promote women’s careers in general and to attract faculty and students from other countries.

43

PRiVaCy anD Data PRotECtionThe protection of the privacy of its students is an im-portant concern for EPFL. Processes and regulations for data protection follow the Federal Law of 19 June 1992 on data protection, which is intended to pro-tect the personality and the human rights of persons who are subject to personal data processing. An elec-tronic document management system has been used since 2008 to store students’ and professors’ data and to ensure their security. In the reporting period there were no substantiated complaints regarding breaches of privacy or losses of students’ data.

a DECEntRaLiZED nEtWoRK oF hEaLth anD SaFEtyIn 2011, the former Safety, Hygiene and Environment service (SHE) was reconfigured under the name Sa-fety, Prevention and Health Department (DSPS) and reinforced with new resources and services. The DSPS is responsible for the safety requirements related to the expansion of the EPFL campus and the extreme diversity of research activities. In addition, student life, science and cultural events, the presence of start-ups on campus and of large companies in Innovation Square required advanced security measures and greater attention to health and safety. The current safety network is composed of DSPS occu-pational health and safety specialists (4 staff) and the School Safety Coordina-tors (CSFs, 5 staff), making it the centre for implementation of health and safety measures.

The DSPS supervises the security, safety and health organization of the Schools and may intervene directly through audits, technical inspections, and potentially closures. It acts as an interface with official supervisory bodies for matters related to health and safety in the workplace. It advises and assists the network in order to simplify and rationalise processes. It also conducts basic safety trainings that are mandatory for all new employees in addition to other courses. The DSPS reports directly to the EPFL Executive Board by the Vice-President planning and logistics.

The EPFL Executive Board is responsible for the coor-dination, quality enhancement and support of safety activities. The Safety Committee monitors and im-proves safety facilities at EPFL, at both the strategic and operational levels. It also functions as a crisis unit. Application of safety measures at the prevention and operational level are decentralized in the Schools. Each School has a Safety Coordinator (CSF), assisted by a network of Safety Correspondents (COSEC). This decentralized network, composed of 5 CSF’s and more than 250 COSEC’s (in 2011), allows for efficient feed-back at a higher level and serves as a way to involve employees in driving the improvement of occupational health and safety in the workplace.

Since September 2011, the Safety, Health and Preven-tion Department has been operating a Health Point for primary care appointments with nurses. Appoint-ments are free of charge and open to the whole EPFL community for: primary care with qualified nurses, prevention, vaccine boosters, information and advice on various health-related issues, stress, addiction, nu-trition, occupational medicine, and orientation within the health system.

The Safety, Health and Prevention Domain organizes a certain number of courses. Among them, the

obligatory basic safety training is a two hour course concerning general safety at

EPFL, prevention awareness in health and safety & first emergency mea-sures.

In 2010, EPFL had a higher accident rate compared to companies in the

administration industry: 21 cases for 1000 full-time equivalent, as opposed

to 15 cases in 2006. The average accident rate for the sector was 18 cases for 1000 full-

time equivalent in 2006, and 19 cases in 2010. In 2010, SUVA (the Swiss National Accident Insurance Fund) covered 104 professional accidents at EPFL, as opposed to 62 accidents in 2006, which represents a 68% increase. It also covered 556 non-work related accidents, a 37% increase from 2006.

The number of interventions by the first aid team has quadrupled since 2004. This tendency is a result of an improved management of health cases. The introduc-tion in 2005 of the obligatory safety training is also an element explaining the increased number of interven-tions.

250 safety Corres-pondents form

the EPFL safety decentralized

network

44

45

CamPuSThe EPFL campus includes buildings that serve as laboratories, lecture halls, service areas like cafeterias, and office spaces for academic and other staff. The outdated campus design from the seventies did not ac-count for housing or life on the campus after 5 o’clock, inspiring a major transformation be-ginning in early 2000 with the pro-ject “Campus 2010”. The idea was to progressively add liveliness and diversity to the campus while deve-loping new functionalities like stu-dent housing, a hotel for visitors, a convention center, additional R&D facilities, and features to make the campus more livable like restaurants, a nursery, and public and private transportation. This kind of urbani-zation is intended to better integrate the campus in the west area of Lau-sanne, bring services closer to users and decrease the commuting load. The mix of academic functions and services now promotes a more lively campus.

The icon of the Campus 2010 master plan is the Rolex Learning Center, which opened in February 2010 and was designed by Sanaa, who was awarded the Pritz-ker Prize in 2010. Open daily to both students and the public from 7 am to 12 am, the center functions as a laboratory for learning, library, and international hub for EPFL. During the course of this campus re-design effort, EPFL has grown to be more like a city with people utilizing campus buildings and offerings both day and night during the weekdays as well as wee-kends. The outcome has largely been a positive one as

3. FaCiLitiES anD EnViRonmEnt

the EPFL campus now has a stronger identity and has become a place where people choose to spend time. However, there have also been negative consequences in terms of the increased consumption of resources, and heavier burden on waste management and trans-portation systems. These are significant challenge which EPFL will be addressing over the next ten years.

At the start of 2011, the heated or cooled floor space of EPFL acade-mic buildings was 461,513 m2 (floor area), encompassing 59 buildings. However, this energy reference area does not include all buildings pre-sent on the campus that have their own heating and cooling infras-tructures including the Innovation Square, the hotel, and the students lodging. Although heated by EPFL, the scientific park, Triaudes hou-sing, are also not included in the previously mentioned ERA figure because they are not considered aca-demic buildings. The Chemistry and Physics buildings (BCH & BSP) are not included either, as they are ope-rated and heated by the University of

Lausanne. The combined ERA of these buildings for which heating data are not presented in this report is 136,231 m2 (23% of the overall campus area). Addi-tionally, the Institute of Microengineering in Neuchâ-tel is not represented in the energy consumption data as the Microcity building is still under construction. EPFL has launched an off-shoring project in Ras Al Khaimah in the United Arab Emirates, called EPFL Middle-East (ME) in 2010. Infrastructures in Ras-Al-Khaimah are currently not operated by EPFL.

The progressive transformation of the EPFL Campus in a livelier one generates a new environmental challenge, in terms of resources’ consumption, waste management and transportation systems

46

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CH

PB PAPA

POPO

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PH

SBCE

CO

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ELHINN

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PP PPB

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BP BM

ELA

ELEELE

INM

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Rte de la SorgeRte de la SorgeRte de la Sorge

MXF

ELB

MXG

MXD MXC

ODYOdyssea

Forum Rolex

BBB

G

A

F

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J

AB

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AAA

A D

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CCT

Centre de conférencCentre de conférencCentre de conférenceOuverture prévue 201Ouverture prévue 201Ouverture prévue 2013

ENENS – GARE

Chantier

C

Dépôt

EPFL

LesLes TriaudesH

D E

11 18

9

7

5

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8

A

A

A

PSE B PSE A

PS

EC

QI G

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QI JQI I

PSE D

39

37

3533

LeLeLess Es Es Esttuuddii

31

Academic buildingsNon-academic buildings

Buildings operated by the University of Lausanne

Heat pumpswith combined heatand power facility

BCHBCH

Cubotron

Energy management at EPFL has been a challenge, as the energy reference area has increased by 25% since 2001. In upcoming years, a continuous rise of the area is expected as further densifi cation of the campus is planned. Th is involves the construction of new buildings around the Rolex Learning Center, the expansion of the housing capacity (516 additional lodgings in 2013) and the development of services (medical and dental care, pharmacy, hairdresser, etc.), shops, and a conference center with 3,000 seats. Th e infrastructures constructed in the seventies to provide energy to EPFL’s facilities have reached their effi ciency limitations. An energy master plan is currently established to adapt the current infrastructures to meet the demands of forthcoming growth.

2011 Floor area Heat source

Academic buildings 461,513 m2District heating system:

two heat pumps using lake water + combined heat and

power facility (oil)

Scientifi c Park(PSE A+B+C) 11,276 m2

Triaudes housing 12,062 m2

Innovation Square (QI)+ PSE D 52,247 m2 independant heat pump

+ gas

Starling Hotel+ student housing 22,085 m2 independant wood heating

+ gas

Pavillons A + B 2,630 m2 independant gas heating

BCH + BSP 35,931 m2 uniL District heating system (oil)

TOTAL 597,744 m2

Fig.34: Academic buildings (green), for which heating data are presented in this report

Fig.35: Academic (green) and non-academic (grey) buildings

47

initiatiVES FoR GREEn buiLDinGSThe Rolex Learning Center is a highly energy-efficient building which, for its low energy consumption, has received the Minergie certification – the standard used in Switzerland for measuring energy efficiency in buil-dings. Obtaining the Minergie label was an outstan-ding achievement given the energy challenges associa-ted with a 20,000 m2 open floor plan. The building is predominantly lit by natural light coupled with controlled natural ventilation systems, with the excep-tions of the restaurant and multimedia library, which have cold ceilings. Thanks to high quality insulation, exterior blinds, natural lighting and ventilation, and heat pumps from lake, the Center energy consump-tion was 180 MJ/m2 per year. The building is cur-rently being optimized in order to achieve the energy consumption target, which is 139 MJ/m2 per year.

In 2010, EPFL opened the first building of the Inno-vation Square, the Logitech R&D headquarter named Borel Innovation Center, a Minergie building with an energy consumption of 38.5 kWh/m2 (139 MJ/m2), heated by a deported heat pump using the industrial water of the campus.

Regarding new developments, EPFL strives to deve-lop energy-efficient buildings, to promote the use of renewable energy and to foster transfer of technology. In 2011, thermal piles were installed under the foun-dations of the new conference center in order to carry out further research on the exploitation of geothermal energy.

EPFL is continuously optimizing the energy efficiency of its buildings, resulting in up to 20% optimization for each building. Despite its efforts, reductions in energy consumption are typically counteracted by an increase of electricity consumption for the needs of research and development, particularly for data cen-ters and biomedical processes. To address these ineffi-ciencies, EPFL developed a comprehensive strategy to modernize its buildings in the long term with a focus on optimization and equipment upgrades. In 2010, the main datacenter was upgraded by replacing the air cooling system and hydraulic system. The result was an energy reduction from 10% to 15% and plans have been made to replicate this upgrade for all other datacenters. Additionally, two existing buildings were retrofitted. The ventilation system of the Chemistry building was upgraded with energy efficient equip-ment operated only when necessary, enabling a 50% energy reduction (585 MWh saved) for ventilation. At the Coupole building, the control panel was replaced with a more efficient system, resulting in a 20% reduc-tion of heating.

48

EnERGy EFFiCiEnCy / REnEWabLE EnERGyThe EPFL campus has a long history of integrating environmentally conscience designs and operations.

In 2010, 69% (71% in 2011) of energy used for hea-ting EPFL buildings came from renewable energy, as its district heating system uses lake water. This system has been in operation for over 25 years. In 1985, EPFL installed an internal district heating system, with two heat pumps using lake water to provide heating and cooling. A combined heat and power facility ensures the complementary heat production and produces electricity used partly to drive the heat pumps. The turbines of the facility are oil-fired powered. The total direct energy consumption using lake water as a direct renewable energy source was 34.3 GWh (expressed in useful energy) in 2010, and 27.2 in 2011. 1.7 GWh were distributed in 2010 and 2011 as heating energy to third parties, which participate in the district heating networks around the campus. In addition, 5.0 GWh in 2010 and 7.4 GWh in 2011 were sold as electricity to third parties around the campus. The amount of oil purchased for combined heat and power production was 13.7 GWh (expressed in final energy) in 2010 and 6.4 in 2011. The amount of oil consumed depends to the climatic conditions, which were very mild in 2011. The purchase of natural gas for biomedical processes was 8.7 GWh (expressed in final energy) in 2010 and 8.5 GWh in 2011.

However, the main renewable energy focus during the reporting period (2010-2011) was on building the second phase of the solar power plant and on esta-blishing the energy master plan, which required setting long-term goals and defining priority measures and in-vestments for the next four years planning cycle. EPFL continued to promote renewable energies by signing in 2009 a partnership with an external provider, Ro-mande Energie, in order to build Switzerland’s largest photovoltaic solar park (2MW). In accordance with this partnership, EPFL offers its roofs for the panels and buys 30% of the renewable energy produced at a cost effective price (compensatory feed-in remunera-tion). The remainder of that green electricity will be sold to the Romande Energie’s customers. By the end of 2011, almost half of the solar park was completed and 837,301 kWh of electricity was produced from these PV panels, representing 1 % of the total electri-city consumed in 2011.

Regarding indirect energy use, the electricity consump-tion was 66.6 GWh (useful energy) in 2010 and 68.8 GWh in 2011. By the end of 2011, the electricity consumed at EPFL was coming from a European power mix of which 73.5% of the energy sources cannot be verified. Therefore, the amount of renewable sources of primary energy for heat and electricity was 23 % in 2010 and 2011. EPFL decided in October 2011 that starting January 2012, all the electricity bought will be labeled “hydro local”, meaning it comes from local hydroelectric plants.

