Science-based targets for higher education? Evaluating alignment between Ivy+ climate action plans and the Science-Based Targets initiative’s net-zero standards

Abstract

Purpose

The purpose of this paper is to evaluate the extent to which a sample of US-based higher education institution’s (HEI’s) climate targets and associated climate action planning efforts align with the definitions of and practices associated with science-based targets (SBTs) that are typically used to organize corporate climate efforts. This analysis will be used to explore similarities and tease out differences between how US-based HEIs and corporations approach sustainable target setting and organize sustainable action.

Design/methodology/approach

The degree of intersection between a sample of HEI climate action plans from Ivy Plus (Ivy+) schools and the current SBT initiative (SBTi) general corporate protocol was assessed by using an objective-oriented evaluative approach.

Findings

While there were some areas of overlap between HEI’s climate action planning and SBTi’s general corporate protocol – for instance, the setting of both short- and long-term targets and large-scale investments in renewable energy – significant areas of difference in sampled HEIs included scant quantitative Scope 3 targets, the use offsets to meet short-term targets and a low absolute annual reduction of Scope 1 and 2 emissions.

Originality/value

This paper unites diverse areas of literature on SBTs, corporate sustainability target setting and sustainability in higher education. It provides an overview of the potential benefits and disadvantages of HEIs adopting SBTs and provides recommendations for the development of sector-specific SBTi guidelines.

Citation

Velautham, L., Gregory, J. and Newman, J. (2024), "Science-based targets for higher education? Evaluating alignment between Ivy+ climate action plans and the Science-Based Targets initiative’s net-zero standards", International Journal of Sustainability in Higher Education, Vol. 25 No. 8, pp. 1696-1712. https://doi.org/10.1108/IJSHE-05-2023-0151