REPORT ON SOCIAL RESPONSIBILITY University of Barcelona 2015– 2016 Rector Joan Elias i Garcia President of the Board of Trustees Joan Corominas Guerín Editorial Board General Secretary’s Office University of Barcelona Written by Office for Internal Control, Risks and Corporate Social Responsibility Published by Edicions de la Universitat de Barcelona © Universitat de Barcelona UB Digital Repository http://hdl.handle.net/2445/119807 Table of contents Foreword from the Rector 5 Introduction by the President of the Board of Trustees 6 List of abbreviations and concepts from the Global Reporting Initiative 8 The University of Barcelona 10 Key services 11 Stakeholder groups 13 Governing bodies 14 Content of this Report 16 Management approach 18 Significant changes in 2015-2016 19 Impact 20 Society 21 Creating value for society 22 Training 23 Languages at the UB 27 Internationalization 29 Media impact, social networks and scientific dissemination 36 Infrastructure and improvements 38 Assessment of teaching staff, subjects, services, activities and facilities 40 Participation, communication and support aimed at students 43 Cost of studies and grants 47 University and research 49 Social responsibility in teaching and research activity 55 How the UB compares to other universities 57 Responsibility to staff 60 Our staff 61 Number of new hires and staff turnover 66 Staff remuneration 70 Employees with functional diversity 73 Level of official studies of employees 74 Staff training 76 Safety and occupational risk prevention 84 Policies, projects and actions to address special PAS needs 90 Bodies to manage conflicts and disputes among University stakeholder groups 93 Equality 98 Time Bank initiative 101 Responsibility to the environment and the community 102 Suppliers 103 Service-learning projects 104 UB Alumni 115 University of Experience 118 Health Promotion 121 UB Solidarity Foundation 122 Culture 128 UB Volunteering 132 Environment 133 Introduction to environment section 134 UB environment indicators 135 Economics 142 Bodies included in the consolidated financial statements 143 Financial information 144 Economic value generated and distributed 145 List of indicators from the Global Reporting Initiative 147 5The presentation of this report is hugely influenced by the change of the UB’s governing team. As is usual in such cases, my new team is introducing a series of changes to the strategic direc- tion of the University that can, in turn, also affect aspects relating to social responsibility. In any event, the starting point for the new governing team is sound. This is because the UB, in recent years, has consolidated its position as a leader in terms of social impact. Despite the problems of a clearly outmoded funding model, the UB remains a socially engaged university. The programme that my new team has committed to pursue is based on the premise that universities, particularly public ones, play a fundamental and irreplaceable part in the vast majority of processes that transform and support any society. In these times of rapid change, universities rightly must rethink their role. In this respect, there is a strong commitment that the factors shaping this transformation need to be continuous improvement, excellence, fair- ness and social engagement. To make this transformation effective and respond correctly to society’s expectations of the University, there are three fundamental challenges to face: (1) the necessary generational transfer among PDI and PAS staff; (2) a review of our funding model, which is no longer ade- quate to meet our financial needs, and (3) the consolidation of systems for student participa- tion in university life. Joan Elias i Garcia Foreword from the Rector 6Higher education, research, knowledge transfer and innovation are key areas in the social and economic development of societies. This is why, as a country, we need universities in the ful- filment of their social functions to contribute and help to build an economic model for the public as a whole that is more robust, more sustainable and provides greater equality of op- portunities on the basis of knowledge and innovation. One of the main objectives of the Board of Trustees is to promote the transfer of knowledge to society, particularly by training people and transferring technology and knowledge to the productive and institutional sectors, turning the UB into a key economic, social and cultural actor in the sustainable development of our society. In this respect, social responsibility is a central thread running through all the University’s ac- tivity in order to strengthen social progress in our country. This Report shows this in a com- prehensive manner by describing all of the activities that the University carries out, and it does so with laudable candour, laying out both our achievements and the challenges that remain, offering an analysis of the impact and sustainability of our actions. As in the previous academic year, I believe it is particularly important to single out that, against a backdrop of ongoing economic constraints for the entire public administration, the UB has been able to make sustainability and its maintenance of a balanced budget compatible with improved results in many sections of the Report. Let me draw particular attention to the re- sults in the first part of the Report relating to the creation of value for society through training and research. I would also make special mention of our commitment and responsibility to the environment as reflected in the actions of the UB Solidarity Foundation, which has been able to formulate an exemplary response to the reception of refugees. Introduction by the President of the Board of Trustees 7introduction by the president of the board of trustees It falls to the rector and his team, as the highest authorities of our institution, to set the prio- rities for action in the coming period, and the members of the Board of Trustees can only give him their full support and assistance to increase and improve the sustainable impact of the University in our environment. In conclusion, I would like to thank the entire university community for its work carrying out socially responsible teaching and research. Joan Corominas Guerín 8LIST Of ABBREvIATIONS ADE Business Administration and Management AECHE Arab-Euro Conference on Higher Education AED automated external defibrillator ApS Service-learning projects AQU Catalan University Quality Assurance Agency BKC Barcelona Knowledge Campus BOE Official State Gazette CCiT University of Barcelona Science and Technology Centres CCOO Workers’ Commissions CERCA Research Centres of Catalonia CIC Inter-University Council of Catalonia CRAG Centre for Research in Agricultural Genomics CRAI Learning and Research Resources Centre CREAF Centre for Ecological Research and Forestry Applications CRG Centre for Genomic Regulation CRUE Conference of Rectors of Spanish Universities ECTS European credit transfer system EIM School of Modern Languages EIT European Institute of Innovation & Technology EOI Official Language School ERDF European Regional Development Fund FTE Full-time-equivalent FBG Bosch i Gimpera Foundation GREC UB research management application GRI Global Reporting Initiative (Institution that developed the first guide for sustainabil- ity reports) HUBc University of Barcelona Health Campus IBEC Institute for Bioengineering of Catalonia ICE Institute of Education Sciences ICT information and communication technologies List of abbreviations and concepts from the Global Reporting Initiative 9list of abbreviations and concepts from the global reporting initiative IDIBAPS August Pi i Sunyer Institute for Biomedical Research IDIBELL Bellvitge Institute for Biomedical Research IEEC Institute for Space Studies of Catalonia IL3 Institute for Lifelong Learning IPSFL Private not-for-profit institution IRB Institute of Biomedical Research IREC Catalan Institute of Energy Research IS Global Barcelona Institute for Global Health ISI Institute for Scientific Information LERU League of European Research Universities MINECO Spanish Ministry of Economy, Industry and Competitiveness NGO non-governmental organization OCI Office for Internal Control, Risks and Corporate Social Responsibility OMPI International Mobility and Programmes Office OSSMA Office for Health, Safety and Environmental Issues PAS administrative and service staff PAU Self-protection plan PCB Barcelona Science Park PDI teaching and research staff RIS3CAT Research and Innovation Strategy for the Smart Specialization of Catalonia RLT official list of staff positions SAE University of Barcelona Student Support Service SED secretary’s office for students and teaching staff SR social responsibility TFG bachelor’s degree final project UB University of Barcelona UE European Union UFR training and research unit UGT General Union of Workers UNIBA International University Centre of Barcelona UPC Polytechnic University of Catalonia UPF Pompeu Fabra University USA United States of America USR University Social Responsibility GLOSSARY Of CONCEPTS fROm ThE GLOBAL REPORTING INITIATIvE Aspect Aspect boundary General standard disclosures Management approach ThE UNIvERSITY Of BARCELONA 11 Historically, the most important functions of Catalan public universities are teaching, research and knowledge transfer. The social awareness of the UB, however, has led the institution to undertake ever more actions and provide ever more services with the university community and the wider society in mind: this is because universities must understand their social envi- ronment, take action and offer services that respond to the changing needs of society. In this Report on Social Responsibility, most of the actions and services that go beyond the tradition- al functions of universities are described in the section on Responsibility to the environment and the community and Responsibility to staff (particularly the latter sub-sections). However, there is also a specific section on teaching called Training, and another section on University and research. PRImARY RECIPIENTS The UB’s core mission is to provide quality higher education; as such, the primary recipients must be its students. The primary recipient of the UB’s activities in research and knowledge transfer, university ex- tension courses and all the other services available to the community is society as a whole. DImENSIONS The figures in the table below provide an accurate picture of the UB as an organization: Key services 12 report on social responsibility 2015-2016 Key figures* PDI 5,713 PAS 2,272 Total number of employees 7,985 Total income** 412.739 Total costs** 387.640 Bachelor’s degree courses 71 University master’s degrees 145 Specialization/postgraduate diplomas, UB-specific master’s degrees and expert courses 704 Doctoral programmes 48 Number of students*** 61,570 Departments 60 Consolidated research groups 301 *** The figures relating to academic aspects reflect the academic year 2015-2016, the figures relating to research are from 2015, and the financial and staff figures correspond to 31 December 2016. *** The figures for total income and total costs appear in millions of euros. The performance figures are provisional. *** This number includes students in bachelor’s degree courses, pre-EHEA degrees and diplomas, university master’s degrees, UB-specific master’s degrees, specialization/postgraduate diplomas and expert courses, and UB-affiliated centres. Source: OCI 13 Stakeholder groups The previous Report on Social Responsibility contains a comprehensive analysis of the UB’s stake- holder groups. A large number of the UB’s administrative units were asked to name their own stakeholder groups and, in their opinion, the stakeholder groups of the UB as a whole. The analysis also sought to identify the type and frequency of the relationship established between each sur- veyed unit and its stakeholder groups, the issues or problems emerging in relation to the partici- pation of the surveyed units’ stakeholder groups, and how these situations have been addressed. The study clearly showed that the main three stakeholder groups of the UB are the students, the PDI and the PAS. The next highest level of importance includes other public institu- tions, trade unions, companies, other universities, society as a whole and suppliers. The study has been highly valuable, because it shows how, in reality, the University operates internally, identifying the relationships maintained by the administrative units, the who and the how, and therefore the reality at present. For the next Report on Social Responsibility, the same study will be repeated, but with a focus on the opinions of stakeholder groups. It will be car- ried out through the Committee for Social Responsibility, which includes representatives of the main groups. The OCI wants to make the Committee more technical in nature (while also remaining political) and to prepare a map of stakeholder groups that defines not only who they are but also who they should be, while at the same time calibrating them according to their relative importance. This exercise will make it possible not only to understand the reality better, but also to design a strategic path and define the relationships that need to be esta- bli shed with each of the main stakeholder groups that are defined. Objectives for the academic year 2016-2017 • To conduct a new study of the UB’s stakeholder groups through the Committee for Social Responsibility or a technical sub-committee of this Committee. 