Fig.37: European power mix used at EPFL in 2011

Fig.36: EPFL Heat sources distribution in 2011

Gas

Lake water heat

Oil

Electricity for pumping

Electricity for heat pumps

71 %

15 %

4%1%

9%

70% of EPFL heating energy is from a renewable source

in 2011

837 mWh produced from EPFL solar park

Hydro

Incentives (compensatoryfeed-in remuneration)

Fossil

Non-verifiable

22 %

1 %3 %

74 %

49

Fig.38: Current distribution of renewable/nonrenewable sources of primary energy for heat, electricity and processes in MWh in 2010

Fig.39: Trends in Electricity (kWh/m2) and Heat (Wh/m2.DD) specific consumption for Buildings from 2001 to 2011

Fig.40: Trends of Electricity and Heat consumption for buildings from 2001 to 2011

This figure shows that the electricity and heat consumption is related to the increase of students and of the gross floor area.

Trends in energy consumption

Staff and students (Headcount) Total gross floor area Electricity for industrial water Electricity for buildings Buildings' heating

0

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02001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

0

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MWh

Renewable23 %

Non-renewable77 %

Processes

Heat

Electricity

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MWh

Renewable23 %

Non-renewable77 %

Gas for processesGas for heat

Oil for heat

Heat from the environment

Electricity for heat pumps and CHP

Electricity for pumping

Electricity for buildings

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Staff and students (Headcount)Energies (MWh)

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011100,000

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2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

50

GhG EmiSSionSEPFL is committed to 10% reduction in greenhouse gas emissions by 2016 (compared to 2006). A strategy and action plan was established in 2011 and is outli-ned in an energy master plan.

A CO2 balance based on a Life Cycle Assessment, carried out in 2011 with the EPFL spinoff Quantis, revealed the CO2 emissions for energy production and consumption for 2010 and 2011. The calculation of CO2 emissions is based on data provided by the ecoin-vent database. Student exchanges, food, material and equipment were not considered in the CO2 balance. Concerning direct (scope 1 against GHG Protocol) emissions, the CO2 increase from heating in 2005, 2009 and 2010 was due to colder weather requiring increased use of oil for the combined heat and power facility. Also responsible for the increase of CO2 is the steam, produced using a gas-powered boiler, for the biomedical processes and the animal facility for the new Life Sciences Building. This is an example of the balance between environmental goals and education and research goals that EPFL has to regularly examine.

Concerning indirect (scope 2) emissions, about 45% of the overall amount of CO2 emissions come from the electricity consumption,as a result of the EU-mix.

Fig.41: Trends in CO2 emissions for the EPFL combined heat and power facility from 2004 to 2011

Fig.42: Main CO2 emissions by sources (in tons CO2-eq) in 2010 and 2011

Fig.43: CO2 emissions by sources (in tons CO2-eq) in 2010 and 2011

Fig.44: CO2 emissions of Heat and Electricity consumption in 2011

Electricity represents about 45% of CO2 emissions

0

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10,000

15,000

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tons CO2-eq

Gas for processesGas for heat

Oil for heat

Electricity for heat pumpsand CHPElectricity for pumping

Electricity for buildings

0

10000

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30000

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60000 Other

Infrastructures

Transport

Energy

2010 2011

51%

24%

22%

54%

22%

21%

tons CO2-eq

0

10000

20000

30000

40000

50000

60000 Drinking water

Waste water

Paper

Waste

Computers

Processes

Business travel

Commuting

Heating/Cooling

Infrastructures

Electricity

2010 2011

tons CO2-eq50,000

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Heated area (m2)CO2 (tons)

Combined heat and power facility Steam for Life sciences processes

2006 20082004 2005 2010 20112007 2009

51

Business travelConcerning business travel, data were first collected in 2010. They revealed that intercontinental and conti-nental flights represented 93% of CO2 emissions of business travel in 2010. Overall, CO2 emissions of business travel increased by 10% between 2010 and 2011. During the same period, the number of km covered by car and train diminished by 6%, whereas those by air increased by 11%.

Air Railvehicles Total

2010 intercontinental continental international domestic

in tons Co2-eq 3,937 1,058 104 26 266 5,392 in km 36,510,272 6,318,728 1,631,697 3,300,921 867,355 48,628,973

2011in tons Co2-eq 4,418 1,126 105 24 257 5,930

74 % 19 % 2 % 0.4 % 4 % 100 %in km 40,972,051 6,726,878 1,575,120 2,975,594 882,076 53,115,761

77 % 13 % 3 % 6 % 2 % 100 %

Fig.47: CO2 emissions and kilometers covered for each mode of transportation (business travel)

CommutingConcerning other indirect (scope 3) emissions, an internal analysis concluded that staff and student com-muting (CEAT 2011) produces the equivalent of 30 tons of CO2 daily, about 88% of which would be pro-duced by commuters driving cars. This corresponds to a week day, where classrooms would be full and all staff would be at work.

Fig.45: CO2 emissions shares from different commute modes in 2009

Cars 88%

2%

4%

3%

3%

1%

Motorcycles

Train

Metro (m1/m2)

Bus

Trolleybus

Fig.46: CO2 emissions for business travel, in 2010 and 2011

0

1,000

2,000

3,000

4,000

5,000

6,000 Vehicles Rail domestic

Rail international

Air continental

Air intercontinental

tons CO2-eq

2010 2011

Air travel represent

93% of business travel

emissions

Cars represent 88%

of CO2 emissions produced by commuting

52

aiR EmiSSionS anD tRanSPoRtation initiatiVESConcerning air emissions, EPFL is subject to the high standard of the Ordinance on Air Pollution Control (OAPC). In 2000, the oil-fi red turbines have been equipped with a water-injection system to re-duce the nitrogen oxides, in order to meet the requirements of the OAPC. In 2010 NOx emissions were 90 mg/m3, about 25 % lower than the limits required by the standard (120 mg/m3).

Air emissions of Lausanne west area is under the control of the master plan OPair, launched in 2006 with reduction goals for 2015. EPFL is concerned with a pack of measures:

• Publictransportationpromotion

• Normalization of the parking lots with moreconstraints

• Speed limitationat30km/handspeedregulationinfrastructures

• Sustainablemobilitymasterplan

• Bikefriendlyroadsandbikeinfrastructure(bicyclepath, secured and covered parking spots for bikes, shower, cloakroom)

Fig.48: Extract of the POLCA pollution inventory - NOx emissions (2005)

In addition, EPFL supported the operations of the “Point Vélo”, a bicycle repair service located on cam-pus and student-operated since 2008, through the installation of more than a thousand secure parking places for bicycles. In 2011, 400 students and staff of EPFL, organized in 102 teams, participated in the national “Bike to work” contest, organized by the Pro

Velo Association. An analysis of modal shares since 2003 (CEAT report, 2011) shows

the impact of these gentle mobility mea-sures. Bike travels have increased by 4.5% between 2007 and 2010.

In addition, EPFL has numerous incentive programs to encourage the use of alternative transportation, such

as contributing to public transportation fares, subsidies for carpooling, car sharing

at a preferable rate for staff and students. In support of these programs, the new central area which

opened in 2010, named Place Cosandey in honor of the fi rst EPFL President, embraces a sustainable mobi-lity concept. Th e area is an automobile-free zone where people are encouraged to walk and ride their bicycles.

Since 2003 (jointly with University of Lausanne since 2005), EPFL has been conducting Mobility surveys every year in order to capture the mobility patterns of its staff and students. Knowing the structure of the journeys linked to the campuses is important not only to better organize transportation and mobility, but also to re-orient the activities on the campuses towards a more sustainable development.

Th e trend regarding modes of transportation is very encouraging. Th e use of public transportation has increased from 45% in 2003 to 58% in 2011, while the use of car reduced from 30% to 21% during these respective years. Th ese statistics are especially notable as the EPFL population has increased by 35% over the same period. In terms of bicycle use, the transition is more stable, although the period during which the sur-vey is conducted may infl uence the current numbers.

Major changes have taken place since 2003 regarding modes of transportation. However, a spatial analysis of the mobility patterns (CEAT report, 2011) indicates that “the overall increase of staff and students and the modal shift to public transport have placed an intense pressure on roads and have overburdened the train and especially the metro. While the actual transportation systems have endured these stresses up to this point, their capacity to accommodate the greater number of users is reaching its limit.”

Concerning indirect energy use of commuters, EPFL continues to encourage non-motorized modes of trans-portation. EPFL established in 2009 the fi rst self-ser-vice rent-a-bike system of Switzerland, with the instal-lation of 5 stations on the campus. Two more stations were built at UNIL and IDHEAP in 2010 and one for the Innovation Square in 2011. Bicycles are available free of charge for three hours for staff and students.

70% of students use public

transportation

53

Fig.49: Evolution of mobility patterns at EPFL, from 2003 to 2011

The modes of transportation observed for students and staff by gender shows very pronounced differences. The difference is significant between staff and students and narrower between male and female. The use of pu-blic transportation was almost 70% for students, while only 35% for female staff and 42% for male staff. In contrast, 8% of students commuted by car, while 49% of female staff and 32% of male staff drove.

9 %

10 %

2 %

9 %

1 %

69 % 67 %

7 %

16 %

1 %

8 %

1 %

42 %

6 %

16 %

2 %

32 %2 %

by foot bicycle moped/scooter

car motobike public transport

Female STUDENT

Female STAFF

male STUDENT

male STAFF

35 %

3 %11 %

1 %

49 %

1 %

Fig.50: Modal shares at EPFL by gender and staff / student in 2010

since 2003

+ 30% use of public transport

- 30% use of car

0 %

10 %

20 %

30 %

40 %

50 %

60 %

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90 %

100 %

2003(May-June)

2005(March)

2008(April)

2009(April-May)

2007(March-April)

2010(April)

2011(April)

by foot bicycle moped/scooter car motobike public transport

54

Fig.53: Evolution of paper recycled at EPFL compared to the overall paper consumption from 2008 to 2011 (in tons)

PaPER ConSumPtionIn 2011, non-recycled A4 paper use was 89 tons and recycled A4 paper use 39 tons, which represents only 31% of the overall paper use. This figure clearly shows

that there is plenty room for progress in this area. From 2006 to 2011, the overall paper consumption increased by 13% while EPFL population increased by 32%. During the same period, the recycled A4 paper consumption increased by 19%

in tons 2006 2007 2008 2009 2010 2011 ∆ 06-11non-recycled A4 paper use n. a. 117 73 108 109 89

recycled A4 paper use 33 24 29 42 33 39 19 %

% recycled A4 paper use 17 % 28 % 28 % 23 % 31 %

other non-recycled paper use (A3, A0, color) 134 29 43 36 99 61 – 54 %

Overall paper use 167 170 144 186 241 189 13 %

Fig.51: Non-recycled/recycled paper consumption evolution from 2006 to 2011 (in tons)

The overall paper consumption increased by 13% from 2006 to 2011. During the same period, the amount of paper recycled at EPFL decreased by 20%. The signi-ficant additional production in 2009 can be explained by the introduction of two free newspapers on the campus, one of which was discontinued in 2010, ex-plaining the reduced amount of recycled paper.

Fig.52: A4 paper consumption evolution from 2007 to 2011 (in tons)

recycled paper represents only 31% of the overall A4 paper use

0

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overall paper usepaper recycled at EPFL

55

WaStEEPFL has the infrastructure in place to collect waste both at a central location and at individual facilities. In each building, containers are available for the recovery

Disposal method Type of waste 2006 2007 2008 2009 2010 2011 ∆ 10-11Non-hazardous waste (in tons)

Incineration domestic waste 350.3 374.8 366.6 395.6 557.8 569.9 2%

Composting organic waste (lawn) - - - - 25.0 28.0 12%

Biogas organic waste (food leftovers)

- - - 7.7 64.6 64.2 -1%

cooking vegetable oil - - - - 1.0 1.0 0%

Recycling paper 206.8 197.2 178.5 197.3 152.6 164.7 8%

cardboard 92.1 101.2 126.3 138.4 142.6 141.2 -1%

plastics 12.6 8.8 17.2 15.9 18.7 22.0 18%

glass - - - 55.0 53.5 93.8 75%

ferrous metals 46.1 42.3 46.1 57.5 44.4 88.2 99%

non-ferrous metals 10.3 9.6 8.9 14.0 7.3 13.4 84%

electronics - - 48.5 51.3 63.0 49.6 -21%

wood 42.9 39.6 45.5 72.0 71.2 95.4 34%

PEt 7.9 8.2 8.9 10.1 10.8 12.2 13%

aluminum 0.6 0.5 0.6 1.0 1.4 0.9 -35%

toner and ink cartridges - - - 3.0 3.1 3.5 13%

inert waste 108.6 6.8 31.5 17.0 100.5 492%

Total recycled waste 419.3 516.2 487.1 654.7 675.9 878.5 30%

Total non-hazardous waste

769.6 891.0 853.7 1050.3 1233.7 1448.3 17%

Recycling rate 55% 58% 57% 62% 55% 61%

Hazardous waste (in tons)Incineration biological waste

67.0 89.9 94.5 107.8 148.5 160.6 8%animal carcasses

chemical waste

Recycling batteries 0.8 0.7 0.8 1.3 1.5 0.6 -59%

neon tubes 4.3 5.0 2.2 2.1 2.3 2.7 19%

Fig.54: Total weight (in tons) of waste by type and disposal method from 2006 to 2011

of paper, aluminum, PET and glass. In addition, each workplace has its own bin for the recycling of paper. Overall, the campus has 21 different recycling streams including paper, plastic, metals, wood, construction debris, electronics and toner cartridges.

A non-evaluated part of the recycled waste (elec-tronics and metals) is also recovered.

Hazardous waste in-cludes biological waste,

residues of animals’ car-casses and nuclear waste.

Most of the hazardous waste

61% is the waste

recycling rate

produced at EPFL is disposed at CRIDEC, a center specializing in the recovery of special waste whose capital is mainly owned by public interests (76%). Implemented in 2007, a monitoring and tracing of hazardous substances from purchase to final destruc-tion enables EPFL to address potential problems. In Schools, hazardous wastes are managed by the schools’ security coordinators.

56

SiGniFiCant SPiLLSIn 2010, 5 spills were reported. Three cases of soil contamination (4 m3 each) caused by spills of bi-com-ponent resin and for which an external company is responsible. In addition, there were two accidental oil spills on public roads from third party vehicles but neither resulted in any soil contamination. In 2011, five accidental oil spills (a few liters each) on public roads from third party vehicles occurred without any soil contamination.

bioDiVERSityEPFL received again in 2011 (first certification in 2002) the quality seal from the Swiss Foundation Na-ture and Economy, for promoting biodiversity on site. This certification requires that 30% of the land sur-rounding the building shall be constructed in a natural way, with specific procedure like:• Maintain natural configuration of landscaping,

planted with native or adapted species, and exclu-ding exotic and invasive species

• No use of biocides (fungicides and insecticides),herbicides, and fertilizers on natural surfaces

• Allow for rainwater infiltrationwheneverpossible,employ permeable paving surfaces.

• Createhabitatssupportiveofnativewildlife

The landscape of the first stage of construction (1970-1980) is now reported in the inventory of the histori-cal garden of the canton (VD), as the first ecological landscape of the French part of Switzerland.

In 2010, 85% of peeling and food left-overs coming from campus restaurants were disposed at the Sau-gealles farm, in order to produce biogas. These wastes are collected by the City of Lausanne, which esta-blished in 2011 the traceability of all the players of its waste industry.

As EPFL’s natural landscaping is controlled by the Swiss Foundation Nature and Economy, grass clip-pings, evaluated at 25 tons, are left on the lawn to pro-vide natural fertilization.

Between 2009 and 2010, the production of domestic waste increased by 40%, while the number of students and staff increased only by 7% during the same period. The increase of domestic waste production in 2010 can be mainly explained by the longer open times (7 am to 12 am, 363 days per year) and the large number of visitors of the Rolex Learning Center, estimated to more than one million.

Fig.55: Domestic waste growth from 2006 to 2011

3,000

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Fig.56: Recycled waste growth from 2006 to 2011

57

manaGEmEnt RESPonSibiLitiESThe Real Estate and Infrastructure Department, repor-ting to Vice-Presidency Planning and Logistics, is res-ponsible for planning and managing credits allocated to buildings and infrastructure and to assure the opera-tion and management of the technical infrastructures (heating, ventilation, sanitary, electricity, computer networks, alarms, fixing, etc.). As a result, this Depart-ment is responsible for the planning and implementa-tion of all measures that concern energy, construction, waste and transportation. It is also responsible for the data tracking in these areas.

The Sustainable Committee, formerly named RUMBA Committee, currently under reconstruction, will be made up with representatives of the concerned services from the Real Estate and Infrastructure Department (energy, construction, waste) and from others (pur-chase, human resources).

StuDEnt aSSoCiationS anD aCtiVitiESUniPoly is the students’ association dedicated to sus-tainable development. It brings together about 80 stu-dents from the University of Lausanne and EPFL, and provides an excellent gateway for sustainable campus projects such as: supportive purchasing, sustainable food, weekly market, vegetable garden, annual sustai-nable calendar, beekeeping, garage sales etc. This asso-ciation plays an active role in raising students’ awa-reness regarding campus sustainability, with initiatives such as river cleanup, distribution of pamphlets with sustainable tips, organization of conferences and film projections.

EPFL Sustainability Office provides financial support to UniPoly initiatives. It is also closely involved in some of their projects.

“Engineers of the world” is a student association ai-med at promoting scientific cooperation in developing countries and increasing awareness in the academic community about development issues. This association also functions as a platform for exchanges between the academic world and associations, NGOs, universities and other institutions. It brings together 45 students from the University of Lausanne and EFPL.

In addition, two major events organized by students on the EPFL Campus, Forum (144 companies) and Balelec (15,000 participants), are certified ISO 14001. Forum is also a “carbon neutral event”.

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PRoViDinG SPECiFiC PubLiC SERViCESAlongside its core responsibilities of education, re-search and technology transfer, EPFL performs a number of public service tasks on behalf of the federal government.

An important role of EPFL Centers is to inform the Swiss policy-makers and the general public about emerging challenges, such as energy, transportation, nanotechnologies, etc. The EPFL Energy Center orga-nizes various conferences all year long. In addition, it hosts the Roundtable for Sustainable Biofuels (RSB), a leading multi-stakeholder initiative that supports the development of sustainable biofuels. It also represents EPFL and even Switzerland within national and inter-national bodies active in the energy arena, such as the Federal Energy Research Commission (CORE), Com-petence Center for Energy and Mobility (CCEM), Electrosuisse, Centre de Recherches Energétiques et Municipales de Mar-tigny (CREM), The Ark Energy foundation in the Valais Canton, the Inter-national Energy Agency (IEA) and the STS Forum.

EPFL has a strong program for promoting science. The Communications Team organizes more than 1,200 events each year (exhibitions and conferences), with a large portion open to the public. About 1,500 press clippings are released each year. The number of scho-larly events related to environment and sustainability is around 50 each year.

4. SoCiEty anD outREaCh

An important role of EPFL Centers is to inform the swiss policy-makers and the general public about emerging challenges, such as energy, transportation, nanotechnologies, etc.

In addition, EPFL supports and advises high-visibi-lity projects such as Solar Impulse (solar flight around the world), the Hydroptère (trimaran breaking speed records) or Alinghi (America’s Cup), which represent important symbolic landmarks for the public. Beyond the technological challenge, some of these projects have more far-reaching implications. The Solar Im-pulse project for instance sets out to promote maxi-mum use of renewable energies in order to safeguard the sustainability of our planet. In 2011, Solar Impulse joined the economic association swisscleantech to draft an Energy Charter, which was sent to all the candi-dates to the Swiss Parliament. 30% of those elected signed the Energy Charter. This approach encourages politicians to treat energy issues on a non-party basis. By signing this charter, they personally commit to vote for measures supporting energy savings and renewable energy production.

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RELationS With StaKEhoLDERSEPFL is in an ongoing dialogue with all stakeholders that influence its ability to fulfill its mandate, and that are influenced by EPFL’s operations or its « products » in terms of students, ideas and technology.

internal stakeholdersInternal stakeholders (as defined by the ETH Board and EPFL) are the students, the assistant professors, the professors, the scientific staff, the administrative staff, and the technical staff.

Satisfaction surveys, called ATMOS, are conducted every six years at EPFL in order to evaluate employees’ commitment in terms of contentment with EPFL’s overall strategy and implementation, motivation for professional activity, and job satisfaction. They are designed to strengthen dialogue at all levels, promote innovation and improve personal commitment. The first satisfaction survey, conducted in 2004, showed a strong interconnection between the corporate image, employees’ perception and EPFL strategy. “Innova-tive”, “dynamic”, “cutting-edge” and “demanding” were the four words that most accurately characterized EPFL. In terms of corporate topics, high marks were received and it was evident that along with being able to explore their interests in a chosen field, students considered EPFL’s reputation as a strong incentive when choosing a university.

On the same basis, surveys are conducted in order to evaluate Bachelors and Masters students’ satisfaction (CAMPUS survey) and PhD students’ satisfaction (DOCTORANT survey). The next three surveys will be carried out in 2011-2012.

Groups and representationThere are groups for all EPFL affiliates: students, facul-ty and staff, which function as organized associations:

• Students:AGEPoly is theStudent’sAssociationofthe EPFL. It has statutory goals to represent EPFL’s students, defend the general interests of the stu-dents, inform and consult its members about all the decisions of the EPFL Executive Board that concern them. The association tries to cause the student’s awareness of its role within the EPFL. It also has the statutory goals to animate the campus and pro-vide student services to enhance and facilitate life on campus.

• Administrative and technical staff: UP-EPF, theunion staff of the ETH domain, represents and de-fends the general interests of the employees at the EPFL.

• Professors:APELTheAssociation of Professors ofthe EPFL is an association that includes ordinary and extraordinary professors, assistants, and masters of education and research. The APEL is in dialogue with EPFL’s Direction the EPFL Assembly and other associations.

• Research scientists: ACIDE is the Association ofResearch Scientists and lecturers at EPFL which protects their professional interests. It addresses eve-rything affecting the professional life of the scien-tific collaborators and has a voice during consulta-tions on EPFL directives.

• TheEPFLAssembly,thehighestparticipatorybodyof EPFL, is described in chapter “Funding and Go-vernance”, page 69.

strong National and international relationships

EPFL has developed relationships with many stake-holders, at the national and international level. It is primarily through the relations developed by its scien-tists that EPFL engages with international networks, associations, and federal commissions. Tailored par-tnerships are also developed with industry leaders en-compassing research collaboration, technology trans-fer, visits and exchanges of key personnel.

At the federal level, EPFL maintains collaborations with the six institutions of the ETH Domain and with the Federal Offices.

EPFL has a particularly privileged relationship with its neighbor, the University of Lausanne. The nume-rous collaborations concern teaching (e.g. exchange of teaching hours), research (e.g. technological platforms) and campus development (e.g. sport center, mobility plan). In light of a collaborative approach, the develop-ment of University of Lausanne and EPFL are closely interconnected.Moreover, Lausanne and Zurich arethe only Swiss university centers with the capacity to cover all academic fields, thereby playing an essential role in the Swiss scientific, technological and economic setting.

Cooperation between EPFL and Swiss universities of applied sciences and research institutes supported by the Confederation has considerably increased in the past four-years, both with the original partners (Universities of Lausanne and Geneva) as well as with institutions beyond the Lake Geneva area (Neuchâ-tel,Bern,Basel,Zurich, etc.).As an exampleofoneof these partnerships, EPFL created the EPFL+ECAL Lab, a unit of the EPFL in cooperation with ECAL (University of art and design Lausanne). Its mission is to foster innovation at a crossroads between techno-logy, design and architecture.

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In 2009, initiated by the EPFL+ECAL Lab, the Sunny Memories international design workshop offered a new vision of solar energy. This workshop was based on a new technology of dye solar cell, inspired from pho-tosynthesis in plants and invented at EPFL.Over 80 students from four world-leading design schools have shared their vision of the future of solar energy under the guidance of top-level designers. The exhibition was presented in 2010-2011 at Harvard, in Washington, New York, San Francisco and Berlin Design Centers.

Additionally, EPFL is involved in the inter-university coordination conducted by the Rectors’ Conference of Swiss Universities (CRUS). Among its major projects, the CRUS is responsible for the implementation of the Bologna process at Swiss universities.

EPFL is also asserting its role as ambassador of Switzer-land by building partnerships with Swiss diplomacy to

Engagement

Internal

Students Representation in EPFL assembly (13 meetings per year), Campus and Doctorant survey (every 6 years), course evaluation (every semester)

Staff Representation in EPFL assembly (13 meetings per year), atmos survey (every 6 years)

External

Former students, alumni association a3-EPFL (on-going involvement)

Future students Visiting days for secondary schools (twice a year), programmes for promotion of science for children, especially girls (6 weekly workshops, 40 one-day workshops)

international networks iSCn, GuLF, RESCiF, Eurotech, CLuStER, timE, CESaER, Eua, auF, SEFi (regular engagement throughout the school year)

industries tailored partnerships: research collaboration, technology transfer, visits and exchange of key personnel. VPiV innovation network, innovation Square, Science Park, Forum, alliance, Sections’ advisory Committees

Eth board Dialogue two-days meetings (annual talks between the Eth board and the institutions)

Eth Domain EPFZ, EmPa, PSi, WSL, EaWaG (regular meetings throughout the school year)

university of Lausanne Executive boards meeting (twice a year), neighbor Day: day of dialogue between EPFL and uniL staff (annually)

Federal offices Rumba: annual reporting of environmental statistics

Canton Vaud 1 annual meeting Executive board and Canton board

City of Lausanne 1 annual meeting Executive board and City board

agglomeration at least 4 meetings per year with the town development plan team (SDoL)

the general public about 2’000 conferences held during the year, about 50 of them related to environment or sustainability

the media articles, conferences, seminars, press releases (on-going involvement)

promote Switzerland’s strengths in science and techno-logy outside strict research circles. These partnerships include those with the “Presence Switzerland” orga-nization, as well as with the “Swissnex” network of consular outposts specializing in science, education, art and innovation.