14 Governing bodies The main internal and external stakeholder groups of the UB have representatives on the gov- erning bodies: Members of the Senate by stakeholder group staKeholder group % real number Civil service postdoctoral PDI 51.2 151 Non-postdoctoral or UB-contracted PDI 9.8 29 PAS 10.5 31 Students 28.5 84 Total members 295 Men 58.6 173 Women 41.4 122 Source: General Secretary’s Office 15 the university of barcelona Members of the Governing Council by stakeholder group staKeholder group % real number PDI 79.4 50 PAS 7.9 5 Students 9.5 6 Representatives of society 3.2 2 Total members 63 Men 65.7 41 Women 34.3 22 Source: General Secretary’s Office Members of the Executive Council by stakeholder group staKeholder group % real number PDI 95.5 21 PAS 4.5 1 Total members 22 Men 59.1 13 Women 40.9 9 Source: General Secretary’s Office Members of the Board of Trustees by stakeholder group staKeholder group % real number Representatives of the university community* 40 6 Representatives of society 60 9 Total members 15 Men 80 12 Women 20 3 * The university community is represented by the rector, the general manager, the general secretary, a student, a PDI staff member and a PAS staff member. Source: General Secretary’s Office 16 Content of this Report Since 2015, the UB and the UPF have been working to adapt the G4 Guidelines of the GRI for universities, because both universities take the view that the G4 Guidelines have a focus and indicators that often do not match the reality of the universities in the Catalan public system (a flaw that is understandable for guidelines that seek to be applicable to organizations of every size, field or geographical location). The teams addressing social responsibility in the two universities are cooperating on this effort of adaptation and they are drawing on the contribu- tion of many other administrative units. The expectation is that the upcoming Report on Social Responsibility for the academic year 2016-2017 will be able to make use of the new model. To prepare this Report, the aim was to apply the adaptations made to the indicators of the general standard disclosures (because this part of the G4 had already been adapted). For this reason, the OCI requested information on the new indicators from the units responsi- ble for providing it. When analysing the received information, however, the OCI noted that some of the consulted units had too closely kept to the status quo, providing information that was heavily influenced by the experiences of previous years, while overlooking the changes and additions introduced by the UB and the UPF into the indicators. This has made it impossible this year to apply the latest adaptations, which were a selection of the G4 as- pects that the University must address along with the aspect boundary pertinent to each one. As it was not possible to ask a second time for information on the general standard disclo- sures from the various administrative units – given the delay to the Report that this would entail – the decision has been made to report on the same aspects and indicators as the year before. For a detailed explanation of the process for determining the content of the Report on Social Responsibility for 2014-2015, consult this link. 17 the university of barcelona Fulfilment of targets for 2015-2016 • The UB has not met the established target to set up a working group within the Committee for Social Responsibility to determine the aspects that need to be included in the Report and their aspect boundary. The target had been set in order for stakeholder groups to play a more significant role in determining the content of the UB’s Reports on Social Responsi- bility, but it has been discarded as an objective in the near future for the following reasons: – The working team set up by the UB and the UPF is now selecting the GRI aspects that universities in the Catalan higher education system must include in their reports on social responsibility. – The document resulting from the meetings between the UB and the UPF will then be submitted for approval to the Committee for Social Responsibility, which is made up of representatives of the University’s main stakeholder groups. The stakeholder groups will have significant weight in the decision-making on the content that must appear in the Report on Social Responsibility. Objectives of the Report on SR 2016-2017 • To apply the content of the new guide on social responsibility currently being prepared by the UB and UPF. 18 Management approach In recent years, the management approach of the University has been based on the Manage- ment Plan 2013-2016. Bearing in mind that a new governing team has just begun its term of office, there is an expectation that it will now set out the strategic plan that it committed to undertake as part of its electoral programme. The plan will revolve around the four areas that formed the backbone of the team’s pro- gramme: values, people, teaching and learning, and research and service to society. This transversal strategic plan will enable the definition of an action plan in the medium term that will be the starting point for processes of assessment, transparency, accountability and continuous improvement. 19 Significant changes in 2015-2016 The two primary changes to the University in the academic year 2015-2016 are: • The chairman of the Board of Trustees, Salvador Alemany, completed his term of office in July 2016. • The compulsory retirement of the sitting rector of the University, Dídac Ramírez, in Sep- tember 2016, who was replaced by acting rector Jordi Alberch until elections were held in December of the same year, which were won by Joan Elias. Fulfilment of targets for 2015-2016 • The transfer of a building from the L’Hospitalet de Llobregat City Council to house the Uni- versity’s archives has not been concluded, leaving the archives scattered across various campuses and subject to dampness. • The enlargement of the Mundet Campus to house the Psychology Clinic remains unfinished, leaving the Psychology Clinic temporarily in Palau de les Heures. The provincial government of Barcelona undertook to transfer the Espinalb Building, but the matter was not formally finalized in an agreement, which awaits signing in 2017, for the availability and occupancy to become effective. A portion of the refurbishment, however, has moved forward. • Neither have the spaces on the Food and Nutrition Torribera Campus been enlarged through temporary teaching modules for classrooms as planned, nor has use of all the currently uti- lized buildings been expanded. However, the UB does have permission from the provincial government of Barcelona to install the modules, which have now been put to tender (though they will not be operational until the academic year 2017-2018). The provincial government has also undertaken to grant permission for a new teaching building in Torribera and to up- date the current agreement with the transfer of all the spaces of the campus that the Univer- sity uses exclusively. An agreement, currently outstanding, awaits signing in 2017. 20 Impact main impacts for the academic year 2015-2016 activity priority impact Teaching Boost the international dimension. Creation of the Union of Ibero-American Universities. Increase of close to 20% in student and PAS mobility. Research Position among the top 150 universities worldwide. Improvement in international ranking positions: the top eight university rankings put the UB, on average, at 122 in the world. Transfer activities Increased relationships with productive environment and public-private collaborations. Improvement in revenue by more than two million euros annually through an increase in net income arising from public-private collaborations, such as the master’s degree in Teacher Training for Secondary Education in Ecuador, UNIBA and the increase in rents and other external activities held on the University’s premises. Management Achieve balanced budget. Consolidation of positive closing accounts and reduction in the accumulated deficit. Source: Cabinet at the Rector’s Office SOCIETY creating value for society 23 Training The UB is among the universities in Spain with the broadest course offering and the most students enrolled. Our high-quality course offering is innovative and designed to meet stu- dents’ lifelong educational needs. COURSE OffERING courses of study by branch of Knowledge (academic year 2015-2016)* ar ts a n d hu m an it ie s pe r ce n ta g e o f to ta l ed uc at io n pe r ce n ta g e o f to ta l h ea lt h sc ie n ce s pe r ce n ta g e o f to ta l so ci a l a n d l eg a l sc ie n ce s pe r ce n ta g e o f to ta l ex pe r im en ta l sc ie n ce s a n d en g in ee r in g pe r ce n ta g e o f to ta l to ta l Bachelor’s degrees 20 32.26 5 8.06 10 16.13 12 19.36 15 24.19 62 University master’s degrees 31 22.79 13 9.56 27 19.85 28 20.59 37 27.21 136 * This does not include courses offered at the UB’s affiliated centres. Source: UB Report 2015-2016 and OCI 24 report on social responsibility 2015-2016 course offering (number of courses) 2012-2013 2013-2014 2014-2015 2015-2016 Bachelor’s degrees 64 66 67 71 Pre-EHEA degrees and diplomas 1 1 1 1 University master’s degrees 138 139 141 145 Doctoral programmes 71 73 48 48 Doctoral programmes with Pathway to Excellence award * 31 31 – – Postgraduate programmes 367 627 654 704** University extension courses 49 122 97 86 Open corporate lifelong learning courses (IL3) 408 471 599 514 ** As of the academic year 2014-2015 there are no doctoral programmes with a Pathway to Excellence award (the designation is no longer used). ** This number includes all specialization/postgraduate diplomas, UB-specific master’s degrees, and expert courses. Source: UB Report 2015-2016 ThE STUDENTS number of students by branch of Knowledge (academic year 2015-2016)* ar ts a n d hu m an it ie s pe r ce n ta g e o f to ta l ed uc at io n sc ie n ce s pe r ce n ta g e o f to ta l h ea lt h sc ie n ce s pe r ce n ta g e o f to ta l so ci a l a n d l eg a l sc ie n ce s pe r ce n ta g e o f to ta l ex pe r im en ta l sc ie n ce s a n d en g in ee r in g pe r ce n ta g e o f to ta l to ta l Bachelor’s degree 8,413 19.45 5,968 13.79 9,101 21.04 13,188 30.48 6,594 15.24 43,264 University master’s degree 1,076 20.30 861 16.25 1,065 20.09 1,294 24.42 1,004 18.94 5,300 Doctoral programme 1,114 23.33 345 7.23 1,792 37.54 544 11.40 979 20.51 4,774 * This does not include courses offered at the UB’s affiliated centres. Source: UB Report 2015-2016 and OCI incoming number of students by branch of Knowledge (academic year 2015-2016)* a rt s a n d h um a n it ie s pe r ce n ta g e o f to ta l ed uc at io n sc ie n ce s pe r ce n ta g e o f to ta l h ea lt h sc ie n ce s pe r ce n ta g e o f to ta l so ci a l a n d l eg a l sc ie n ce s pe r ce n ta g e o f to ta l ex pe r im en ta l sc ie n ce s a n d en g in ee r in g pe r ce n ta g e o f to ta l to ta l Bachelor’s degree 2,152 20.78 1,490 14.39 1,968 19.01 3,066 29.61 1,678 16.21 10,354 University master’s degree 634 17.74 683 19.12 813 22.75 672 18.81 771 21.58 3,573 * This does not include courses offered at the UB’s affiliated centres. Source: UB Report 2015-2016 and OCI 25 society students 2012-2013 women 2013-2014 women 2014-2015 women 2015-2016 women Bachelor’s degree and pre-EHEA degree students 46,449 61.6% 45,336 61.2% 44,420 61.1 43,568 61.6 New pre-EHEA and bachelor’s degree students 10,730 61.3% 10,746 60% 10,418 60.1 10,420 62.1 Holders of pre-EHEA degrees/diplomas and bachelor’s degrees 7,439 65.4% 7,582 65% 7,430 65.2 7,261 66.4 Full-time-equivalent bachelor’s degree and pre-EHEA degree students 38,807 62.5% 39,077 61.9% 38,363 61.8 37,796 62.2 University master’s degree students 4,878 63.9% 4,791 61.4% 4,865 62.7 5,300 61.4 Incoming university master’s degree students 3,117 63% 3,011 60.4% 3,417 62.4 3,573 60.5 University master’s degree graduates 2,661 64.6% 2,544 60.5% 2,472 61.8 2,866 60.6 Trainee researchers 5,240 57.9% 5,387 57.25% 5,431 57 4,774 57 Postgraduate students 7,783 71.2% 7,697 71.2% 8,693 65.9 8,801 71.5 University extension course students 1,146 50.7% 1,726 57.2% 2,279 64.5 1,304 55.2 Lifelong learning students (IL3) 11,610 70% 16,433 71.03% 14,696 70.8 21,040 74.5 Students in affiliated centres (pre-EHEA degrees and diplomas, bachelor’s degrees and university master’s degrees) 3,241 58.1% 3,251 57.80% 3,707 55.2 3,901 53.7 EIM students 5,627 62.9% 5,881 61.3% 5,331 61.3 4,659 62.6 Hispanic Studies students 1,933 72.7% 1,670 69.0% 1,768 78.8 2,417 61.8 Students at the University of Experience 468 69% 731 64% 929 67.0 1,114 67 Students enrolled in Catalan courses 1,746 68.9% 1,025 67.9% 1,103 67.2 919 68.1 Students enrolled in summer courses 1,303 65% 1,080 63% 1,168 61.8 1,543 68 ICE students 10,334 63.5% 9,549 74.3% 8,602 73.3 10,576 71.9 Students in courses for senior citizens (AUGG) 3,617 78% 3,617 80% 3,877 80.0 4,003 77 Source: UB Report 2015-2016 26 report on social responsibility 2015-2016 ACADEmIC PERfORmANCE Of STUDENTS performance* 2012-2013 2013-2014 2014-2015 2015-2016 Performance in pre-EHEA degrees 0.75 0.70 0.59 (last graduating class) 1.00  Performance in bachelor’s degrees 0.84 0.84 0.84 0.84  Performance in university master’s degrees 0.95 0.93 0.94 0.90 Rate of withdrawal in year 1 of bachelor’s degree (students