The “DIALOGUE” are annual talks between the ETH Board and the EPFL Executive Board and they provide a forum for exchanging about stakeholders.

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StRatEGiC PaRtnERShiPS in EuRoPE anD WoRLDWiDEEPFL has considerably developed and strengthened its international presence over the past ten years. In terms of visibility, the institution has become far more at-tractive to applying students, scientists and professors worldwide. But the global reputation is also expressed through the many agreements and partnerships deve-loped with the best international partners.

EPFL will continue to pursue and develop its contri-bution to international networks such as the Global University Leaders Forum (GULF), the International Sustainable Campus Network, which EPFL has been a member of since 2009, and the Réseau d’excellence des sciences de l’ingénieur de la Francophonie (RES-CIF). The RESCIF is a new (since 2010) cooperative network developed under the sponsorship of EPFL, bringing together 14 French-speaking research univer-sities in Europe, Canada, Africa, the Middle East and Vietnam. Its focus is on promoting collaborative scien-tific programs, especially in the areas of water, nutri-tion and energy management.

In addition, EPFL is a member of twelve acade-mic networks dealing mainly with education. These networks are useful to promote the mobility of stu-dents and teachers, to collect information on higher education, and to increase EPFL visibility. These main networks are:

• EuroTech, alliance with the technological univer-sities of Munich (TUM), Denmark (DTU) and Eindhoven (TUe)

• Consortium Linking Universities of Science andTechnology for Education and Research (CLUS-TER)

• TIME-TopIndustrialManagersforEurope

• CESAER-ConferenceofEuropeanSchoolsforAd-vanced Engineering Education and Research

• EUA-EuropeanUniversityAssociation

• AUF-AgenceuniversitairedelaFrancophonie

• SEFI - Société européenne pour la formation desingénieurs

In Switzerland, EPFL is engaged in partnerships with the following five institutes:

• CSEM: Swiss Center for Electronics and Micro-technology in Neuchâtel

• IDIAPResearch Institute inMartigny, specializedin the management of multimedia information and man-machine multimodal interactions

• IRO: Institut de Recherche en ophtalmologie inSion

• SwissTPH:SwissTropicalandPublicHealthInsti-tute in Basel

• SVRI:SwissVaccineResearchInstituteinLausanne

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EthiCaL ConDuCt in aLL aCtiVitiESIn order to preserve and enhance honesty, ethical beha-vior and integrity, EPFL established procedures:

• Charter of Ethics (2000) The EPFL Charter of Ethics defines the principles

and values that must underlie the activities of EPFL professors, staff and students.

• Directives concerning the management of conflicts of interest within the context of activities or public duties engaged in while outside the working sphere (2005)

The interactions of EPFL professors and other staff members related to the industry, the economy, and other institutions are beneficial for both teaching and research. In order to avoid and deal with any conflicts of interest that may result from these in-teractions, and ensure that such activities are not inconsistent with individual responsibilities towards the EPFL, the Presidency wishes to determine, by these directives, principles and rules intended to protect the interests of employees, the EPFL and third parties. Theses directives regarding the mana-gement of conflicts of interest apply to all faculty and staff, including the members of the EPFL Exe-cutive Board.

• Honor Code Referring to the EPFL Ethical Charter, this text un-

derlines the ethical responsibilities of future EPFL engineers, scientists and architects. Through his commitment to this Honor Code, each student and researcher contributes to the reputation of EPFL.

• Directives concerning whistleblowing (2008) These Directives allow EPFL members to report

any serious misconduct that may occur as soon as possible. The main objective of these directives is to protect the whistleblower and avoid the creation of an incriminatory atmosphere at EPFL that would be detrimental to the working environment. In ad-dition, the ETH Board established an independent reporting office (whistleblowing office) in 2009.

• Guidelines for Research Integrity and Good Scientific Practice (2009)

These Guidelines define the authoritative rules that apply to all researchers at EPFL in all disciplines. They are mainly intended to serve as guiding prin-ciples for the planning, execution, presentation and assessment of research work at the EPFL. In this way, they help ensure honest research will continue to be conducted.

• Internal procedure in cases of suspected scientific misconduct (2009)

Intellectual integrity and scientific probity form the core of the values shared and transmitted by mem-bers of the EPFL community. In order to preserve and enhance this asset, the Executive Board of EPFL decided to provide EPFL with an appropriate inter-nal procedure for confronting and dealing rapidly with any allegations of scientific misconduct on the part of a member, or group of members, of the EPFL community.

• EU Charter for Researchers and The Code of Conduct for the Recruitment of Researchers (2007)

EPFL adheres to The European Charter for Resear-chers and The Code of Conduct for the Recruit-ment of Researchers, which include general prin-ciples that specify the role, rights and obligations of researchers and the authorities that recruit them.

The precautionary principle is addressed in the EU Charter for Researchers and risk management pro-cedures.

These initiatives demonstrate EPFL’s commitment to upholding strong values and ensuring responsible management. All these Directives and Charters are available on the Internet. However, there is no formal training or information given to researchers or stu-dents on these subjects right now. EPFL is planning to introduce an ethical training to PhD students in 2012.

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FEDERaL anD thiRD-PaRty FunDinGAs a national institution with a mandate for research, education, and knowledge and technology transfer, EPFL is to a large extent financed by the Swiss Federal government. The Confederation allocates an annual budget to the ETH Domain and the ETH Board distributes funds to the six institutions. EPFL received a regular budget of 552 million francs in 2011. This federal contribution represents 70% of the total budget for EPFL. The de-termining factors for available funding are ultimately the overall economy, federal finances and the Swiss university environment. The federal contribution is assigned to EPFL each year under the terms of a 4-year

5. FunDinG anD GoVERnanCE

Fig.57: Breakdown of EPFL expenditure by funding source in 2011

Fig.58: Evolution of annual funding by federal and third-party sources from 2003 to 2011

Fig.59: Evolution of annual funding by sources from 2001 to 2011

performance mandate from the Federal Council and on the basis of targets agreed upon with the ETH

Board.The EPFL resources allocated by the confede-

ration are one key component of its bud-get. Meanwhile, third party funding has steadily grown over the years. It includes funding from public institutions such as the Swiss National Science Foundation (SNSF), the European Union (EU), the

Swiss Commission for Technology and Innovation (CTI) as well as industry fun-

ding and other non-profit entities (founda-tions, local governments). Third-party funding

(European funding, Swiss National funding, CTI, In-dustrial and public sector contracts) contributed 219 million francs or about 28% of the overall funding in 2011. Contributions from other sources (tuition fees, etc.) accounted for about 2% of total funds (19 mil-lion francs).

28 %

2 %

70 %

Third party funding

Other funding(tuition fees, etc.)

Government funding

6 %

11 %

9 %

1 % 1 % 2 %

70 %

European funding

Swiss National funding& CTI

Industrial contracts& other funding

Public sector contracts

Tuition fees

Other

Government funding

0

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20,000

30,000

40,000

50,000

60,000

70,000

2003 2004 2005 2006 2007 2008 2009 2010 2011

Swiss National funding CTI European funding Public sector contracts

80,000

kCHF

Industrial contracts Other

0

2,000

4,000

6,000

8,000

10,000

12,000

0

100,000

200,000

300,000

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500,000

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700,000

800,000

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1,000,000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Government funds Third-party funds Total

kCHF EPFL population

70% of the EPFL total budget

comes from the Confederation

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FunD aLLoCationS anD EXPEnDituRESIn 2011, personnel costs reached 530 million francs or about 67% of overall expenditures. Other significant expenditures in 2011 included spending approxima-tely 175 million (22%) on operation, and 84 million (11%) on investments. According to the cost accoun-ting system, about 30% of resources are dedicated to education, the rest being mainly allocated to research. The internal distribution of resources to the Schools is a central part of the delegation of responsibilities. More than half of EPFL budget is distributed inter-nally to the Schools.

The total EPFL expen-ditures continuously increased from 2001 to 2011. Personnel and operation costs steadily increased during the same

period (about 70% increase), while invest-

ments (mainly expendi-tures for construction) remai-

ned more or less stable, with the exception of 2008 and 2010 where construction expenditures were unu-sually high (respectively low). Excluding expenditures for construction, there has been a regular increase in other expenditures from 2001 to 2011. Regarding ex-penditures financed by third-party funding, the peak of expenditure in 2007-2008 is due to the sponsorship of the Rolex Learning Center.

RESPonSibLE FinanCiaL manaGEmEntThe Planning and Finance Department, reporting to Vice-Presidency Planning and Logistics, is in charge of financial planning, budgetary strategy, strategic control of planning objectives, establishment of stra-tegic rationale for the federal agencies and parliamen-tary circles. In collaboration with the School’s finance managers, the Financial Service Department, coordi-nated by the Chief of Finances, assumes the manage-ment and control of accounting operations. It ensures reports are issued to the ETH Board and to the Exe-cutive Board, defines and implements financial stan-dards and guidelines and provides support and advice to users. EPFL has established an internal controlling system following the guidelines of the Swiss Federal Audit Office. It covers all processes with a potential fi-nancial impact such as purchasing and payroll. It is an important management instrument, together with the risk management schemes in place. This monitoring is completed by two external oversight bodies (ETH Board and Federal Finance Administration).

With the added flexibility given to the institutions in terms of treasury and cash management, EPFL has implemented an advisory board with members exter-nal to the university in order to define the investment strategy and supervise asset management.

inDiRECt EConomiC imPaCtSIndirect economic impacts generated by EPFL are significant but difficult to quantify. The presence of EPFL has a multiplier effect on local and national eco-nomies. This includes the role of EPFL in attracting and creating firms, its capacity to reverse the «brain drain» by attracting leading researchers in Switzerland, and bringing significant positive benefits to the local economy through the hotel industry and job market.

As one of the top 10 employers in the French part of Switzerland, EPFL significantly contributes to the prosperity of the region through its total payroll. Stu-dents also bring added value by means of their hou-sing, purchasing and traveling. In addition, the strong activities of construction and maintenance on cam-pus during the last 40 years have contributed to the growing numbers of companies and services around the campus. To promote continued positive impacts on the economy, the Vice President of Technology Transfer has launched several initiatives aimed at pro-moting links between EPFL and the business world and at developing a dynamic regional centre of inno-vation (see on page 26).

Fig.60: Evolution of annual expenditures by allocation from 2001 to 2011

0

100,000

200,000

300,000

400,000

500,000

600,000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Personnel cost Operation Investments

kCHF

Personnel costs represent

67% of overall

expenditures

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GoVERnanCEThe Federal Act of 4 October 1991 on the Fede-ral Institutes of Technology (ETH Act) is the legal foundation of the ETH Domain, in which the Swiss Confederation specifies the constitutional mission of running the Federal Institutes of Technology (ETH Zurich,EPFL)anditservesasthelegalframeworkforthe operation of the research institutions of the ETH Domain (PSI, WSL, EMPA and EAWAG). The ETH Act regulates the responsibilities divided among the Parliament, Federal Council, the ETH Board and the six institutions. In particular, it outlines the position, structure and tasks of the ETH Domain and names the ETH Board as the strategic management body.

The ETH Board consists of the presidents of ETH ZurichandEPFL,thedirectorofoneoftheresearchinstitutes, one member nominated by the School as-semblies and up to seven other members including the Board’s President and Vice-President. Currently, two women and eight men hold these seats on the Board who are responsible for the execution and implemen-tation of the performance mandate conferred by the Swiss Federal Council and Parliament, the definition of the four-year strategy of the ETH Domain, and the allocation of federal funds to the six institutions of the ETH Domain. The ETH Board submits requests to the Federal Council for the appointment of the Presi-dents of the two Federal Institutes of Technology and the Directors of the research institutes. It appoints the Vice-Presidents of both Federal Institutes of Techno-logy, the members of the executive boards of the re-search institutes and the professors of the two Federal Institutes of Technology. There is no formal process for determining qualifications on economic, environmen-tal and social topics. Additionally, the ETH Board pre-pares the budget and the accounts of the ETH Domain and coordinates the management and the preservation of the value of functionality of its real estate.

The ETH Board is responsible for the strategic mana-gement of the ETH Domain. Executive management of EPFL is the responsibility of members of EPFL Exe-cutive Board. The ETH Board’s president has no exe-cutive function within EPFL but the EPFL President is a member of the ETH Board.

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aCCountabiLity anD PERFoRmanCE

ETh domainFor the ETH Domain, a central role is played by the ETH Board’s three-part reporting system. This is com-prised of the annual report, the interim evaluation in the middle of the usually four-year performance period and the final report at the end of that period.

At the end of the performance period, the ETH Board provides a final report on how the performance man-date was fulfilled during the expired performance pe-riod. The final report must be approved by the Federal Parliament.

In addition to the ETH Domain’s external evaluations by experts every four years, the ETH Board is requi-red to report annually to the Confederation, through which various aspects of the ETH Domain develop-ment are illuminated. The annual report is a critical self-assessment of the ETH Domain conducted by the ETH Board, combined with a report on how the annual federal financial contribution is put to use. This report is based on the objectives of the performance mandate and is submitted to the Federal Council. The annual report contains elements of sustainable perfor-mance assessments, including sustainable real estate management and strategy.

EPFLSince EPFL is a non-profit institution, there is no lin-kage between the remuneration of the Executive Board and the university’s performance.

As an institution with a Swiss federal mandate and the majority of funding coming from the Swiss Confedera-tion, EPFL is accountable to the government. During the annual reporting period, the institutions inform the ETH Board about their achievements according to the performance mandate of the Confederation and the Convention of objectives between the ETH Board and each institution. This includes aspects regarding economic, environmental and social performance.

The ETH Board has an Internal Audit department, which conducts autonomously and independently internal auditing of financial and management issues of the ETH Domain’s institutions.

EPFL also produces annual reports for the public. Reports on sustainable performance are developed for projects such as the solar power plant and the bike sha-ring program.

Additional information concerning the operational structure of the organization can be found in the intro-duction section of this report (page 4).

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EVaLuation oF SChooLS anD CoLLEGESThe EPFL has a Quality Assurance system with two facets, like all World Class Technology Universities. On the one hand, Bachelor and Master Educational Programs now have dual accreditation: the OAQ stan-dard, a quality management standard which has been adapted for the federal context by the Swiss Centre of Accreditation and Quality Assurance OAQ, and the CTI standard, developed by the French Engineering Titles Commission (CTI), as well as the European label for engineering programs EUR-ACE. On the other hand, an evaluation cycle for schools and colleges forms an integral part of Quality Assurance in the EPF domain, with the EPF Board as the monitoring body. The evaluation, based on the peer review principle, dif-fers from the accreditation since it scrutinizes all the services provided by the unit: teaching, research, trans-fer of knowledge and technologies, as well as innova-tion. It also assesses the leadership and management of the school, as well as its visions and strategies and their implementation.

RiSK manaGEmEntThe ETH Board’s Directives concerning risk manage-ment (2004) define the risk management principles applicable to the EPFs and research establishments. In keeping with the autonomous status of the six ins-titutions featured in the ETH Law, with a focus on performance in teaching, research, and knowledge and technology transfer (KTT), each institution is res-ponsible for managing the risks which arise in each of their respective fields, including financial risks. Thus, the Presidents of the two Federal Institutes of Techno-logy and the Directors of the four research institutes bear ultimate responsibility for risk management in their respective institutions.

Regulations concerning risk management were esta-blished in March 2010. They define the organisation of Risk Management (RM) at EPFL, the organisation and decision-making powers of the Risk Management Committee (CRM) and the committees attached to the latter.

PaRtiCiPation oF GRouPSThe Ordinance of 1st March 2004 on the organisa-tion of the EPFL defines the structure of the institu-tion, the organisation and decision-making powers of its Executive Board, Schools, Colleges, EPFL ME and central services. Article 17 of this ordinance defines the status of the EPFL Assembly (AE), which is the highest participatory body. Constituted on the basis of equal representation, the EPFL Assembly is entitled to make proposals concerning all the normative acts of the EPFL Executive Board, the budget and planning, the creation or abolition of teaching and research units and the participation structures. The AE also gives its opinion on the EPFL President’s annual report. It en-sures participation within the various EPFL units.

The AE is consulted before the EPFL Executive Board or EPF Board makes decisions of general interest. It consists of 16 members elected within each group of persons:• 4facultymembers• 4PhDstudentsorscientificstaffmembers• 4students• 4administrativeortechnicalstaffmembers

ADelegate,whoiscurrentlyamemberofETHZurich,represents both School Assemblies (EPFL and ETH Zurich)withintheETHBoard.Thecommunicationbetween the EPFL Assembly and its Delegate to the ETH Board is assured by the latter, who is a perma-nent guest at the EPFL Assembly. The EPFL Assembly has discussions on a regular basis with the members of the EPFL Executive Board, and a delegate of the EPFL Executive Board is invited at each plenary meeting of the EPFL Assembly to communicate recent decisions of the Executive Board and to assure an exchange of information.

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This is the first sustainability report published by EPFL that is based on the guidelines of the Global Repor-ting Initiative (GRI). The GRI is a non-profit, multi-stakeholder organization that strives to provide orga-nizations in the private and the public sector with a systematic basis for disclosure regarding sustainability performance. The aim is to give stakeholders a fra-mework that facilitates comparison and understanding of disclosed information.

In 2010, EPFL published a report based on the prin-ciples of the ISCN-GULF Sustainable Campus Char-ter. It accounted for EPFL’s work within all three di-mensions of sustainable development, with focus on the environmental aspects. The present report updates EPFL’s ISCN-GULF Charter reporting, and in addi-tion provides further details on initiatives, challenges and successes in its extended GRI reporting format. It covers information relating to all operations owned and managed by EPFL and all its employees and students. GRI Indicator Protocols were followed for compiling reported data as far as data availability allowed. This report covers EPFL’s sustainability performance over the course of two years (2010 and 2011). When avai-lable, data from years 2001 and 2006 were included in order to give a five and ten year perspective of trends. Going forward, EPFL plans to publish combined ISCN-GULF Charter and GRI reports every second year, and shorter ISCN-GULF Charter reports in the intermediate years.

The report is structured in three parts. The first part covers the basic information required under the ISCN-GULF Sustainable Campus Charter. The second part is organised in chapters describing the sustainability performance of EPFL, in reference to the indicators identified as relevant by our stakeholders (described in more detail below). The third part presents the GRI Index including the Management Approach Disclo-sures. The GRI Index is a content table outlining the location of Profile Disclosure and Performance Indi-cators within the EPFL Sustainability Report 2010 to 2011.

6. GRi GuiDELinE aPPLiCation in thiS REPoRt

The EPFL Sustainability Report 2010 to 2011, to-gether with this GRI-Index, fulfills the requirements of the GRI-G3 reporting guidelines for B-Level Appli-cation. This was checked and confirmed by GRI.

To focus our sustainability reporting on the most per-tinent issues, we have conducted a systematic assess-ment of the relevance or “materiality” of all indicators in the GRI framework for our reporting. To achieve this, all GRI performance indicators were assigned as possible content points for one of the chapters in our sustainability report section. An external specialist supported us in assessing the importance of each of those indicators from the perspective of our external stakeholders and our internal organization view in a dedicated workshop. Indicators that were found to be relevant both from an external and internal viewpoint form the core of our report’s sustainability section. The indicators reported on are discussed to the extent that data were available.

Panorama 010, EPFL annual report 2010, mediacom EPFL, 2010

Innovation and Technology Transfer, 2010 Activity Report, VPiV, 2010

Bilan des ressources humaines, Tableau de bord et bilan social 2009, VPPL, June 2010

Bilan des ressources humaines 2002-2010, VPPL, June 2011

Mobilité des pendulaires EPFL-UNIL, Analyse spatialisée des résultats de l’enquête RUMBA, CEat, January 2011

EPFL Development plan 2012-2016, august 2011

EPFL website

SouRCES

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ANNEX

1. oRiGinaL tEXt oF thE iSCn-GuLF SuStainabLE CamPuS ChaRtER

The signatories of the ISCN/GULF Sustainable Campus Charter acknowledge that organizations of research and higher education have a unique role to play in developing the technologies, strategies, citizens, and leaders requi-red for a more sustainable future. Signature of the present charter represents an organization’s public commit-ment to aligning its operations, re-search, and teaching with the goal of sustainability. The signatories commit to:

• implementthethreeISCN/GULFsustainablecampusprinciplesdescribedbelow,

• setconcreteandmeasurablegoalsforeachofthethreeprinciples,andstrivetoachievethem,

• andreportregularlyandpubliclyontheirorganizations’performanceinthisregard.

PRinCiPLE 1to demonstrate respect for nature and society, sustainability considerations should be an integral part of planning, construction, renovation, and operation of buildings on campus. A sustainable campus infrastructure is governed by respect for natural resources and social responsibility, and embraces the principle of a low carbon economy. Concrete goals embodied in individual buildings can include minimizing environmental impacts (such as energy and water consumption or waste), furthering equal access (such as nondiscrimination of the disabled), and optimizing the integration of the built and natural environ-ments. To ensure buildings on campus can meet these goals in the long term, and in a flexible manner, useful processes include participatory planning (integrating end-users such as faculty, staff, and students) and life-cycle costing (taking into account future cost-savings from sustainable construction).

PRinCiPLE 2to ensure long-term sustainable campus development, campus-wide master planning and target-setting should include environmental and social goals. Sustainable campus development needs to rely on forward-looking planning processes that consider the campus as a whole, and not just individual buildings. These processes can include comprehensive master planning with goals for impact management (for example, limiting use of land and other natural resources and protecting ecosystems), responsible operation (for example encouraging environmentally compatible transport modes and efficiently managing urban flows), and social integration (ensuring user diversity, creating indoor and outdoor spaces for social exchange and shared learning, and supporting ease of access to commerce and services). Such integrated planning can profit from including users and neighbors, and can be strengthened by organization-wide target setting (for example greenhouse gas emission goals). Existing low-carbon lifestyles and practices within individual campuses that foster sustainability, such as easy access for pedestrians, grey water recycling and low levels of resource use and waste generation, need to be identified, expanded and disseminated widely.

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PRinCiPLE 3to align the organization’s core mission with sustainable development, facilities, research, and education should be linked to create a “living laboratory” for sustainabilityOn a sustainable campus, the built environment, operational systems, research, scholarship, and education are linked as a “living laboratory” for sustainability. Users (such as students, faculty, and staff) have access to research, teaching, and learning opportunities on connections between environmental, social, and economic issues. Cam-pus sustainability programs have concrete goals and can bring together campus residents with external partners, such as industry, government, or organized civil society. Beyond exploring a sustainable future in general, such programs can address issues pertinent to research and higher education (such as environmental impacts of re-search facilities, participatory teaching, or research that transcends disciplines). Institutional commitments (such as a sustainability policy) and dedicated resources (such as a person or team in the administration focused on this task) contribute to success.

As signatories to the ISCN/GULF Charter, we strive to share our goals and experiences on sustainable campus initiatives amongst our peers and other stakeholders. A key instrument for this is our regular reporting on pro-gress under this Charter, which will be supported by the Charter stewardship (provided by the GULF group) and the Charter secretariat function (provided by the ISCN).

Signatory’s organization:

EPFL

Signatory’s name/function:

Patrick Aebischer, President

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1. Who Can EnDoRSE thE ChaRtER, anD hoW LonG iS thiS CommitmEnt binDinG?Joining the group of signatories of the ISCN/GULF Charter is open to any organization involved in research or higher education that plans, builds, or maintains multi-building complexes dedicated to these activities anywhere in the world. By signing the Charter, an organization be-comes a member of the ISCN Network (see below). The organization’s commitments to the Charter are valid until it withdraws its Charter endorsement. It can do so at any time by written notice to the Charter’s secretariat provided by the ISCN.

2. Who maintainS thE ChaRtER PRoCESS?The Charter is maintained in a joint initiative of the Global University Leader Forum (GULF) and the Inter-national Sustainable Campus Network (ISCN). Overall stewardship of the Charter process, and a leading role in disseminating the Charter among leaders in organizations of re-search and higher education, is provided by GULF, which is convened by the World Economic Forum and brings together presidents from twenty-three uni-versities around the world to ad-dress key issues for universities and society at large. The secretariat function for theCharterprocessisprovidedbytheISCN,whichisundertheauspicesofEPFLandETHZurich.TheISCN’ssecretariat function includes the support of an active, in-depth knowledge exchange between signatories in the ISCN’s four working groups, which focus on campus excellence awards, charter and guideline development, sus-tainable decision processes, and integrated approaches to facilities, teaching, and research. In addition, the ISCN develops and maintains Charter Guidelines that add further detail to the explanations provided under each of the Charter principles concerning concrete issues that might be considered.

3. hoW DoES thE ChaRtER RELatE to othER SuStainabLE CamPuS CommitmEntS?The ISCN/GULF Charter complements pre-existing and more regionally or topically focused initiatives on sus-tainability in higher education. Consistent with the ISCN’s mission to act as a global “network-of-networks” on campus sustainability, it aims to enhance, rather than replace, other commitment processes with a framework that is open to all organizations worldwide that want to commit to continuous action and regular, public reporting on campus sustainability. Close cooperation and exchange with complementary initiatives is a key operational prin-ciple of the ISCN. Earlier international initiatives include the 1990 Talloires declaration and the United Nations “Decade for Higher Education for Sustainable Development, 2004-2013,” with its related Regional Centres of Excellence and dedicated Chairs at several Universities. To these, the ISCN/GULF Charter adds a strong focus on integration of research, scholarship, teaching, and operations, as well as regular public reporting on self-set goals under the Charter’s principles (comparable to the Communication of Progress reports by corporations endorsing the UN Global Compact). It also gives organizations that have endorsed regional or topical networks and commitments - such as the American College and University Presidents Climate Commitment (ACUPCC) or AASHE in North America, Copernicus Campus or HEEPI in Europe, the Tongji Declaration in China, or the IARU Presidents Statement on Campus Sustainability - the opportunity to share their commitments and achievements publicly with an open, global community of colleagues.