withdrawing in year 1/total students enrolled) 16.8 18.9 Not available Not available * Performance is calculated by dividing standard credits completed by standard credits enrolled in. Source: Cabinet at the Rector’s Office Fulfilment of targets 2016 The OCI has not been able to verify whether the targets set out in the Management Plan 2013- 2016 have been met, because it has only received information on the general fulfilment of the Plan. Of the 208 actions planned, 150 have been completed (72.1%); 28 (13.5%) have not reached the established target but there has been significant progress, and 12 (5.8%) remain far from completion, with 6 (2.9%) of these being explained by present economic circumstances. Finally, 18 (8.7%) have been removed and the UB has ceased to target them. PROfESSIONAL PLACEmENTS fOR STUDENTS student employability 2012-2013 2013-2014 2014-2015 2015-2016 Students in work placements 20.1% 24.2% 22.6%  31% (provisional) Careers guidance courses (vocational and professional) (real number of students) – 3,934 4,797 Not available Source: Cabinet at the Rector’s Office Fulfilment of targets 2016 The OCI has not been able to verify whether the targets set out in the Management Plan 2013- 2016 have been met, because it has only received information on the general fulfilment of the Plan. Of the 208 actions planned, 150 have been completed (72.1%); 28 (13.5%) have not reached the established target but there has been significant progress, and 12 (5.8%) remain far from completion, with 6 (2.9%) of these being explained by present economic circumstances. Finally, 18 (8.7%) have been removed and the UB has ceased to target them. 27 Languages at the UB The Language Plan 2013–2015 establishes and develops the UB’s language policy. It underscores the UB’s commitment to multilingualism and also reiterates the University’s commitment to protect, use and promote the Catalan language. The table below sets out data on the languages of instruction during the academic year 2015-2016. It must be stressed that there was no Language Plan for the year 2016. For a more in-depth analysis of the data or a comparison with previous years, see the Language Services website. LANGUAGE Of INSTRUCTION overall data language hours of instruction percentage Catalan 374,230.6 65.6% Spanish 144,687.0 25.3% English 33,989.5 6.0% Others 17,782.0 3.1% Source: Office of the Vice-Rector for Teaching and Language Policy 28 report on social responsibility 2015-2016 data for ehea bachelor’s degrees language hours of instruction percentage Catalan 299,094.4 70.1% Spanish 92,372.1 21.6% English 17,977.1 4.2% Others 17,507.0 4.1% Source: Office of the Vice-Rector for Teaching and Language Policy data for university master’s degrees language hours of instruction percentage Catalan 75,136.2 52.3% Spanish 52,314.9 36.4% English 16,012.4 11.1% Others 275.0 0.2% Source: Office of the Vice-Rector for Teaching and Language Policy TEAChING IN CATALAN academic year 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Percentage of teaching in Catalan 73.0% 71.6% 68% 66.38% 65.6% Source: Office of the Vice-Rector for Teaching and Language Policy Fulfilment of targets 2016 The OCI has not been able to verify whether the targets set out in the Management Plan 2013- 2016 have been met, because it has only received information on the general fulfilment of the Plan. Of the 208 actions planned, 150 have been completed (72.1%); 28 (13.5%) have not reached the established target but there has been significant progress, and 12 (5.8%) remain far from completion, with 6 (2.9%) of these being explained by present economic circumstances. Finally, 18 (8.7%) have been removed and the UB has ceased to target them. Objectives for the academic year 2016-2017 • To prepare the Language Plan 2017-2019, on which work has now begun. 29 Internationalization The table below sets out data on internationalization at the UB in the academic year 2015-2016. CURRENT fIGURES ON INTERNATIONALIzATION international students at the ub* 2012-2013 international students (%) 2013-2014 international students (%) 2014-2015 international students (%) 2015-2016 international students (%) Pre-EHEA degree (llicenciatura) or diploma (diplomatura) 418 5.1 151 4.7 53 4.7 15 4.9 Bachelor’s degree 2,353 5.7 2,531 5.6 2,541 5.4 2,684 5.7 University master’s degree 1,408 27.4 1,370 27.3 1,304 25.2 2,743 37.3 UB-specific master’s degree 1,141 25.2 1,190 24.7 1,280 26 1,355 25.2 Doctoral programme 1,688 32.2 1,673 31.1 1,710 31.5 1,473 30.9 Postgraduate course 659 20.2 469 16.3 522 19.2 506 20.5 Expert course – – – – 77 11.1 52 10 Advanced university course – – – – 75 21.1 81 19 University extension course 314 27.4 366 21.2 1,135 49.8 311 23.8 Total 7,981 11.6 7,750 11.4 8,697 12.5 9,220 13.3 * This includes students at the UB’s affiliated centres. The figures only include regularly enrolled students of foreign nationality (not international students taking part in mobility programmes). Source: UB Report 2015-2016 30 report on social responsibility 2015-2016 The extent of the UB’s internationalization is also reflected in the number of international agreements signed and the number of international teaching staff. internationalization 2012-2013 2013-2014 2014-2015 2015-2016 Agreements with universities and other institutions outside Spain 1,787 2,342 2,856 3,117 Official representations overseas 2 2 3 3 Number of international students* 9,910 9,486 10,446 10,981 Number of international teaching staff 179 167 179 208 * This includes regularly enrolled students of foreign nationality, students taking part in exchange programmes, students in the Study Abroad programme and students who have come through specific agreements with the US to take specific courses. Source: UB Report 2015-2016 Another indicator of the extent of internationalization is the number of degrees offered jointly with international universities. In this case, the UB offers two double degrees1 and eight interuni- versity Erasmus Mundus degrees: six interuniversity master’s degrees2 and two interuniversity doctorates.3 1. This includes regularly enrolled students of foreign nationality, students taking part in exchange programmes, students in the Study Abroad programme and students who have come through specific agreements with the US to take specific courses. 2. These are bachelor’s degrees with course curricula agreed by the UB and a foreign university. When students graduate, they obtain their official degree from both universities. 3. These are taught by two or more universities in different countries. Students receive part of their teaching in at least two of the participating universities. 31 society international academic offering 2012-2013 2013-2014 2014-2015 2015-2016 Double degrees 2 2 2 2 Interuniversity master’s degrees: Erasmus Mundus 5 5 5 6 Erasmus Mundus 1 2 2 2 Source: OMPI mOBILITY The UB is a common destination for Spanish students who decide to participate in exchange programmes within the Spanish state. mobility of students in spanish exchange programmes 2012-2013 2013-2014 2014-2015 2015-2016 UB students on exchange programmes at other Spanish universities 140 90 55 87 Students from other Spanish universities on placements at the UB 482 330 328 295 Source: UB Report 2015-2016 The academic year 2015-2016 marks the second year in the implementation of the Erasmus+ programme. Students’ increased knowledge of the programme has translated into a greater number taking advantage of the opportunity. Two figures attest to this increase: • The number of Erasmus mobility students studying abroad has risen from 867 to 980. • The number of Erasmus mobility students taking part in placements abroad has risen from 84 to 116. In total, 1,096 UB students have taken advantage of the Erasmus+ mobility programme. In the case of international students coming to the UB as part of the Erasmus+ programme: • A total of 1,142 have come to study (compared to 1,105 in the previous year). • A total of 46 have come to take part in placements (compared to 36 in the previous year). In total, 1,188 international students have come to the UB for placements or study as part of the Erasmus+ programme. To meet the requirements of the Erasmus+ programme to ensure the safety of mobility stu- dents, the UB has begun to finance accident and repatriation insurance for all students in the programme from the academic year 2015-2016 moving forward. In the case of mobility stu- dents carrying out placements, the University also finances civil liability insurance. The table below shows the destinations of UB students going abroad for training and the ori- gin of international students coming to study temporarily at the UB. The figures include stu- dents taking part in exchange programmes, students in the Study Abroad programme and US students taking advantage of specific agreements to do specific courses 32 report on social responsibility 2015-2016 geographical area students 2012-2013 2013-2014 2014-2015 2015-2016 ub international ub international ub international ub international Europe (Erasmus) 1,172 1,185 1,001 1,077 947 1,141 1,096 1,188 Europe (EU, non-Erasmus)* 11 87 – – – – – – Europe (non-Erasmus) 12 28 67 77 10 56 20 52 United States and Canada 45 309 36 316 37 317 43 286 Latin America 66 287 68 224 88 188 64 172 Maghreb and the Middle East 0 6 5 10 3 12 1 7 Asia and Oceania 16 24 20 28 26 28 31 55 Africa, the Caribbean and the Pacific region 0 3 0 4 0 7 – 1 Total 1,322 1,929 1,197 1,736 1,111 1,749 1,255 1,761 * Starting in the academic year 2013-2014, these are included under the heading Europe (Erasmus). Source: OMPI The mobility call held by the Office of the Vice-Rector for Internationalization Policy to finance the mobility of UB and international teaching staff resulted in mobility funding for 25 mem- bers of the UB teaching staff to initiate or consolidate international collaboration projects. For PAS mobility within the Erasmus+ programme, the total number was 34 (4 more than the previous year). The increase may be linked to two actions: • The recognition of PAS mobility within the Erasmus+ programme as training hours. • The organization of an annual informational session on the Erasmus+ call in which PAS mem- bers share their successful experiences in the programme so as to increase PAS participation. 33 society 22 employees of other universities have been hosted by the UB under the Erasmus+ (Staff Week)4 and Erasmus Mundus programmes. This academic year, all UB services were invited to take part in Staff Week, and 19 members of administrative and service staff from other European universities completed a week-long stay in Barcelona, where they were hosted by eight different UB services. The table below shows PAS and PDI mobility. geographic area 2012-2013 2013-2014 2014-2015 2015-2016 ub international ub international ub international ub international pdi pas pdi pas pdi pas pdi pas pdi pas pdi pas pdi pas pdi pas Europe (Erasmus) 42 24 – 33 60 32 27 28 44 30 4 31 69 34 6 19 Europe (EU, non-Erasmus)* – – – – – – – – 0 0 0 0 Europe (non-Erasmus) 1 – 5 – 3 – 6 – 3 0 44 0 13 – 8 3 United States and Canada 1 – – – 3 – 6 – 3 0 1 0 11 – 6 – Latin America – – – – – – 55 – 0 111 0 20 100 The Mediterranean (including Arab countries) – – 2 – 1 – 13 – 0 9 0 1 12 Sub-Saharan Africa – – – – – – – – 0 0 0 0 0 0 Africa, the Caribbean and the Pacific region – – 1 – – – 1 – 1 0 2 0 0 2 Asia and Oceania – – – – – – 6 – 0 0 12 0 11 2 Total 44 24 8 33 67 32 114 28 51 30 183 31 125 34 136 22 Source: OMPI Fulfilment of targets for 2015-2016 • The target to maintain the mobility figures within the Erasmus+ programme has been met (indeed, student mobility has grown, particularly in the case of placements), as has the tar- get to increase the number of projects coordinated by the UB in different calls. • To increase the UB’s participation in the Erasmus+ programme in the case of mobility between participating countries and partner countries (outside the EU), the UB has been granted a KA107 mobility project with Bosnia and Herzegovina and Ukraine. • The target to continue working to ensure equality of access to mobility programmes has been met: the calls have been reviewed and annexes have been prepared to provide a clearer and more transparent description of the selection criteria and the composition of the assessment committees in the UB’s faculties and university schools. 4. PAS stays are approximately one week long. The week in which the UB receives PAS members from other universities is called “Staff Week”. 34 report on social responsibility 2015-2016 • The target to approve an institutional recommendation on the requirements and language policy for students coming to the UB on a mobility programme has been met (the Commit- tee on Language Policy has approved a recommendation in this regard) and the agreements have been reviewed to ensure greater clarity on the language requirements pertaining to UB students and international students. • The target to increase the number of UB students taking part in placements within mobility programmes has been met. In addition, three application periods have been included for the placement mobility calls in the academic year 2015-2016, giving students greater flexibility. • The target has been met to open up the Erasmus+ mobility calls to students in their final year seeking to carry out placements after graduation. • To achieve a balance in the number of UB students leaving on mobility programmes and the number of students from other universities coming to the UB, specific actions have been taken to improve promotion within the UB to increase the number of UB students leaving on mobility programmes. These include the campaign “Ves més enllà”, a new website for mobility calls, informational sessions held by the OMPI and the use of social media to pub- licize the calls. • The target to encourage people with a disability or facing other situations of vulnerability to take part in international mobility calls has been met. Using a management application, the UB is now starting to identify students with special needs who are selected in mobility pro- grammes. As part of the Erasmus programme, four students with special needs have taken part in mobility, though none has applied for the added financial assistance. • The target to tailor the regulations on international student mobility to the new academic reality (Bologna Process and Erasmus+) has not been met, but work continues and the aim is to secure approval in the academic year 2016-2017. • The target to implement measures to disseminate the Erasmus+ programme and publicize its impact has been met, as noted earlier in this section. • The OCI has not been able to verify whether the targets set out in the Management Plan 2013-2016, have been met, because it has only received information on the general fulfilment of the Plan. Of the 208 actions planned, 150 have been completed (72.1%); 28 (13.5%) have not reached the established target but there has been significant progress, and 12 (5.8%) re- main far from completion, with 6 (2.9%) of these being explained by present economic cir- cumstances. Finally, 18 (8.7%) have been removed and the UB has ceased to target them. Objectives for 20205 Below are the objectives for the period to 2020: • To increase the UB’s participation in the Erasmus+ programme in the case of mobility between participating countries and partner countries (outside the EU). • To improve the quality of the mobility programmes for placements based on the work of the Placements Committee set up at the end of the academic year 2015-2016. 5. These objectives are for 2020 because they relate to the Erasmus+ programme for 2014 to 2020. 35 society The following objectives remain from the previous academic year, given that they must be achieved gradually over time: • To achieve a balance in the number of UB students leaving on mobility programmes and the number of students from other universities coming to the UB. • To improve the participation of students with special needs in the Erasmus+ programme and increase the number of students with special needs who apply for additional financial assis- tance (this is a short-term objective: international mobility calls for the academic years 2016- 2017 and 2017-2018). • To approve the new regulations (for implementation in the academic year 2017-2018). • To implement measures to disseminate the Erasmus+ programme and publicize its impact. • To develop the electronic administration project for the management of mobility programmes: – Learning Agreement – The entire application and management procedure 36 Media impact, social networks and scientific dissemination A study carried out by the University of La Rioja published in the Revista Española de Doc- umentación Científica ranks the UB second in terms of its presence in the print media, close behind the leader, the Complutense University of Madrid. Specifically, the UB recorded 51,709 impacts in 2016 in the written, audiovisual and electronic media. Looking at social media, the UB closed 2016 with over 125,000 followers on Facebook and practi- cally 10,000 followers on Instagram (the top Spanish university on the two platforms), and more than 32,500 Twitter followers (the top Catalan university). On the Klout index, which measures the influence of users on social media, the UB scores 80, which indicates that it is the most influential educational institution in Spain. Under the programme “La UB divulga”, the University organizes a series of activities on scien- tific dissemination, normally coordinated by the Scientific Culture and Innovation Unit. High- lights in 2016 include: • Espai Ciència. This “science space”, which is part of the educational fair Saló de l’Ensenyament, aims to promote scientific careers among young people and to provide the public with infor- mation on the research and innovation occurring at the University. Since its first edition, the number of young people attending this space has risen to more than 180,000. • Camins infinits. This project offers responses to questions about the world of research that children and young people may have. It brings them into contact with young researchers at the UB in order to stimulate societal interest in science and knowledge and to hone the researchers’ communication skills. At present, 19 young researchers from diverse branches of knowledge take part. In total, 38 sessions have been held in 2016 in secondary schools throughout Catalonia (Castellbisbal, Terrassa, Solsona, Dosrius, Roda de Ter, Barcelona, etc.), and the project has reached 1,940 school students. 37 society • Botanical tours. The UB organizes a series of guided tours to the gardens of the Finca Agustí Pedro i Pons and to the Ferran Soldevila gardens, both part of the UB, in order to bring botany closer to the general public and share important aspects of the discipline. The tours are aimed at people of all ages and admission is free. However, advanced booking is necessary because capacity is limited. In 2016, 6 tours have taken place, with 195 people attending. • Toc-toc. This project seeks to facilitate communication between the UB and the various social agents interested in research. Participating researchers give talks on their respective areas of knowledge, explaining their research clearly and understandably so that attendees can gain a better understanding of their work. Any institutions interested in inviting one of the participating researchers need only to complete a form. So far, more than 20 applica- tion forms have been received from a wide variety of institutions and 6 researchers from different branches of knowledge have taken part. • Festa de la Ciència. The UB’s second science festival called the “Festa de la Ciència” took place in February 2016, introducing the general public in a fun and innovative way to the research being carried out at the University. Throughout the day, UB campuses organized dissemination activities ranging from a gymkhana-style contest to workshops and talks in order to emphasize the value of the work of researchers in all fields of knowl- edge and to explain the impact of research on the advancement of society. The festival featured 41 demonstration workshops in various areas of knowledge. 38 Infrastructure and improvements ub infrastructure 2012-2013 2013-2014 2014-2015 2015-2016 Centres (faculties and university schools) 19 19 18 16 Affiliated centres 5 6 7 8* Departments 106 106 106 60 UB research institutes and centres 25 25 25 25 Research institutes in which the UB participates 8 8 10 10 Interuniversity institutes 2 2 2 3 Documentation centres 3 3 3 3 Research observatories 11 10 10 10 Libraries 18 18 17 17 Sports facilities 100,000 m2 100,000 m2 100,000 m2 100,000 m2 Constructed area (sq m) 609,016 676,153 676,153 664,191 * Plus 2 centres in affiliating process. Source: UB Report 2015-2016 investment in maintenance and modernization of facilities 2013 2014 2015 2016* 8,653,065.94 3,735,891.26 3,752,386.62 3,599,419.29 * Provisional data. Source: Economic Planning and Budgeting 39 society assets 2013 2014 2015 2016* Income from sales 0 0 0 0 Spending on acquisitions 12,786,345.33 9,376,495.90 10,510,992.46 8,495,272.90 * Provisional data. Source: Economic Planning and Budgeting halls of residence and other university accommodation 2012-2013 2013-2014 2014-2015 2015-2016 Places offered by the UB 880 880 886 848* Places filled 868 878 871 837 % occupancy 98.64 99.78 98.31 98.70 * There are 39 additional places reserved for temporary stays, which have a variable degree of occupancy. Source: Area for Common Services, UB Group and Projects Fulfilment of targets for 2015-2016 • In December 2015, the BOE published the announcement of the tender for the project to build a hall of residence on the Bellvitge Health Sciences Campus. In July 2016, the cons- truction contract was signed. • A total of 848 places were offered instead of the 860 initially planned. It must be noted, however, that the Penyafort-Montserrat hall of residence has an additional 31 places re- served for occasional visitors and the Ramon Llull hall of residence has another 8 that can be occupied by college residents if demand is greater than supply. Objectives for the academic year 2017-2018 • To build the hall of residence for students on the Diagonal South campus. • To build the hall of residence for students on the Bellvitge Health Sciences campus. • To prepare new regulations to govern the operation and the legal regime of the UB’s halls of residence and other university residences of the UB or affiliated ones. 40 The UB conducts surveys on students’ satisfaction with the teaching received. All students enrolled in all bachelor’s degree and master’s degree subjects receive a question- naire, resulting in: • Aggregate survey reports (identification as a member of the UB community is required for access) Surveys are also carried out on UB services, activities and facilities, resulting in: • UB services and global report for 2016 • Faculties and university schools report for 2016 In addition, graduates are surveyed. In this case, the most recent available data are from 2015: • Global report • Detailed report by course of study • Detailed report by faculty/university school In addition, the AQU, by agreement with all the universities in the Catalan university system, conducts a survey every three years on labour market outcomes with graduates of bachelor’s degrees and master’s degrees. The most recently published one relates to 2014: • Surveys on labour market outcomes for graduates receiving bachelor’s degrees • Surveys on labour market outcomes for graduates receiving master’s degrees Assessment of teaching staff, subjects, services, activities and facilities 41 society The tables below show some of the highlights from the documents with links above: assessment results for teaching staff 2012 2013 2014 2015 Potentially assessable teaching staff (in standard calls) 442 439 495 508 Assessment applications received 301 317 338 391 Assessed teaching staff 278 306 327 372 Favourably assessed teaching staff (in standard calls) 267 299 302 346 Percentage applying for assessment out of all potentially assessable teaching staff (in standard calls) 70.6% 74.5% 69.9% 77.8% Percentage favourably assessed out of all potentially assessable teaching staff (in standard calls) 60.4% 68.1% 61.0% 68.1% Source: Technical Cabinet at the Rector’s Office overall rating of teaching staff and subjects based on student surveys (rated on a scale of 0 to 10) 2012-2013 2013-2014 2014-2015 2015-2016 Rating of teaching staff in bachelor’s degrees 7.09 7.13 7.14 7.20 Rating of teaching staff in university master’s degrees 7.55 7.53 7.56 7.62 Rating of subjects in bachelor’s degrees 6.85 6.89 6.87 6.88 Rating of subjects in university master’s degrees 7.24 7.21 7.20 7.22 Source: Technical Cabinet at the Rector’s Office 42 report on social responsibility 2015-2016 rating of the ub’s services, activities and facilities (in relation to student support services, the facilities of faculties and university schools, and the ub’s general services) (rated on a scale of 1 to 4) 2013 2014 2015 2016 Services and activities related to student support 2.49 2.63 2.66 2.72 Services and facilities of faculties and university schools 2.62 2.60 2.61 2.62 General UB services and facilities 2.86 2.91 2.92 2.92 UB overall 2.66 2.71 2.73 2.75 Source: Technical Cabinet at the Rector’s Office 2013 2014 2015 2016 Number of open documents (Documents at the Digital Repository of the UB) 14,252 17,890 22,072 26,926 Rating from satisfaction questionnaires completed by student users of the Virtual Campus (on a scale of 0 to 10) 7.5 7.05 7.4 7.5 Source: Technical Cabinet at the Rector’s Office Fulfilment of targets 2016 • The target has been met. The surveys can be found using the links provided earlier in this section. Surveys on the proportion of graduates who would repeat their degree and on the proportion who are employed are carried out every three years. As the most recent infor- mation is from 2014, these surveys will not be updated until 2017. 