2. FREQuEntLy aSKED QuEStionS RELatED thE iSCn/GuLF ChaRtER

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4. hoW WaS thE ChaRtER’S tEXt DEVELoPED?The Charter is based on discussions in the ISCN’s Working Group II and dialogues between ISCN and GULF members on how the charter can best serve as a commitment to sustainability by leading organizations of research and higher education. The majority of the text was drafted by Ariane König (University of Luxembourg and co-chair of the ISCN WG II), in collaboration with the group’s other co-chair Joseph Mullinix (National Univ. Singapore), Bernd Kasemir and Matthew Gardner (Sustainserv), Julie Newman (Yale Univ.), and Roland Stulz (Novatlantis). Strategic inputs by the participants of the “leadership track” at the ISCN/GULF conference in Lausanne, as summarized by Hans-Björn Püttgen and Kristin Becker van Slooten (EPFL) were key for preparing the current version. Inputs by the ISCN members T. Refslund Poulsen (Copenhagen Univ.), D. Brem (ETH Zurich),A.Kildahl (Univ.HongKong),M.Adomssent (Univ.Lüneburg),R.Bland (Cornell),F.Gröndahl(KTHStockholm),N.HeerenandK.Hoeger(ETHZurich),M.Kunz(ZHAW),S.Lynham(AngliaRuskinUniv.), A. Meier and W. Natrup (Basler + Partner), P. Obrdlik (Brno Univ.), R. Sigg (Intep), and H. Tan (Tongji Univ.) provided the foundation for developing the present Charter text. Discussions with the other three ISCN Working Groups - led by their co-chairs Claude Siegenthaler (Hosei Univ.), Leith Sharp (Harvard Univ.), Erika Meins(Univ.Zurich),SteveMital(Univ.Oregon),KatjaBrundiers(ArizonaUniv.)andPerLundquist(KTHStockholm) - also provided valuable contributions in developing this Charter.

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3. MeMbers of the Global University leaders forUM (GUlf)

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Gri-iNdEX

on thE EPFL SuStainabiLity REPoRt 2010 to 2011as a world renowned institute for education and research, EPFL has an incredible opportunity to influence change and further develop sustainable practices both internally and externally. to this end, EPFL has incorporated sustainability at its most fundamental levels of its operations and continuously drives implementation forward. in an effort to transparently communicate progress made and future targets, this report was developed based on the GRi reporting guidelines. the GRi is a nonprofit, multi-stakeholder organization that strives to provide companies with a systematic basis for disclosure regarding sustainability performance. this framework provides the means for facilitating comparison and understanding of disclosed information.

the EPFL Sustainability Report 2010 to 2011, together with this GRi-index, fulfills the requirements of the GRi-G3 reporting guidelines at application Level b. this was checked and confirmed by GRi on June 12th 2012. to help readers locate specific GRi-related information, this GRi-index provides an overview of the main GRi elements discussed in this report, including: Eco-nomic (EC), Environmental (En), human Rights (hR), Labor (La), Society (So), and Product Responsibility (PR) performance indicators, as well as Disclosures on management approach (Dma) to these topics. the detailed content table below shows the location of Profile Disclosure, management approach Disclosure, and Performance indicators within the EPFL Sustainability Report 2010 to 2011.

it has not been possible to incorporate every GRi performance indicator into the format of this report. to focus our sustaina-bility reporting on the most pertinent issues, we have conducted a systematic assessment of the relevance or “materiality” of all indicators in the GRi framework for our reporting. to achieve this, all GRi performance topics were assigned as possible content points for one of the chapters in our sustainability report section. an external specialist supported us in assessing the importance of each of those topics from the perspective of our external stakeholders and our internal organization view in dedicated workshops based on the test questions laid out in the “defining materiality” section of the GRi sustainability reporting guidelines. topics that were found to be relevant both from an external and internal viewpoint form the core of our report’s sustainability section. topics that were found to be relevant mainly from one of the two perspectives are discussed in less detail. the indicators reported on are discussed to the extent that data were available.

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PROFILE1 STRATEGy AND ANALySIS

1.1Statement from the most senior decision-maker of the organization (e.g., CEo, chair, or equivalent senior position) about the relevance of sustainabi-lity to the organization and its strategy

President’s Statement, 1

1.2Description of key impacts, risks and opportunities (impacts of the organization on sustainability and stakeholders, and impacts of sustainability trends on long-term prospects and financial performance of the organization)

President’s Statement, 1

2 ORGANIzATIONAL PROFILE2.1 name of the organization imprint, 96

2.2 Primary brands, products, and/or services introduction and Profile, 3

Education, Research, Knowledge and technology transfer, 21

2.3 operational structure of the organization Funding and Governance, 65

iSCn-GuLF Charter Summary Report, 3

2.4 Location of organization’s headquarters imprint, 96

2.5 number of countries where the organization operates introduction and Profile, 3

2.6 nature of ownership and legal form introduction and Profile, 3

iSCn-GuLF Charter Summary Report, 3

2.7 markets served iSCn-GuLF Charter Summary Report, 3

2.8Scale of the reporting organization, including number of employees, net sales, total capitalization, quantity of products or services provided

Students, Faculty and Staff, 31 Funding and Governance, 65

2.9

Significant changes during the reporting period regarding size, structure, or ownership

the Rolex Learning Centre (RLC) is a new building of 20,000 m2, opened in February 2010. a new School, called EPFL middle-East (mE), was created in 2010 in the united arab Emirates. infrastructures in Ras-al-Khaimah are for the moment not operated by EPFL

2.10.awards received in the reporting period While EPFL’s researchers and students receive various

awards, EPFL as an organization does not. however, EPFL has received recognition: Ranked as global leader, 29

3 REPORT PARAMETERSREPoRt PRoFiLE

3.1 Reporting period GRi Guideline application in this Report, 71

3.2 Date of most recent previous report GRi Guideline application in this Report, 71

3.3 Reporting cycle GRi Guideline application in this Report, 71

3.4 Contact point for questions regarding the report or its contents imprint, 96

REPoRt SCoPE anD bounDaRy

3.5Process for defining report content, including explanation of how the organization has applied the ‘Guidance on Defining Report Content’ and the associated Principles

GRi Guideline application in this Report, 71

3.6 boundary of the report GRi Guideline application in this Report, 71

3.7 Specific limitations on the scope or boundary of the report, if any there were no specific limitations

NR GRI-G3 Content Index Page in report/remarks

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3.8basis for reporting on joint ventures, subsidiaries, leased facilities, outsourced operations, and other entities that can significantly affect comparability from period to period and/or between organizations

no significant changes on joint ventures, subsidiaries, leased facilities, or outsourced operations in the reporting period that could limit comparability with prior reporting

3.9Data measurement techniques and bases for calculations, including assumptions and techniques underlying estimations applied to the compilation of the indicators and other information in the report

GRi Guideline application in this Report, 71

3.10Explanation of the effect of any re-statements of information provided in earlier reports, and the reasons for such re-statement

no significant re-statements

3.11

Significant changes from previous reporting periods in the scope, boundary, or measurement methods applied in the report

While this is EPFL’s second report under the iSCn-GuLF Sustainable Campus Charter, it is its first GRi report and the breadth and depth of information contained was increased correspondingly

GRi ContEnt inDEX3.12 table identifying the location of the Standard Disclosures in the report this detailed content’s index

aSSuRanCE

3.13Policy and current practice with regard to seeking external assurance for the report

this report was produced in collaboration with an external sustainability reporting expert team. no further assurance was sought from third parties

4 GOvERNANCE, COMMITMENTS, AND ENGAGEMENTGoVERnanCE

4.1Governance structure of the organization, including committees under the highest governance body responsible for specific tasks, such as setting strategy or organizational oversight

Funding and Governance, 65 introduction and Profile, 3

4.2indicate whether the Chair of the highest governance body is also an executive officer (and, if so, their function within the organization’s management and the reasons for this arrangement)

Funding and Governance, 65

4.3For organizations that have a unitary board structure, state the number of mem-bers of the highest governance body that are independent and/or non-executive members

this is not the case. there are two boards: the Eth board and EPFL’s Executive board

4.4mechanisms for shareholders and employees to provide recommendations or direction to the highest governance body

Relations with Stakeholders, 60 Participation of Groups, 69

4.5Linkage between compensation for members of the highest governance body, senior managers, and executives (including departure arrangements), and the organization’s performance (including social and environmental performance)

accountability and Performance, 68

4.6Processes in place for the highest governance body to ensure conflicts of interest are avoided

Ethical Conduct in all activities, 63

4.7Process for determining the qualifications and expertise of the members of the highest governance body for guiding the organization’s strategy on economic, environmental, and social topics

Governance, 67

4.8internally developed statements of mission or values, codes of conduct, and principles relevant to economic, environmental, and social performance and the status of their implementation


4.9

Procedures of the highest governance body for overseeing the organization’s identification and management of economic, environmental, and social perfor-mance, including relevant risks and opportunities, and adherence or compliance with internationally agreed standards, codes of conduct, and principles


4.10Processes for evaluating the highest governance body’s own performance, particu-larly with respect to economic, environmental, and social performance


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CommitmEntS to EXtERnaL initiatiVES

4.11Explanation of whether and how the precautionary approach or principle is addressed by the organization


4.12Externally developed economic, environmental, and social charters, principles, or other initiatives to which the organization subscribes or endorses

annex, 75Ethical Conduct in all activities, 63

4.13memberships in associations (such as industry associations) and/or national/international advocacy organizations

Strategic Partnerships in Europe and Worldwide, 62Ethical Conduct in all activities, 63Education, Research, Knowledge and technology transfer, 21

StaKEhoLDER EnGaGEmEnt4.14 Stakeholder groups engaged by the organization Society and outreach, 59

4.15 basis for identification and selection of stakeholders with whom to engage Relations with Stakeholders, 60

4.16approaches to stakeholder engagement, including frequency of engagement by type and by stakeholder group

Relations with Stakeholders, 60

4.17Key topics and concerns that have been raised through stakeholder engagement, and how the organization has responded to those key topics and concerns, including through its reporting

Relations with Stakeholders, 60-61, 69

5 MANAGEMENT APPROACHES AND PERFORMANCE INDICATORSEconomicaSPECt: EConomiC PERFoRmanCE

EC1

Direct economic value generated and distributed, including revenues, operating costs, employee compensation, donations and other community investments, retained earnings, and payments to capital providers and governments


EPFL is a national institution, largely financed by the Swiss national Government. as it is publically financed, EPFL does not have a mandate to make charitable financial contribu-tions but provides services with public benefit which include and extend beyond its education and research mandate (Providing Specific Public Services page 59).

EC2Financial implications and other risks and opportunities for the organization’s activities due to climate change

indicator not found to be particularly material

EC3 Coverage of the organization’s defined benefit plan obligations Students, Faculty and Staff, 31

EC4Significant financial assistance received from government Governance and institutional Context, 4


aSPECt: maRKEt PRESEnCE

EC5Range of ratios of standard entry level wage compared to local minimum wage at significant locations of operation


EC6Policy, practices, and proportion of spending on locally-based suppliers at signifi-cant locations of operation


EC7Procedures for local hiring and proportion of senior management hired from the local community at locations of significant operation


aSPECt: inDiRECt EConomiC imPaCtS

EC8Development and impact of infrastructure investments and services provided primarily for public benefit

Providing Specific Public Services, 59

EC9understanding and describing significant indirect economic impacts, including the extent of impacts

indirect Economic impacts, 66


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EnvironmentalaSPECt: matERiaLSEn1 materials used by weight or volume Partial information on En1: Paper Consumption, 54

En2 Percentage of materials used that are recycled input materials Partial information on En2: Paper Consumption, 54

aSPECt: EnERGy

En3

Direct energy consumption by primary energy source Energy Efficiency / Renewable Energy, 48

Direct energy consumption and savings figures are descri-bed in detail by GWh on page 48. Considering direct energy in Joules, 123 tJ was consumed in 2010 and 98 tJ in 2011.6 tJ was distributed in 2010 and 2011 as heating energy.18 tJ in 2010 and 27 tJ in 2011 were sold to third parties.49 tJ of oil was purchased in 2010 and 23 in 2011 while 31 tJ of natural gas was purchased in 2010 and 2011.

En4

indirect energy consumption by primary source Energy Efficiency / Renewable Energy, 48

indirect energy consumption figures are described in detail by GWh on page 48. Considering indirect energy in Joules, 240 tJ was consumed in 2010 and 248 tJ in 2011.