43 There have been no important new developments in the academic year 2015-2016 with re- spect to the information provided in the previous Report on Social Responsibility on the participation of students in decision-making and the channels of communication and dialogue that the UB establishes with them. The Observatory on Students and Studies, the Student Council (the highest representative body of UB students) and the various delegate commit- tees of the Governing Council, as well as the various associations registered with the UB’s Union of University Associations, are effective channels and the intention is to continue rein- forcing and strengthening them in order to encourage student participation in the making of some decisions. STUDENT SUPPORT The SAE is the unit responsible for providing support to UB students. The guidance provided by the SAE can be grouped in four phases: • The SAE offers information, clarifies doubts and introduces future students to the Univer- sity, giving them guidance on the most appropriate degree in light of their interests, expec- tations, academic pathway, etc. • At the start of studies: help in adaptating to a new social environment and to learning methodology and university work. • The SAE fosters student participation in internal policies, helps to design students’ aca- demic project of personal and professional development, and provides training in skills and abilities. In the case of students with special educational needs, SAE provides a variety of resources and tools to promote an effective equality of opportunities. • The SAE fosters employment through agreements on placements, advice on the job-seeking process, etc. + information Participation, communication and support aimed at students 44 report on social responsibility 2015-2016 The SAE manages a number of programmes, agreements and initiatives (where these have already been described in previous Reports on Social Responsibility, only a link is provided below): • The Fem Via programme • The Avança programme • The Viure i Conviure programme • The Lloguer Solidari programme • Studia project. Collaboration agreement with the Hospital Clínic • Collaboration agreement with the NGO Projecte Home • Cooperation agreement with Fundación Once and Fundación Inserta • Collaboration agreement with Fundación Universia • Collaboration agreement between the Catalan Ministry of Economy and Knowledge and Catalan universities to promote better labour market outcomes for young stu- dents and university graduates. The aim is to fight youth unemployment by assisting students and recent graduates of the UB to find jobs. Under the agreement, a set of ac- tivities, such as courses, monographs and company fairs, have been held. The focus in- cludes: – professional guidance – business prospecting and labour intermediation – international teaching staff mobility – guidance for entrepreneurship and business creation • University of Barcelona Debating League The Office of the Vice-Rector for Academic Policy, Students and Quality has organized the tenth edition of the UB Debating League in collaboration with the SAE and the UB Debate Association with the aim of giving UB students a venue in which to practice their speaking skills in competitive debate and in which to disseminate and promote the world of universi- ty debate as an enriching addition to the university experience. • Secondary School and Obligatory Secondary School Debating League The universities in the Vives Network organize this debating league to promote effective speaking among students. The format features a dialectical clash between diverse groups in which they must defend one side of a current issue. The activity puts a value on skills such as teamwork, making robust arguments, being fluent and being accurate both semantically and formally. The activity provides a learning space in which secondary school and obligatory secondary school students can learn public speaking, teamwork and how to defend a position in sup- port of or in opposition to an issue, using Catalan as a working language. This academic year, the UB, through the SAE, has organized one of the local stages of the Debating League. • Training workshops in collaboration with the Tutorial Action Plan of the Faculty of Economics and Business and the ICE These workshops are aimed at teaching staff and their objective is to provide an overview and a series of guidelines to address a variety of special educational needs at university. 45 society The UB has organized a workshop on students with special educational needs and a work- shop on the digital accessibility of teaching materials. Fulfilment of targets for 2015-2016 • The target to promote new spaces for training and awareness, such as courses and work- shops, has been 85% met. The SAE has collaborated in the organization of workshops at the Faculty of Economics and Business, at a meeting of the Spanish network of Support Services for People with Disabilities at University, in venues for exchanging experiences outside the University, such as the Espai d’Inclusió 20+20+20, and in working groups for other meetings that have not yet taken place, such as the Catalan Sign Language meeting (in collaboration with Language Services) and the meeting on the evacuation of people with disabilities (with OSSMA). It is necessary, however, to continue working to replicate the experience of the Faculty of Economics and Business in other faculties and university schools and with other groups. • The target to find formulas to enable students with a higher degree of dependence to re- ceive personal support or assistance that is not limited to voluntary help has been 75% met. A study of the situation of UB students requiring a third person for daily activities conclud- ed with the presentation of a report on the possibility of an assistance service. The SAE is carrying out the formalities to implement this proposal and consensus on a procedure is being reached with an organization that provides this kind of service so that the UB can begin to offer hours of assistance in specific cases. On the other hand, the provision of material assistance for study to students who collaborate in providing peer support re- mains an outstanding issue. • The target to review and update the format and content of material used by the SAE to dis- seminate information on its programmes and to provide training on special educational needs has been 30% met. This includes a website, posters and flyers, monographic hand- books for teaching staff on the most common types of disability, an improved edition of the handbook for peer support entitled Guia per a l’alumnat de suport, etc. Nonetheless, giving direct attention to the needs of students and to the demands of the faculties and the uni- versity schools has an impact on opportunities to make headway. Many of the designs that were being developed have been used in the activities that have been carried out and the texts on the three most common types of disability (physical, hearing, and sight) have been revised, as has the Guia per a l’alumnat de suport. In addition, meetings with experts and par- ticipation in workshops have provided information, particularly on special learning difficulties, to be incorporated in the material. • The target to promote the distribution of information on students with special educational needs through the UB’s faculties and university schools, ensuring that it reaches the corre- sponding teaching staff, has been 75% met. In addition to sending the information on in- coming students with disability to the pertinent academic authorities (typically the heads of department), reminders have also been sent to all students in every department and sub- ject in which they are enrolled in order to give the information to the pertinent people. Further, meetings have been held and closer contact has been maintained with many of these students. As a consequence, the UB has noted an increase in the number of cases stemming from faculties and university schools or from teaching staff who are requesting more specific guidance for their subject. However, it remains complicated in nearly a third of all departments to follow the usual processes and students continue to report that infor- mation is not reaching all of their teaching staff. 46 report on social responsibility 2015-2016 Objectives for the academic year 2016-2017 • To continue promoting new spaces for training and awareness. • To seek formulas to enable students with a higher degree of dependence to receive personal support or assistance that is not limited to voluntary help. • To manage the implementation of the Personal Support Service for students who meet the requirements set out in the initial stage: – To certify a physical disability equal to or greater than 75%. – To have the need for support from a third person formally recognized. – To accredit a second or third degree of disability according to Law 39/2006 of 14 Decem- ber on the promotion of personal autonomy and care for persons in situations of de- pendency. • To revise and publish (physically and virtually) a version of the handbook Guia per a l’alumnat de suport with a Creative Commons license, as well as the different annexes that explain to teaching staff the characteristics and guidelines of care. • To improve the participation of students with special educational needs in activities, studies and calls, facilitating group communication through a digital bulletin. LIBRARIES Data on the activities of the UB’s 17 libraries are summarized in the following table. 2013 2014 2015 2016 Monograph collections 1,676,578 1,888,426 1,765,310 1,585,110 Periodical collections 57,652 62,210 76,181 77,602 Loans 934,175 888,297 716,556 686,082 Single-user reading desks 6,221 6,055 6,014 6,070 Source: UB Report 2014-2015 Fulfilment of targets 2016 The OCI has not been able to verify whether the targets set out in the Management Plan 2013-2016 have been met, because it has only received information on the general fulfilment of the Plan. Of the 208 actions planned, 150 have been completed (72.1%); 28 (13.5%) have not reached the established target but there has been significant progress, and 12 (5.8%) remain far from completion, with 6 (2.9%) of these being explained by present economic circumstances. Finally, 18 (8.7%) have been removed and the UB has ceased to target them. 47 COST Of STUDIES It is important to bear in mind that the prices of university credits are fixed in the decree on prices approved by the Government of Catalonia. tuition fees 2012-2013 2013-2014 2014-2015 2015-2016 Average price per credit for bachelor’s degrees € 35.52 € 33.52 € 33.52 € 33.52 Average price per credit for university master’s degrees* € 43.98 € 43.98 € 43.98 € 43.98 * This price reflects the application of a discount from the UB Board of Trustees for all master’s degrees not leading to professional practice, which has been in force since 2012-2013. Source: Office of the Vice-Rector for Teaching and Language Policy GRANTS AND fINANCIAL AID UB students have access to the following grants and financial aid: • for bachelor’s degrees • for university master’s degrees • for UB-specific master’s degrees or postgraduate courses • for doctoral studies Cost of studies and grants 48 report on social responsibility 2015-2016 for pre-ehea degrees / diplomas, bachelor’s degrees and university master’s degrees (general call and mobility) 2012-2013 2013-2014 2014-2015 2015-2016 Applications 18,588 18,931 19,487 20,623 Grants awarded 10,448 11,544 12,101 12,346 Percentage of successful applications 56.21% 61.00% 62.10% 59.87% Percentage of successful applications out of total students (pre-EHEA degrees/diplomas, bachelor’s degrees and master’s degrees) 20.36% 23.03% 24.55% 25.26% Source: UB Report 2015-2016 In addition to the usual grants given by the Spanish ministry (general and mobility) and the Government of Catalonia (Equitat), the UB continued in the academic year 2015-2016 to offer its own assistance to students in the series of financial packages initiated in the academic year 2012-2013, and known as bkUB assistance. Within the framework of this programme, over 13,000 bachelor’s degree students took advan- tage of flexible payment options and four grant programmes were opened: one for incoming students, with 12 applications and one award, where the general grant is not sufficient; one for students repeating subjects, with 334 applications and 298 awards; one for students facing extraordinary circumstances, with 151 applications and 93 awards; and one for students to study third languages, with 49 applications and 34 awards. Fulfilment of targets for 2015-2016 • The bkUB programme has been maintained. Objectives for the academic year 2016-2017 • To maintain the discounts and payment options provided in the context of the bkUB programme. 49 The University of Barcelona is internationally renowned for the quality and the innovative na- ture of its research, making it a leader in Spain. RESEARCh AND TEChNOLOGY AND KNOwLEDGE TRANSfER 2013 2014 2015 Income generated through competitive and non-competitive research funding (thousands of euros) 69,428 87,209 88,988 Research projects 19,977 25,312 31,471 Complementary actions 401 305 369 Grants 15,172 19,835 13,740 Infrastructure projects – 185 – Research agreements 193 538 248 Research contracts managed by the FBG 8,056 10,043 8,697 Services provided by CCiTUB to other institutions 3,057 2,901 3,236 Income generated by UB researchers at institutions* 22,572 28,090 31,227 * This includes income generated by UB researchers in competitive and non-competitive research activities at IDIBAPS, IDIBELL, IBEC, IREC, IRB, CREAF, IEEC, ISGlobal and CRAG. Source: The UB in Figures 2016 University and research 50 report on social responsibility 2015-2016 research activity 2012 2013 2014 2015 Doctoral theses submitted 675 755 752 1.131 Scientific publications (collected by ISI) 4,606 4,998 5,180 5,186 % of PDI engaged in competitive research and transfer out of total PDI (FTE) 71.7% 68.9% 66.2% 62.5% Predoctoral research staff 555 444 504 546 Consolidated research groups 243 243 301 301 Active research projects 677 689 663 892 Patent applications 74 48 54 93 Priority patent applications 22 17 15 20 New technology-based spin-offs 7 3 3 6 UB research institutions and centres 25 25 25 25 Research institutes in which the UB participates 8 8 10 10 Interuniversity institutes 2 2 2 2 Documentation centres 3 3 3 3 Observatories 11 10 10 10 Contracted research doctors 262 254 206 222 PAS supporting research 296 336 371 332 International patent extensions 15 8 15 14 Source: UB Report 2015-2016 projects, grants and infrastructure 2013 2014 2015 number amount (€) number amount (€) number amount (€) Income from research (competitive projects) Regional government 106 5,891,262.71 456 11,116,958.63 89 5,772,037.13 Local government 1 4,500.00 2 12,000.00 1 5,000.00 National government 187 11,017,273.27 301 23,300,901.95 299 26,226,823.03 Foreign public administration – – 2 175,068.52 3 79,967.58 Others 15 128,436.09 12 236,057.47 4 80,978.97 European Commission 56 16,171,626.02 32 4,594,091.09 41 10,549,332.30 Private sector: IPFSL and business 14 369,149.69 30 1,376,720.70 30 1,154,837.82 Public sector: IPFSL 24 1,967,271.20 33 4,825,987.50 22 1,710,107.75 Research projects at UB institutes (competitive funding) 97 13,551,966.74 184 20,907,714.68 123 24,157,573.65 Income from research (non-competitive projects) Research projects at UB institutes (non-competitive funding) 231 9,019,582.93 241 7,181,862.09 195 7,069,215.18 UB research agreements – 193,811.00 – 538,251.46 – 248,305.75 Research contracts managed by the FBG – 8,055,511.36 – 10,042,728.44 – 8,697,446.08 CCiTUB services – 3,057,254.42 – 2,900,710.54 – 3,236,328.13 Total income from research and technology transfer – 69,427,645 – 87,209,053 – 88,987,953 Source: UB Report 2015-2016 and the Cabinet at the Rector’s Office Total income from research and technology transfer rose slightly with respect to 2014. 51 society SCIENCE AND TEChNOLOGY CENTRES The Science and Technology Centres (CCiTUB) are a group of facilities whose main mission is to support research and innovation in the fields of chemistry, materials science and the bio- sciences. They provide the scientific and industrial community scientific instruments and offer advice on experimental techniques. Their mission is also to act as intermediaries in universi- ty-business relations and to promote innovation and technology transfer through agreements and research, development and innovation projects with industry. science and technology centres 2012 2013 2014 2015 Internal users (principal investigators) 438 440 485 479 External invoicing (in euros) 4,747,809 4,107,176 3,569,029 4,233,125 Value of scientific equipment (in thousands of euros) 41,110 41,110 41,110 42,000 Source: UB Report 2015-2016 Fulfilment of targets 2016 • The target to increase the number of submissions for research projects and other financial assistance in competitive calls has not been met, because the number of projects submitted to the call held under the Spanish national plan and the funding obtained through this pro- gramme have remained level. However, the success rate for projects submitted by UB re- searchers to calls held under the Horizon 2020 programme (594 through November 2016) is higher than the European average (14.10% compared to an average of less than 13%). Also, the Office of the Vice-Rector for Research, Innovation and Transfer has facilitated the ac- cess of UB researchers to the activities of RIS3CAT, leading to UB participation in the health community NextHealth and in the food community Innoàpat and ensuring that the UB’s presence in the RIS3CAT strategy is significant. In addition, within each of these communities, the UB coordinates the Advance(CAT) project, subcontracted as part of the Nextcare pro- ject, and it is a partner in the Autenfood project. Also, UB participation in the EIT Health project, which began in 2015 and features UB leadership of the Spanish region, has given UB researchers access to all of its calls. • The target to foster collaboration between UB researchers and their counterparts in the research institutes of the CERCA system and in health institutes in the area of projects and research support, such as technology platforms and research support services, has been met. Below are two examples of actions that have been taken: – In relation to the experience of the animal experimentation units of the CCiT, negotiations have begun with IDIBELL for the CCiT to manage the animal facilities (dedicated to hous- ing small rodents). This service, together with the Bellvitge animal facilities (specializing in large animals), is available to researchers in the two institutions. – The CCiT have signed an agreement with IRB and CRG to create and put into operation the Shared Platform of High-Resolution Cryo-Electron Microscopy (a next-generation trans- mission cryo-electron microscopy system). • The target to improve coordination between the UB, FBG and PCB in their activities to pro- mote innovation, transfer and non-competitively funded research has been met: – The University of Barcelona, through the FBG, has initiated the first F2I call to provide funds in support of innovation, within which two types of aid have been offered: 52 report on social responsibility 2015-2016 a) Proof of Concept grants: this assistance is aimed at UB researchers leading transfer projects in which the University holds proprietary or co-proprietary rights to the knowledge, the original technology and the results for which assistance is sought. b) Mentor in Residence grants: this assistance is aimed at UB researchers who are creat- ing a business through FBG or have created a spin-off business in which the UB is a stakeholder. – A new FBG management unit has been set up to give support to UB researchers taking part in strategic research projects (EIT Health, RIS3CAT, …). – At present, the PCB is the home of the Spanish headquarters of EIT Health (an associa- tion chaired by the UB), and one of the coordinated initiatives that has been carried out is the organization of a bilateral meeting at the PCB between the Spanish and Scandinavian regions. • The target to increase the number of consolidated research groups recognized by the Government of Catalonia has been met: since the previous call (2009-2013), the number has grown from 243 to 301. • The target to increase the collaborations with research institutes in which the UB has a stake has been met. Indeed, the heads of IDIBAPS, IBEC, IRB, IEEC and IREC are UB research- ers at present, which is not only very effective in facilitating collaboration with these insti- tutions, but also shows the high degree to which the UB is committed to these powerful research structures. In addition, one of the research institutes in which the UB has a stake, ISGlobal, has recently become affiliated to the UB as a university research institute. The Office of the Vice-Rector for Research, Innovation and Transfer has facilitated and sup- ported the participation of some of the research institutes in which the UB has a stake in EIT Health initiatives, both its research projects and its educational projects. In 2015, ap- proval was given to an EIT Health project in which the UB collaborates with IDIBAPS. In 2016, two projects have been awarded, one in education and one in innovation, with UB and IDIBAPS participation. • The target to approve the regulations governing the procedures for creating UB research centres has been met. At present, these regulations are being followed by the Polis Re- search Centre: Art, City, Sustainability; the Research Centre in Theory, Gender, Sexuality (ADHUC), and the Sociolinguistics and Communication University Centre (CUSC). • The target to increase the percentage of PDI members taking part in competitive research projects set out in the Management Plan 2013-2016 has not been met. This can be seen in the table below: percentage of pdi engaged in competitive research and transfer out of total pdi (fte) 2013 2014 2015 68.9% 66.2% 62.5% Source: UB Report 2015-2016 This is the case despite the efforts of the Office of the Vice-Rector for Research, Innovation and Transfer, which has, since 2014, sought to foster the involvement of researchers in Euro- pean research calls by offering financial assistance to promote participation in international research projects within the context of the Horizon 2020 programme and other European programmes. Since the inception of the initiative, 85 proposals have received funding. 53 society • The target to increase scientific output has been met: recent years have seen a gradual in- crease in the number of scientific publications by UB researchers: 4,606 (2012), 4,998 (2013), 5,180 (2014) and 5,186 (2015). • The target to increase relationships and research activities in coordination with internation- al networks has been met: – UB engagement in LERU is clear, with the UB taking part in approximately 180 meetings between 2010 and 2016 and some 30 people being directly involved as UB representatives or experts in various LERU working groups and governing bodies. In total, the UB ranks second in terms of participation in LERU meetings and this participation has translated into collaboration on more than 135 LERU position papers and recommendation reports submitted to the European Commission. – From 2015 to 2017 the UB has coordinated Eurolife and the UB is also a highly active par- ticipant in the biannual meetings of the network. – The UB became a member of the EuroMarine Consortium in June 2014. Since then, the UB has attended the general assemblies and submitted proposals for activities in the calls to organize meetings and joint working events. • The target to consolidate the project for a Humanities and Social Sciences Park (Can Jauman- dreu) has been met: this has been in operation since June 2015 and it is now becoming estab- lished as a venue to host various activities, such as exhibitions and conferences. • The target to increase the number and value of projects and financial aid at regional and national levels has not been met: over the past four years, the funding obtained in calls under the Spanish national research plan (Ministry of Economy, Industry and Competi- tiveness) has remained level (roughly 13 million euros a year), as has the number of projects (roughly 130 a year). • The target to increase the number and value of non-competitive projects and financial aid has not been met: both remained level in the period 2013-2015. • The target to increase the number and value of projects and financial aid in the institutes in which the UB has a stake has been met: the number of projects rose from 69 in 2013 to 101 in 2015 and the value rose from 10.8 million euros to 22 million euros over the same period. • The target to increase the number and value of contracts and agreements managed by the FBG has been partly met, because the number of non-competitive projects contracted through the FBG has remained constant since 2013, but the value of this type of project has gradually gone up (from 9.6 million euros in 2013 to 11.2 million euros in 2016). • The target to increase the technological facilities and offerings available to researchers has been adequately met. The CCiT have taken the following actions in 2016: – Transfer agreement with Nanomegas for a TEM digital camera (for the TEM system for materials applications). – Transfer of instrumentation accessories for electron scanning microscopes (for the elec- tron scanning microscopy system). – Refurbishment of the animal facilities in the Faculties of Pharmacy and Medicine. – Launch of the Histopathology Unit and an irradiation service for biological samples at the Faculty of Medicine. – Participation in the tender process for a project to analyse workplace exposure to na- nomaterials in the cosmetics sector. 