En5Energy saved due to conservation and efficiency improvements initiatives for Green buildings, 47

Energy Efficiency / Renewable Energy, 48

En6initiatives to provide energy-efficient or renewable energy based products and services, and reductions in energy requirements as a result of these initiatives

initiatives for Green buildings, 47Strategic Partnership in Europe and Worldwide, 62

En7initiatives to reduce indirect energy consumption and reductions achieved initiatives for Green buildings, 47

air Emissions and transportation initiatives, 52

aSPECt: WatEREn8 total water withdrawal by source indicator not found to be particularly material

En9 Water sources significantly affected by withdrawal of water indicator not found to be particularly material

En10 Percentage and total volume of water recycled and reused indicator not found to be particularly material

aSPECt: bioDiVERSity

En11Location and size of land owned, leased, managed in, or adjacent to, protected areas and areas of high biodiversity value outside protected areas

Partial information on En 11: biodiversity, 56

En12Description of significant impacts of activities, products, and services on biodiversity in protected areas and areas of high biodiversity value outside protected areas


En13 habitats protected or restored indicator not found to be particularly material

En14 Strategies, current actions, and future plans for managing impacts on biodiversity biodiversity, 56

En15number of iuCn Red List species and national conservation list species with habitats in areas affected by operations


aSPECt: EmiSSionS, EFFLuEntS, anD WaStEEn16 total direct and indirect greenhouse gas emissions by weight GhG Emissions, 50

En17 other relevant indirect greenhouse gas emissions by weight GhG Emissions, 50

En18 initiatives to reduce greenhouse gas emissions and reductions achieved GhG Emissions, 50

En19 Emissions of ozone-depleting substances by weight indicator not found to be particularly material

En20nox, Sox, and other significant air emissions by type and weight Partial information on En20:

air Emissions and transportation initiatives, 52

En21 total water discharge by quality and destination indicator not found to be particularly material

En22 total weight of waste by type and disposal method Waste, 55

En23 total number and volume of significant spills Significant Spills, 56


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En24Weight of transported, imported, exported, or treated waste deemed hazardous under the terms of the basel Convention annex i, ii, iii, and Viii, and percentage of transported waste shipped internationally

Waste, 55

En25identity, size, protected status, and biodiversity value of water bodies and related habi-tats significantly affected by the reporting organization’s discharges of water and runoff


aSPECt: PRoDuCtS anD SERViCES

En26initiatives to mitigate environmental impacts of products and services, and extent of impact mitigation

Research, 22Future Research Priorities, 25

En27 Percentage of products sold and their packaging materials that are reclaimed by category Data not available

aSPECt: ComPLianCE

En28monetary value of significant fines and total number of non-monetary sanctions for non-compliance with environmental laws and regulations


aSPECt: tRanSPoRt

En29Significant environmental impacts of transporting products and other goods and materials used for the organization’s operations, and transporting members of the workforce

GhG Emissions, 50 air Emissions and transportation initiatives, 52

aSPECt: oVERaLLEn30 total environmental protection expenditures and investments by type indicator not found to be particularly material

Labor Practices and Decent WorkaSPECt: EmPLoymEnt

La1total workforce by employment type, employment contract, and region Rapid Growth at EPFL, 31

activity Rates and Contract types, 37

La2 total number and rate of employee turnover by age group, gender, and region Employee turnover, 33

La3benefits provided to full-time employees that are not provided to temporary or part-time employees, by major operations

Wage Flexibility and Performance Review, 36

aSPECt: LaboR/manaGEmEnt RELationSLa4 Percentage of employees covered by collective bargaining agreements indicator not found to be particularly material

La5minimum notice period(s) regarding operational changes, including whether it is specified in collective agreements


aSPECt: oCCuPationaL hEaLth anD SaFEty

La6Percentage of total workforce represented in formal joint management–worker health and safety committees that help monitor and advise on occupational health and safety programs

Data not available

La7Rates of injury, occupational diseases, lost days, and absenteeism, and number of work-related fatalities by region

Partial information on La7:a Decentralized network of health and Safety, 43

La8Education, training, counselling, prevention, and risk-control programs in place to assist workforce members, their families, or community members regarding serious diseases

Data not available

La9 health and safety topics covered in formal agreements with trade unions Data not available

aSPECt: tRaininG anD EDuCationLa10 average hours of training per year per employee by employee category training and Education, 34

La11Programs for skills management and lifelong learning that support the con tinued employability of employees and assist them in managing career endings

training and Education, 34

La12Percentage of employees receiving regular performance and career development reviews

training and Education, 34


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aSPECt: DiVERSity anD EQuaL oPPoRtunity

La13

Composition of governance bodies and breakdown of employees per category according to gender, age group, minority group membership, and other indicators of diversity

a Strong international organization, 38Gender Diversity and Equal opportunities for Women, 40Employee turnover, 33Governance and institutional Context, 4

La14 Ratio of basic salary of men to women by employee category Gender Diversity and Equal opportunities for Women, 40

Human RightsaSPECt: inVEStmEnt anD PRoCuREmEnt PRaCtiCES

hR1Percentage and total number of significant investment agreements that include human rights clauses or that have undergone human rights screening


hR2Percentage of significant suppliers and contractors that have undergone screening on human rights and actions taken


hR3total hours of employee training on policies and procedures concerning aspects of human rights that are relevant to operations, including the percentage of employees trained


aSPECt: non-DiSCRiminationhR4 total number of incidents of discrimination and actions taken a Strong international organization, 38

aSPECt: FREEDom oF aSSoCiation anD CoLLECtiVE baRGaininG

hR5operations identified in which the right to exercise freedom of association and collec-tive bargaining may be at significant risk, and actions taken to support these rights

Data not available

aSPECt: ChiLD LaboR

hR6operations identified as having significant risk for incidents of child labor, and measures taken to contribute to the elimination of child labor

the operations of EPFL are in Switzerland, where child labor is clearly not permitted. EPFL respects all laws and regulations concerning labor aspect

aSPECt: FoRCED anD ComPuLSoRy LaboR

hR7operations identified as having significant risk for incidents of forced or compul-sory labor, and measures to contribute to the elimination of forced or compulsory labor

the operations of EPFL are in Switzerland, where forced labor is clearly not permitted. EPFL respects all laws and regulations concerning labor aspect

aSPECt: SECuRity PRaCtiCES

hR8Percentage of security personnel trained in the organization’s policies or pro-cedures concerning aspects of human rights that are relevant to operations


aSPECt: inDiGEnouS RiGhtS

hR9total number of incidents of violations involving rights of indigenous people and actions taken


SocietyaSPECt: Community

So1nature, scope, and effectiveness of any programs and practices that assess and manage the impacts of operations on communities, including entering, operating, and exiting.

aSPECt: CoRRuPtion

So2Percentage and total number of business units analyzed for risks related to corruption

Data not available


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So3Percentage of employees trained in organization’s anti-corruption policies and procedures


So4 actions taken in response to incidents of corruption Data not available

aSPECt: PubLiC PoLiCySo5 Public policy positions and participation in public policy development and lobbying Providing Specific Public Services, 59

So6total value of financial and in-kind contributions to political parties, politicians, and related institutions by country

EPFL does not provide financial or in-kind contributions to political parties, politicians, or related institutions

aSPECt: anti-ComPEtitiVE bEhaVioR

So7total number of legal actions for anti-competitive behaviour anti-trust, and mono-poly practices and their outcomes


aSPECt: ComPLianCE

So8monetary value of significant fines and total number of non-monetary sanctions for non-compliance with laws and regulations


Product ResponsibilityaSPECt: CuStomER hEaLth anD SaFEty

PR1Life cycle stages in which health and safety impacts of products and services are assessed for improvement, and percentage of significant products and services categories subject to such procedures


PR2total number of incidents of non-compliance with regulations and voluntary codes concerning health and safety impacts of products and services during their life cycle, by type of outcomes


aSPECt: PRoDuCt anD SERViCE LabELinG

PR3type of product and service information required by procedures, and percentage of significant products and services subject to such information requirements

Partial information on PR3: Ethical Conduct in all activities, 63

PR4total number of incidents of non-compliance with regulations and voluntary codes concerning product and service information and labelling, by type of outcomes

Data not available

PR5Practices related to customer satisfaction, including results of surveys measuring customer satisfaction

adaptive management, 35

aSPECt: maRKEtinG CommuniCationS

PR6Programs for adherence to laws, standards, and voluntary codes related to marke-ting communications, including advertising, promotion, and sponsorship


PR7total number of incidents of non-compliance with regulations and voluntary codes concerning marketing communications, including advertising, promotion, and sponsorship by type of outcomes


aSPECt: CuStomER PRiVaCy

PR8total number of substantiated complaints regarding breaches of customer privacy and losses of customer data

Privacy and Data Protection, 43

aSPECt: ComPLianCE

PR9monetary value of significant fines for non-compliance with laws and regulations concerning the provision and use of products and services

Data not available


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DiSCLoSuRES on manaGEmEnt aPPRoaChES - DmaS

DMA Economicthe economic performance of EPFL is overseen by the EPFL Presidency, the President and the Vice-president Planning and Logistics. overall strategic issues for EPFL are guided by the Eth board, which oversees the entire Eth Domain.

approximately 70% of EPFL’s budget comes from Federal funding sources and 30% from third parties. because of this the institution is highly accountable to both the government and third party institutions and must have the financial governance systems in place to manage its resources in a transparent and credible manner. For more information see the chapter “Funding and Governance”, page 65. EPFL also receives approximately 10% of its budget from private external funding.

Concerning market presence, while all direct operations of EPFL are in Switzerland, the university is highly international and a large proportion particularly of teaching and research staff are from other nationalities. this is important for global knowledge exchange in science and technology, and EPFL has no policy of discrimination for or against employees based on their nationality.

there is no purchasing policy favoring local suppliers. the Directives concerning purchases and inventory (2003, revised 2010) ensures the respect for free competition without any distinction of origin (Switzerland, foreign countries) (in accordance to art. 4).With respect to indirect economic impacts, collaboration with the industrial, economic and scientific environments is a long-standing tradition at the EPFL, for example with the creation in 1990 of the CaSt (Scientific and technology helpdesk for industry) and after a long process of growth, the creation in 2004, of the Vice-presidency for technology transfer, which launched several specific initiatives aimed at enhancing EPFL’s impact on the economy, at promoting links between EPFL and the business world and at developing a dynamic regional centre of innovation on site.

EPFL faces some risks to its economic well-being, including sensitivity to the economic health of the Swiss economy. the budget process is dependent on the decisions of the Confederation and the funding agencies (SnF, Cti). For the European programs, the variations of the exchange rate pose an additional problem. to minimize these risks, federal offices in charge, the Eth-board and EPFL manage several national and international networks such as SwissCore (uE) and Future (community of interest involving partners from universities and scientific and political circles).

DMA EnvironmentalResponsibility for the management of EPFL’s environmental aspects sits with the President and the Vice-President Planning and Logistics. the Sustainability office, reporting to Vice-Presidency Planning and Logistics, is responsible for the sustainable strategy of EPFL. it coordinates, develops and supports all initiatives that can improve economic, social, and environmental aspects including efforts related to materials, energy, water, biodiversity, emissions and waste, compliance and transportation of the EPFL campus, considering both the school’s infrastructure and academia. in support of the goal to address sustainability of campus buildings, the Sustainability office works closely with the Real Estate and infrastructure Department to enhance the environmental performance of EPFL and to coordinate the different reports due to supervisor bodies.

the Sustainability office is also responsible for implementing the Swiss Federal Government Program for Resource and Environmental management (Rumba) and for reporting on its performance against the Program’s targets on an annual basis. in addition to meeting targets under Rumba, the EPFL demonstrates its commitment to sustainability as a signatory to the international Sustainable Campus network (iSCn) Charter. under the Charter, the EPFL pledges to integrate sustainable development in its overall planning of building construction, renovation and use, to include environmental and social objectives, and to align these with research and training activities so as to become a living laboratory for sustainable development. in the planning period 2012-2016, priority issues will be power consumption management, the promotion of sustainable mobility and the social and cultural integration of the campus within the wider city.

DMA Labor Practices and Decent Workat EPFL, the human Resources (hR) department reports to the Vice-President for Planning and Logistics and is primarily responsible for issues related to Labor Practices and Decent Work. the decentralized organisation of the hR department ensures a close collaboration with the schools and faculties within EPFL.

Concerning employment, human resource management at EPFL is conducted in a challenging context as the EPFL workforce expanded rapidly over the last years: since 2001, the number of employees has risen by 55% and the number of students/PhD-students by 63%. the hR department collects and monitors a variety of metrics regarding employment and other labor related issues, for example staff turnover, diversity (gender, foreigners), salary and equal opportunity. these indicators form the basis for an hR dashboard, which is periodically followed by the EPFL Presidency (hR reporting quarterly) to enable it to anticipate and take all necessary measures.

With regard to relations between EPFL’s Presidency management and its students, faculty, and staff, the EPFL assembly is the highest participatory body (in accordance with art. 32 of the federal law for Eth- organization). Constituted on the basis of equal representation, the EPFL assembly is entitled to make proposals concerning all the normative acts of the EPF board, the budget and planning, the creation or abolition of teaching and research units and the partici-pation structures. the aE also gives its opinion on the EPFL President’s annual report. it ensures participation within the various EPFL units. the aE is consulted before the Presidency or EPF board makes decisions of general interest. it consists of 16 members elected within each group of persons (bodies): professors, administrative and technical staff, scientists, and students. Each body is organized in associations.