54 report on social responsibility 2015-2016 In addition, the UB was awarded the following infrastructure at the FEDER call in 2015: – Renovation of the radiofrequency system (console) of an 800 MHz nuclear magnetic resonance spectrometer (value: 560,000 euros). – Three confocal laser scanning microscopes (value: 762,300 euros). – Refurbishment of a clean room (designed to achieve low levels of contamination) at the Faculty of Geology. • The target to optimize the use and benefit derived from the CCiTs’ major scientific facilities has been met. In 2016, agreements have been signed with several companies to transfer equipment to the UB and improve the CCiT catalogue of services. Internationally, these agreements include Nanomegas (for two software programs, 200,000 euros; a TEM cam- era, 350,000 euros; a development project, 50,000 euros/year) and CIRCE (development of pharmaceutical cocrystals, 30,000 euros/year). Nationally, the Industrial Hygiene Laborato- ry has transferred equipment and material (700,000 euros) to various faculties; Bioibérica provides services for accreditation by the US Food and Drug Administration; Ferrer Labora- tories provides services and technical advice, and IRB transfers equipment. • The target to gradually increase the number of external users (from the public and private sectors) working with the CCiT has been met and the services provided to these external institutions have also risen: 2,057 (2013), 2,901 (2014) and 3,236 (2015). • Agreements have successfully been established with local institutions in order to create syn- ergies to make better use of technological resources. Internationally, agreements have been signed with Nanomegas and CIRCE, and nationally, with the Industrial Hygiene Laboratory, Bioibérica, Ferrer Laboratories and IRB. 55 As organizations providing knowledge and training to our society’s leaders of tomorrow, uni- versities play a paramount role in the area of social responsibility. A socially responsible univer- sity must not only manage itself in accordance with the objectives of sustainable develop- ment and promote a positive impact on its environment and among its stakeholder groups, but it must also disseminate social responsibility to society as a whole, particularly among future generations. Social responsibility is a key part of the teaching and research activity of the UB. Students are able to study subjects with content that is closely related to social responsibility, ethics or the environment and sustainability. In some cases, special sessions are devoted to these issues within more general subjects. In addition, the UB offers master’s degrees that comprehensive- ly address subjects closely linked to social responsibility. Information on this subject area, however, has not been updated from what appears in the Report on Social Responsibility 2012-2013, because of its complexity and the resources that would have to be invested to conduct a rigorous analysis of the role of social responsibility in teaching at the UB. In addition service-learning projects play an increasingly important role at the UB. Additional highlights in the academic year 2015-2016 include the UB’s participation, through the OCI and the researcher Isabel Vidal, in the Erasmus+ social responsibility project called UNIBILITY (University Meets Social Responsibility), which was initiated in October 2016 and will conclude in October 2017. The UB is taking part jointly with Dublin City University (Ire- land), the University of Porto (Portugal), the Public University of Ptuj (Slovenia), the Politehni- ca University of Bucharest (Romania), the University of Vienna (Austria) and the European University Continuing Education Network (Belgium). The UNIBILITY project seeks to strengthen social responsibility in participating universities through the following specific objectives: Social responsibility in teaching and research activity 56 report on social responsibility 2015-2016 • To enhance the commitment between institutions of higher learning and local communities. • To develop strategies to increase social responsibility actively in terms of students and re- search. • To carry out ApS projects that have an impact on the environment.  • To create training materials and training in social responsibility for managers and senior managers in the universities as well as for students.  • To create learning networks among institutions of higher learning, local businesses, the environmental sector and the social sector. Various activities have been carried out as part of this project. Highlights include: • The preparation of the document From Corporate Social Responsibility (CSR) to Univer- sity Social Responsibility (USR). • The preparation of a set of good practices called RSU: Toolkit of Practices. • Training for 33 staff members from the various universities participating in the project (May 2016, Vienna). • Training for 38 students from the various universities participating in the project (July 2016, Barcelona). More information is available on the project website: www.postgraduatecenter.at/unibility. Objectives for 2017 • To offer PAS at the UB (more than 2,000 people) an online course in social responsibility, with material prepared by the OCI and Dr Isabel Vidal, within the context of the time management project, as specified in the section Policies, Projects and Actions to Address Special PAS Needs. • To host the final conference of the UNIBILITY project in September. 57 RANKINGS times higher education world university ranKings* 2012-2013 2013-2014 2014-2015 2015-2016 Ranking position 201-225 226-250 201-225 174 Evaluation scores Teaching 32.5 24.5 28.4 38.5 Research 33.4 24.7 28.8 37.4 Citations 71.4 74.9 79.7 78.9 Income 30.9 30.3 31 31.1 Internationalization 46 45.0 47.8 49.2 Overall score – – – 50.9 UB position in Spain 1-3 2-3 2 3 * This ranking is explained in the Report on Social Responsibility 2010-2011. Source: OCI How the UB compares to other universities 58 report on social responsibility 2015-2016 academic ranKing of world universities (jiao tong university, chin)* 2013 2014 2015 2016 Ranking position 201-300 151-200 151-200 151-200 Evaluation scores by area Alumni 0 0 0 0 Award 0 0 0 0 HiCi 10.2 15.1 15.1 17.8 N&S 11.1 11.5 11.7 12 PUB 50.5 51.8 51.6 50.6 PCP 16.8 18.4 18.7 19.9 Overall score – – – – UB position in Spain 1-4 1 1 1 * This ranking is explained in the Report on Social Responsibility 2010-2011. Source: OCI Qs world university ranKings* 2012-2013 2013-2014 2014-2015 2015-2016 Ranking position 187 178 166 166 Evaluation scores by area Academic reputation 84.7 86 86.9 Employer reputation 61.5 70.4 74.1 Faculty/student ratio – 30.4 – Internationalization – 6 – International students – 33.8 – Citations 39.3 45.3 38.8 Overall score 50.9 55.4 58.7 58.6 UB position in Spain 2 2 1 1 * This ranking is explained in the Report on Social Responsibility 2010-2011. For the academic year 2012-2013, only the overall score and ranking are available. Source: OCI CAmPUSES Of INTERNATIONAL ExCELLENCE The UB has two campuses of international excellence, the Barcelona Knowledge Campus BKC and the Health Universitat de Barcelona Campus HUBc. BKC The UB and the UPC are joint leaders of the Barcelona Knowledge Campus (BKC), a project to create a knowledge ecosystem to promote employability, social cohesion and territorial eco- nomic development. The result of this partnership is a campus defined by, but not restricted to, three areas of specialization: life sciences, social sciences and technologies. BKC also covers 59 society other thematic areas following the same standards of excellence: architecture, engineering, sciences and fine arts. In 2014 the Spanish Ministry of Education conducted an assessment of the BKC and awarded its highest appraisal. HUBc The HUBc, the health campus of the University of Barcelona, coordinates the interaction be- tween the UB and leading hospitals and research institutes in the field of health. The goal of the HUBc is to create high-quality settings for the university community in a context of economic development and a sustainable society. The HUBc, which is located in the Barcelona and L’Hos- pitalet area, concentrates its activity in three locations: the campus of Sant Joan de Déu, the Medicine Campus - Hospital Clínic August Pi i Sunyer, and the Bellvitge Health Sciences Cam- pus. The HUBc is the ideal setting to receive the very finest students and researchers, as well as high value-added companies at work in the area of health sciences. In 2015 the Spanish Ministry of Education conducted an assessment of the HUBc and awarded its highest appraisal. Fulfilment of targets for 2015-2016 • The two campuses continue to develop their functions with the help of financial assistance through the calls held for Campuses of International Excellence (in the strengthening sub- programme 2015). Work on the actions subsidized by this financial aid began on 1 January 2016 and most of the effort has a two-year implementation period. As a result, the work is expected to be completed on 31 December 2017. Lastly, by mistake, it was indicated that this target had to reported for the academic year 2015-2016, but the correct time to verify whether the target has been met will be 2017. Objectives for 2017 • Those detailed in the previous Report on Social Responsibility. responsibility to staff 61 Our staff 6 6. The figures are from 31 December 2016. A total of 7,985 people work at the UB, of which 5,713 (71.55%) are teaching and research staff (PDI) and 2,272 (28.45%), are administrative and service staff (PAS). The tables below break down the UB’s staff according to a variety of criteria. STAff BY EmPLOYmENT CATEGORY, CONTRACT TYPE AND GENDER pas by employment category, contract type and gender permanent % women temporary % women total % women General Manager 0 0 1 0 1 0 Head of bureau 0 0 1 0 1 0 Director 0 0 18 27.78 18 27.78 Technical consultants 0 0 1 100 1 100 Civil servants in group A1 50 72 3 66.76 53 71.7 Civil servants in group A2 142 81.69 32 78.13 174 81.03 Civil servants in group C1 370 79.19 0 0 370 79.19 Civil servants in group C2 143 83.22 174 89.66 317 86.75 Civil servants in group E 3 33.33 0 0 3 33.33 University-contracted staff in group I 168 48.81 173 56.07 341 52.49 University-contracted staff in group II 133 42.86 95 45.26 228 43.86 University-contracted staff in group III 213 46.95 344 54.36 557 51.53 University-contracted staff in group IV 152 61.18 56 62.5 208 61.54 Total 1,374 65.28 898 61.36 2,272 63.73 Source: Human Resources 62 report on social responsibility 2015-2016 As the table above shows, there are 2,272 PAS, of which 1,374 (60.48%) have a permanent contract and 898 (39.63%), have a temporary contract. We can also see that 63.73% are women, who are clearly the majority. However, the categories are not homogeneous and the percentage of women varies considerably by group. pdi by employment category, contract type and gender permanent % women temporary % women total % women Full university professor 479 19.62 0 0 479 19.62 Full university school professor 17 64.17 0 0 17 64.17 Tenured university lecturer 1,134 43.85 4 0 1,138 43.85 Tenured university school lecturer 124 50 14 71.43 138 52.17 Contracted professor 2 0 0 0 2 0 Senior lecturer 319 46.39 153 49.02 472 47.25 Assistant lecturer 0 0 134 50.75 134 50.75 Permanent temporary lecturer 37 67.57 3 66.67 40 67.5 Permanent temporary lecturer (doctor) 50 64 0 0 50 64 Adjunct lecturer 0 0 2,234 51.3 2,234 51.3 Adjunct medical lecturer 0 0 638 45.92 638 45.92 Foreign temporary part-time lecturer 1 0 0 0 1 0 Visiting lecturer 0 0 16 25 16 25 Emeritus professor 0 0 53 28.3 53 28.3 Emeritus professor in the early retirement plan 0 0 109 44.95 109 44.95 Honorary lecturer 0 0 0 0 0 0 Lecturer at the ICE (Government of Catalonia) 0 0 5 40 5 40 Postdoctoral trainee lecturer and researcher 0 0 32 59.38 32 59.38 Researcher in the Ramón y Cajal Programme 0 0 32 46.88 32 46.88 Researcher in the Juan de la Cierva Programme 0 0 17 47.06 17 47.06 Postdoctoral trainee lecturer and researcher (MINECO grant) 0 0 0 0 0 0 Researcher in Beatriu de Pinós Programme 0 0 10 10 10 10 Marie Curie Fellow 0 0 25 48 25 48 Postdoctoral researcher 0 0 71 64.79 71 64.79 Part-time postdoctoral researcher 0 0 0 0 0 0 Total 2,163 40.27 3,550 49.72 5,713 46.14 Source: Human Resources As the table above shows, there are 5,713 PDI, of which 2,163 (37.86%) have permanent con- tracts and 3,550 (62.13%), have temporary contracts. Women represent 46.14% of this group. A comparison of PAS and PDI figures shows greater employment instability among PDI, be- cause their percentage of temporary contracts is much higher. To interpret the table above correctly, however, it is necessary to bear in mind that a significant portion of the PDI in em- ployment categories classified as temporary do not carry out teaching or research as their 63 society primary activity (for example, adjunct lecturers or adjunct medical lecturers). As a result, the instability is not as great as it first appears. In the case of gender, the majority of PAS staff are women, while the majority of PDI staff are men. The two tables above include both full-time and part-time staff at the UB. 70 60 50 40 30 20 10 0 64.6 45.3 45.54 45.72 31-12-2013 31-12-2014 31-12-2015 31-12-2016 46.14 64.3 63.6 63.73 % women PDI % women PAS Percentage of women in PDI and PAS Source: OCI There is a fairly steady total percentage of women in PAS and PDI, though there is a slight upward trend in the percentage of women in PDI. In the case of PAS, the trend goes in the opposite direction. permanent PAS 31-12-2013 temporary PAS 31-12-2014 permanent PDI 31-12-2015 temporary PDI 31-12-2016 65.18 65.22 62.13 55.09 57.28 60.09 60.48 44.91 42.72 39.91 39.63 34.82 34.78 37.86 63.6 36.4 70 60 50 40 30 20 10 0 Percentage of permanent and temporary university-contracted PAS and PDI Source: OCI Both among PAS and PDI members, there is a clear trend: their employment relationship with the University is increasingly through temporary contracts. This indicates that employee vul- nerability is growing. 