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the EPFL Presidency is responsible for upholding high standards of health and safety in the workplace. the duty and responsibility of EPFL apply to all persons present on the site, with or without contractual relations, including researchers, teaching staff, students, other EPFL staff members and companies working under contract. the Directives concerning health and safety in the workplace (2010) specify the responsibilities of all the actors who must work as part of a network at EPFL. they also form an integral part of risk management, at both Eth board and EPFL levels.

With regard to training and education, the Staff training Service (StS), reporting to the human Resources Department, is responsible for offering non-academic training courses open to all EPFL Staff, independent of their status or function. its management has been outsourced to a third party since 2001. Within the framework of the service mandate and its goal convention EPFL constantly develops and improves its personnel’s skills and performances through training, research and services in a rapidly developing competitive multicultural academic environment. in compliance with legal frameworks - national and international - EPFL recruits, promotes and motivates its highly skilled collaborators within all its sectors of activities. it observes diversity and promotes female careers, family life, equal opportunities within a highly demanding but stimulating professional sphere. the hR strategy is client oriented and guarantees attractive working conditions (comparable to the private sector) to professorial, intermediary, administrative and technical staff. Conditions of appointment are negotiated annually with the association of Employees of the Confederation and with the association of executives of the Confederation (recognized social partners).

the teaching Staff assembly (CCE) represents the teaching staff to the EPFL management. its mission is to give an authorized opinion on all issues regarding teaching. the assembly meets on average once a month during the academic periods, at the initiative of the President and may also be called if five of its members request it to the President.

Concerning issues of diversity and equal opportunity, EPFLs’ has an Equal opportunities office that reports to the General Counsel, responsible to bringing into force of all legislative texts within the competence of the EPFL Presidency. the EPFL equal opportunities policy is based on the federal law concerning equality of men and women (LEg), and the ordinance concerning personnel for the EPFL domain (Lopers). measures and initiatives are carried out to promote equal opportunities at all levels with specific initiatives to attract and retain women in scientific fields and in engineering. targets that EPFL currently strives for include that 15% of professors and 25% of executives should be female.

DMA Human RightsPolicies and procedures that concern human subjects are currently developed at EPFL by the Research Commission. Guidelines for research integrity and good scientific practice at EPFL contain main directives on this issue. all research involving human subjects should be conducted in accordance with three basic ethical principles, namely respect for persons, beneficence and justice. it is generally agreed that these principles, which in the abstract have equal moral force, guide the conscientious preparation of proposals for scientific studies.

Regarding investment practices, the current investment policy does not include human rights or sustainable clauses. however, the Directives concerning purchases and inventory (2003, revised 2010) require that purchasers take particular care to seeking optimal solutions with regard to global life cycle costs, energy consumption and sustainability. besides, the respect for the environment is one the six points (among compliance, technical and price) used to evaluate competitive offers. there is currently no clause for evaluating the human rights practices in purchasing contracts.

non-discrimination is stated by the Federal Constitution of the Swiss Confederation. the Equal opportunities office, reporting to the General Counsel, is res-ponsible to carry out measures to avoid discrimination, in particular on grounds of origin, race, gender, age, language, social position, way of life, religious, ideological, or political convictions, or because of a physical, mental or psychological disability. the engagement of young student assistants (under age of 18) follows the Federal laws in force. this is overseen by the Director of human Resources, reporting to the Vice-President Planning and Logistics.

in regards to child labor, because the Federal laws are strictly abided by in relations with young student assistants, this is not a strong issue at EPFL. however, as an institution with worldwide partnerships and collaborations, our institution is aware of this and other issues such as freedom of association and collective bargaining, forced and compulsory labor, security practices and indigenous rights in a broader context.

DMA SocietySince 2004, the Vice-presidency for innovation and technology transfer has been undertaking several specific initiatives aimed at enhancing EPFL’s impact on the economy, at promoting links between EPFL and the business world and at developing a dynamic regional centre of innovation. EPFL also interacts with its surrounding society by providing information to the general public on the scientific discoveries. it organizes conferences, debates, public seminars and open doors

With respect to ethics and compliance, a key consideration for a research university is to prevent research misconduct. this is overseen by the Research Com-mission, an official body of the Swiss national Science Foundation (SnF) that also acts as an advisory board to the EPFL Executive board for matters related to research. it is comprised of eighteen members whose global competences span all fields of research at EPFL. in order to preserve and enhance intellectual integrity and scientific integrity, the EPFL Research Commission establishes rules regarding ethical behaviour of EPFL researchers: the Guidelines for research integrity and good labor practice. in case of research misconduct’s denunciation, the ombudsperson, a personality outside EPFL nominated for 4 years by the EPFL Presidency, is responsible to examine its admissibility, and if required, to forward it to the Chairman of Research Commission. based on its expert appraisal, or if the situation requires it, the President of the EPFL may decide to open a formal inquiry and to set up a Commission of inquiry. Plagiarism is unanimously considered a serious offence, punishable by sanctions imposed by EPFL, or possibly even legal action. its practice is incompatible with the EPFL honor Code and ethical charter on Citing Sources.

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the Research Commission has established Directives concerning whistleblowing (2008), in order to signify illegal or unethical conduct, particularly activities involving corruption, safety violations, duress, sexual harassment, etc. the President of EPFL takes all the measures or decisions justified by the facts established by the independent reporting authority. the sanctions applicable are stipulated in particular by the law on personnel, or the ordinance on discipline applying to students; these range from a warning to termination of the employment contract in the former case and, for students, from a reprimand to exmatriculation. Ethics issues are governed by the EPFL Ethics Commission. the Ethics Commission plays the role of think tank concerning ethics at EPFL, encouraging communication concerning ethics, identifying the concerns of EPFL members in the area of ethics and contributing to their expression, and increasing students’ awareness of the ethical aspects of the practice of their future profession, while strictly respecting freedom of opinion and expression. the commission has put together the “charte éthique» for issues that concern teaching and research. it has also participated to the development of the whistleblowing procedure. as a publicly funded research university, potential problems of anti-competitive behavior in the sense of unfair market competition are not material for EPFL.

With regard to public policy, it is part of EPFL’s federal mandate to support the Swiss parliament with advice on issues related to science and technology. in this function, EPFL acts as an honest broker that provides unbiased information. the advice activities of EPFL to parliament are overseen by the administrative services of the Parliament who grant accreditation to persons permitted to enter the areas near the Federal assemblies and to stand with members of the Parliament. in addition, EPFL has a presence in bern to articulate the needs of research and higher education to public policy makers.

the Research Commission has established Directives concerning whistleblowing (2008), in order to signify illegal or unethical conduct, particularly activities involving corruption, safety violations, duress, sexual harassment, etc. the President of EPFL takes all the measures or decisions justified by the facts established by the independent reporting authority. the sanctions applicable are stipulated in particular by the law on personnel, or the ordinance on discipline applying to students; these range from a warning to termination of the employment contract in the former case and, for students, from a reprimand to exmatriculation. Ethics issues are governed by the EPFL Ethics Commission. the Ethics Commission plays the role of think tank concerning ethics at EPFL, encouraging communication concerning ethics, identifying the concerns of EPFL members in the area of ethics and contributing to their expression, and increasing students’ awareness of the ethical aspects of the practice of their future profession, while strictly respecting freedom of opinion and expression. the commission has put together the “charte éthique» for issues that concern teaching and research. it has also participated to the development of the whistleblowing procedure. as a publicly funded research university, potential problems of anti-competitive behavior in the sense of unfair market competition are not material for EPFL.

With regard to public policy, it is part of EPFL’s federal mandate to support the Swiss parliament with advice on issues related to science and technology. in this function, EPFL acts as an honest broker that provides unbiased information. the advice activities of EPFL to parliament are overseen by the administrative services of the Parliament who grant accreditation to persons permitted to enter the areas near the Federal assemblies and to stand with members of the Parliament. in addition, EPFL has a presence in bern to articulate the needs of research and higher education to public policy makers.

DMA Product ResponsibilityKey activities of EPFL are research, education and technology transfer. the top management of EPFL (President and vice-presidents) is responsible for the development of outstanding research, the attractiveness of the best students and for the support of innovation. Education is the primary mission of EPFL, and training young engineers, scientists and architects means educating the researchers, leaders and entrepreneurs needed by society to rise to major challenges. Regarding research, the current EPFL planning is to focus in the development of green technologies (greentech), in the fields of energy, sustainable construction, urban planning, transport or sustainable systems for health, safety and the environment. this planning can be realized in the hiring process, but fundamental academic freedom prevents the imposition of more specific topics to the scientists.

as products and services provided by EPFL can be mostly understood to be the students it educates and the ideas and methods it develops, direct health and safety impacts of its products and services or compliance aspects with regard to provision of these products and services are not really applicable for the case of EPFL. however, aspects of possible misuse of technologies developed or of scientific honesty and truthfulness are key concerns for EPFL as a research university. these aspects are covered in the university’s Code of Conduct and Research Ethics Guidelines, under which all individuals affiliated with EPFL are obligated to abide by.

EPFL seeks to further its students’ ethical, social and responsible commitment towards sustainable development. the integration of sustainability topics is intended in several programs and courses but not yet achieved. With respect to product and service labeling, there is currently no specific label nor commu-nication on sustainability content. through a range of interdisciplinary courses, the social and human sciences teaching program is designed to develop the intellectual, critical, and pragmatic skills of students and to raise their awareness of social responsibility.

While no problems with fair marketing issues can be expected for EPFL given its mandate and mission, the protection of the privacy of its students is an important concern for the university, which is appropriately addressed and described in further detail on page 43.

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GRi GuiDELinE aPPLiCation in thE SuStainabiLity REPoRt 2010 to 2011EPFL’s sustainability report follows the guidelines disseminated by the Global Reporting initiative (GRi). these guidelines suggest that certain information be provided not only on the overall profile of the company and its report, but also on mana-gement approaches and performance indicators regarding economic, environmental, human rights, labor, society, and product responsibility issues (see www.globalreporting.org).

there are different application levels that companies can choose for GRi reporting. these range from C-Level with only some elements of GRi sustainability reporting included to a-Level where all indicators developed by GRi are reported on.

to balance completeness with focus, that is with the goal to highlight those indicators found particularly relevant or “material” for EPFL’s sustainability reporting, the GRi guidelines were applied at b-Level in this report. GRi has checked the application of their guidelines in the EPFL Sustainability Report 2010 to 2011, and has confirmed that the report qualifies as application Level b under those guidelines.

acknowledgement

the EPFL Sustainability Report 2010 to 2011 and this corresponding GRi index were prepared in collaboration with Sustainserv, boston and Zurich.

Report on:1.12.1 - 2.103.1 - 3.8, 3.10 - 3.124.1 - 4.4, 4.14 - 4.15

Report Application Level

Report on all criteria listed for Level C plus:1.23.9, 3.134.5 - 4.13, 4.16 - 4.17

Same as requirement forLevel B

Not Required

*Sector supplement in final version

Management ApproachDisclosures for eachIndicator Category

Management ApproachDisclosures for eachIndicator Category

Report on each core G3 and Sector Supplement* Indicator with due regard to the Materiality Principle by either: a) reporting on the Indidicator or b) explaining the reason for its omission.

Report on a minimum of 20 Performance Indicators, at least one from each of Economic, Environmental, Human rights, Labor, Society, Product Responsibility.

Report on a minimum of 10 Performance Indicators, including at least one from each of: Economic, Social and Environmental.

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PublisherVice-Presidency for Planning and Logistics, EPFL

Project team involved in the materiality test and responsible for report contentKristin Becker van Slooten, advisor to the President and the General SecretaryRené Bugnion, human Resources DelegateRaphaël Gindrat, President of aGEPoLy (General Students association of EPFL)Michel Jaccard, accreditation and Quality assurancePierre Magnin, budget and Planning managerAurore Nembrini, Sustainability managerMarc Parlange, Professor and Dean of EnaC SchoolPhilippe vollichard, Sustainability officer

Project team involved in the internal review processall the participants of the materiality testMarc Chambaz, head of management ControlEric Du Pasquier, Safety Prevention and health DelegatePierre Gerster, Delegate of Real Estate & infrastructuresChristophe Glaus, head of Facilities ServiceLaurent Monney, head of Services unitChristopher Roberts, Facilities Project managerGeorges Ryser, head of Staff training ServiceFrançois vuille, Energy management

Project CoordinatorAurore Nembrini, Sustainability manager, EPFL

Contacts for questions on this report EPFL SustainabilityVice-Presidency for Planning and Logistics

Aurore Nembrini or Philippe vollichard [email protected] [email protected]+41 21 693 27 96 +41 21 693 36 63

© EPFL, 2012

this Sustainablility report is printed on Cyclusoffset, which is manufactured from 100 % recycled paper. Cyclusoffset has the following environmental labels: European flower and the German blue angel.

Content and textAurore Nembrini, Sustainability manager, EPFLPhilippe vollichard, Sustainability officer, EPFLClare Connolly, SustainservBernd Kasemir, Sustainserv

Concept and consulting sustainability reportingSustainserv, boston and Zurich

Layout, graphics and organizational chartAnne-Sylvie Borter, Graphic Designer, Repro - Print Center EPFL

PhotosAlain Herzog, EPFL official photographer

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