64 report on social responsibility 2015-2016 STAff BY EmPLOYmENT TYPE, AGE AND GENDER pas by employment type, age and gender civil servants % women university- contracted staff % women total % women ≥ 65 5 80.00% 6 33.33% 11 54.55 60-64 125 83.20% 112 51.79% 237 68.35 55-59 175 78.29% 154 51.30% 329 65.65 50-54 274 83.21% 242 47.93% 516 66.67 45-49 169 80.47% 215 57.67% 384 67.71 40-44 94 79.79% 203 44.83% 297 55.89 35-39 57 82.46% 136 46.32% 193 56.99 30-34 18 94.44% 137 54.74% 155 59.35 25-29 0 0.00% 104 60.58% 104 60.58 < 25 0 0.00% 46 63.04% 46 63.04 Total 917 81.57% 1,355 51.66% 2,272 63.73 Source: Human Resources Of the 2,272 members of PAS, 917 (40.36%) are civil servants and 1,355 (59.64%), are univer- sity-contracted staff. The largest age group, which accounts for nearly 23% of the total, is the one with people who are between 50 and 54 years of age. pdi by employment type, age and gender civil servants % women university- contracted staff % women total % women ≥ 65 311 26.69% 195 37.44% 506 30.83% 60-64 433 35.10% 227 34.80% 660 35.00% 55-59 472 39.83% 431 42.00% 903 40.86% 50-54 336 40.77% 510 44.51% 846 43.03% 45-49 186 54.84% 629 49.44% 815 50.67% 40-44 37 43.24% 699 53.93% 736 53.40% 35-39 2 0.00% 656 54.42% 658 54.26% 30-34 0 0.00% 388 59.79% 388 59.79% 25-29 0 0.00% 170 61.76% 170 61.76% < 25 0 0.00% 31 51.61% 31 51.61% Total 1,777 38.15% 3,936 49.75% 5,713 46.14% Source: Human Resources In the case of PDI, there are 1,777 (31.10%) civil servants and 3,936 (68.90%) permanent university-contracted staff. Given that these are individuals who have had to study for a long time in order to work in their professions, the percentage of people under 35 years of age is 65 society only 10.31% for a total of 589 staff. The two largest groups are those between 55 and 59 years of age (903) and those between 50 and 54 (846). The table below shows how the PDI and PAS workforces have changed over the last four years in terms of age bands. evolution of pas and pdi by age bands (%) 31-12-2013 31-12-2014 31-12-2015 31-12-2016 pas pdi pas pdi pas pdi pas pdi ≥ 65 0.09 8.65 0.13 9.16 0.44 9.02 0.48 8.86 60-64 9.27 12.29 10.25 11.69 10.47 11.33 10.43 11.55 55-59 12.12 15.26 12.48 15.70 13.91 15.82 14.48 15.81 50-54 17.81 16.28 20.76 15.66 21.82 15.11 22.71 14.81 45-49 22.07 14.22 20.67 13.93 18.33 14.48 16.90 14.27 40-44 13.18 12.37 13.14 12.36 13.52 12.53 13.07 12.88 35-39 11.48 10.89 10.56 11.67 9.63 12.31 8.50 11.52 30-34 7.74 7.38 6.79 7.00 6.05 6.72 6.82 6.79 25-29 5.19 2.43 3.90 2.54 4.15 2.44 4.58 2.98 < 25 1.06 0.23 1.31 0.30 1.68 0.23 2.03 0.54 Source: OCI The table above shows the ageing of the PAS workforce: the percentage of PAS members who are 50 years old or more has risen from 39.29% in 2013 to 48.10% in 2016. Also, the percentage who are 39 years old or less has fallen from 25.47% to 21.93%. Among PDI members, the changes are much smaller. However, the overall profile appears to be growing slightly younger, with the percentage who are 50 years old or more falling from 52.48% to 51.03%, and the percentage who are 39 years old or less rising from 20.93% to 21.83% (the figures compare 2013 and 2016). evolution of pas and pdi by employment type (%) 31-12-2013 31-12-2014 31-12-2015 31-12-2016 Publicly contracted PAS 43.37 43.23 42.01 40.36 University-contracted PAS 56.63 56.77 57.99 59.64 Publicly contracted PDI 39.13 36.71 33.37 31.10 University-contracted PDI 60.87 63.29 66.63 68.90 Source: OCI The same trend can be seen in both groups (PAS and PDI): there are increasingly more univer- sity-contracted staff and increasingly fewer civil servants. In the case of PDI members, the trend is even more pronounced. 66 Number of new hires and staff turnover7 7. The figures are from 31 December 2016. This section shows new hires and staff turnover at the UB. NUmBER Of NEw hIRES BY AGE, GENDER AND EmPLOYmENT AND CONTRACT TYPE pas new hires temporary university- contracted staff non-permanent civil servants total % by age men women men women ≥ 65 0 0 0 0 0 0 60-64 0 0 0 0 0 0 55-59 0 1 0 0 1 0.85 50-54 1 0 0 0 1 0.85 45-49 1 2 0 0 3 2.54 40-44 4 1 0 1 6 5.08 35-39 3 3 0 0 6 5.08 30-34 7 9 0 2 18 15.25 25-29 19 26 0 0 45 38.14 < 25 16 22 0 0 38 32.20 Total 51 64 0 3 118 100 Source: Human Resources 67 society Because of current legislation, the UB cannot hire new staff with permanent contracts nor fill positions with civil servants through public examinations. As a result, the PAS new hires in 2016 all have a temporary university contract (115 individuals) or non-permanent civil servants (only 3 individual). Of the 118 in total, 67 (56.78%) are women and 51 (43.22%), are men. However, note that 85.59% of the new hires are 34 years of age or younger. pdi new hires temporary university- contracted staff civil servants* total % by age men women men women ≥ 65 0 0 0 0 0 0 60-64 7 1 0 0 8 1.79 55-59 16 10 1 1 28 6.25 50-54 22 18 1 0 41 9.15 45-49 26 22 0 0 48 10.71 40-44 26 38 0 0 64 14.29 35-39 38 44 0 0 82 18.30 30-34 37 41 0 0 78 17.41 25-29 27 42 0 0 69 15.40 < 25 14 16 0 0 30 6.70 Total 213 232 2 1 448 100 * The three civil servants are on secondment from the Government of Catalonia to the ICE. Source: Human Resources The legal constraints on hiring new PDI staff with permanent contracts or through public ex- aminations are the same as those mentioned above for PAS. Of the total of 448 new PDI hires, 445 are temporary university-contracted staff and 3 are civil servants on secondment. By gender, 233 (52.01%) are women and 215 (47.99%), are men. In terms of age, the largest number of newly contracted PDI staff are between 30 and 39 years old (35.71%) and this means that new hires tend to make the PDI staff younger overall. 68 report on social responsibility 2015-2016 STAff TURNOvER BY AGE, GENDER AND EmPLOYmENT AND CONTRACT TYPE pas active in 2016 and not active at 31/12/2016 civil servants university-contracted staff total permanent temporary total % by age men women men women men women men women ≥ 65 1 15 14 11 41 15 25 0 1 41 10.15 60-64 5 16 3 1 25 7 16 1 1 25 6.19 55-59 3 1 0 3 7 0 1 3 3 7 1.73 50-54 2 5 1 5 13 1 2 2 8 13 3.22 45-49 3 17 7 9 36 0 0 10 26 36 8.91 40-44 2 19 7 11 39 0 0 9 30 39 9.65 35-39 4 22 15 17 58 0 1 19 38 58 14.36 30-34 6 11 24 31 72 0 0 30 42 72 17.82 25-29 5 13 30 32 80 0 0 35 45 80 19.80 < 25 0 1 10 22 33 0 0 10 23 33 8.17 Total 31 120 111 142 404 23 45 119 217 404 100 Totals 151 253 404 68 336 404 Source: Human Resources The number of PAS who have been active at some point in 2016 and are no longer active as of 31 December is 404. Of the total, 262 (64.85%) are women and 142 (35.15%) are men. By type of contract, 68 (16.83%) were permanent and 336 (83.17%) were temporary. By em- ployment type, 151 (37.38%) were civil servants and 253 (62.62%) were university-contracted staff. By age bands, the largest group of staff leaving the UB as of 31 December were between 25 and 29 years old, followed by those between 30 and 34 years old. 69 society pdi active in 2016 and not active at 31/12/2016* civil servants university-contracted staff total permanent temporary total % by age men women men women men women men women ≥ 65 24 10 44 23 101 24 10 44 23 101 21.35 60-64 6 12 11 9 38 6 12 11 9 38 8.03 55-59 1 2 8 14 25 1 2 8 14 25 5.29 50-54 1  0 14 12 27 1  0 14 12 27 5.71 45-49  0  0 22 25 47  0  0 22 25 47 9.94 40-44  0  0 15 32 47  0  0 15 32 47 9.94 35-39  0  0 30 50 80  0  0 30 50 80 16.91 30-34  0  0 32 42 74  0  0 32 42 74 15.64 25-29  0  0 14 12 26  0  0 14 12 26 5.50 < 25  0  0 3 5 8  0 0  3 5 8 1.69 Total 32 24 193 224 473 32 24 193 224 473 100 Totals 56 417 473 56 417 473 * Emeritus professors are included in the category of temporary university-contracted staff. Of the 473 PDI who have ceased to be active as of 31 December 2016, 56 (11.84%) were civil servants and 324 (88.16%) had university contracts. By type of contract, the figures are exactly the same, showing that all the contracted staff who left the UB were temporary. In the case of civil servants who left the UB (56), a breakdown by age bands shows that a large number of the departures were because of retirement. From a look at the overall figures by age, we again see that retirement is a significant cause (21.35% of individuals leaving the UB were aged 65 or older). 70 hIGhEST, LOwEST AND AvERAGE STAff REmUNERATION This section shows the average remuneration for the 5% of staff with the highest pay, the 5% with the lowest pay, and the average for the workforce as a whole. The figures are broken down by PAS and PDI and correspond to the monthly gross salary received in December 2016 by full-time staff at the UB. PDI monthly salaries pdi Average monthly remuneration for the highest paid 5% 6,509.61 Average monthly remuneration for the lowest paid 5% 1,272.88 Average monthly remuneration for PAS as a whole 4,068.42 Note 1. The figures are based on December salaries and take into account only fixed and periodic items. As a result, they include no exceptional payments (e.g. schools, master’s degrees, postgraduate studies, special remunerated commissions or extra duties, etc.) or yearly extra payments. Note 2. The figures only reflect full-time staff. Source: Human Resources As the table above shows, the average remuneration received in December by the highest paid 5% of PDI is 6,509 euros, a figure that is significantly higher (nearly five times) than the average remuneration received by the lowest paid 5% of PDI (1,272 euros). The average PDI remuneration is 4,068 euros. Staff remuneration 71 society If we bear in mind that the UB makes 14 payments a year to its staff and we extrapolate from their monthly salary, we find that the gross annual salary of the highest paid 5% would be 91,134.54 euros, while the gross annual salary of the lowest paid 5% would be 17,820.32 euros and the average would be 56,957.88 euros. PAS monthly salaries pas Average monthly remuneration for the highest paid 5% 4,480.77 Average monthly remuneration for the lowest paid 5% 1,278.98 Average monthly remuneration for PDI as a whole 2,235.14 Note 1. The figures are based on December salaries and take into account only fixed and periodic items. As a result, they include no exceptional payments (e.g. schools, master’s degrees, postgraduate studies, special remunerated commissions or extra duties, etc.) or yearly extra payments. Note 2. The figures only reflect full-time staff. Source: Human Resources The average salary of the highest paid 5% of PAS is 4,480 euros, which is nearly 3.5 times higher than the average salary of the lowest paid 5% (1,278 euros). The average salary for PAS as a whole is 2,235 euros. If we make the same extrapolation made earlier for PDI, the annual salary of the highest paid 5% of PAS is 62,730.78 euros, while it is 17,905.72 euros for the lowest paid 5% of PAS. The average PAS annual remuneration is 31,291.96 euros. A comparison of the two groups points to higher salary differences in PDI than in PAS. This is because while the lowest salaries in the two groups are very similar, the average salary and the salary for the highest paid 5% are much higher for PDI. 72 report on social responsibility 2015-2016 SALARY DIffERENCES AmONG EmPLOYEES The UB, like any other public institution, has fairly small salary differences across its workforce. evolution of salaries* 2013 2014 2015 2016 PDI Maximum salary 40,681.62 40,681.62 43,391.64 43,825.92 Minimum salary 19,440.33 19,440.33 20,367.76 20,571.46 PAS Maximum salary 83,571.54 83,571.54 90,000.12 90,900.22 Minimum salary 19,020.56 19.020,56 20,894.88 21,101.50 General Manager’s salary 102,142.95 92,857.18 100,000 101,000.20 Group IV temporary staff salaries 19,402.36 19,558.26 20,894.88 21,101.50 * The figures do not include three-yearly increments or performance-related bonuses. The yearly extra payment has been discounted for 2013 and 2014. Source: Human Resources ratio between highest and lowest salaries* 2013 2014 2015 2016 5.37 4.88 4.91 4.91 * Ratio calculated from the table above. Three-yearly increments and performance- related bonuses are not included. The yearly extra payment has been discounted for 2013 and 2014. Source: Human Resources The salary of the UB’s general manager, excluding three-yearly increments and perfor- mance-related bonuses, is 4.91 times the salary of the lowest-earning PAS (again excluding three-yearly increments and performance-related bonuses). STAff COSTS staff costs relative to total expenditure (millions of euros) 2013 2014 2015 2016* Staff costs 264.45 264.12 279.471 284.644 Total expenditure (including all capital expenditure and variations in financial assets and liabilities) 384.847 371.93 417.633 381.489 Total expenditure (including only operating costs) 343.05 340.09 358.035 351.316 Percentage of staff costs over total costs (including all capital expenditure and variations in financial assets and liabilities) 68.72% 71.01% 66.92% 74.61% Percentage of staff costs over total costs (including only operating costs) 77.09% 77.66% 78.06% 81.02% * Provisional data. Source: Economic Planning and Budgeting 73 31-12-2013 31-12-2014 31-12-2015 31-12-2016 Percentage PAS 2.76 2.72 3.05 2.82 Percentage PDI 0.79 0.75 0.87 0.93 Total percentage 1.41 1.34 1.5 1.47 Source: Human Resources The percentage of PAS at the UB who have some kind of recognized disability is 2.82%. Among PDI, the percentage falls to 0.93%. Data for this indicator have been obtained by the UB through voluntary self-report declarations by employees for the purposes of applying tax deductions to their pay, as provided for by the pertinent fiscal legislation. Employees with functional diversity 74 Level of official studies of employees8 8. The figures are from 31 December of each year. Thus, the data for 2016 are from 31 December 2016. level of official studies of all employees 2013 2014 2015 2016 PhD 3,739 3,686 3,831 3,802 Holders of pre-EHEA degrees or diplomas 2,837 2,945 3,084 3,287 Total 7,542 7,597 7,796 7,985 Source: Human Resources level of official studies of teaching and research staff (pdi) 2013 2014 2015 2016 PhD 3,598 3,563 3,703 3,678 Holders of pre-EHEA degrees or diplomas 1,592 1,751 1,829 2,035 Percentage of PDI who are PhD holders 0.69 0.67 0.67 0.64 Total 5,190 5,314 5,532 5,713 Source: Human Resources 75 society level of official studies of administrative and service staff (pas) 2013 2014 2015 2016 PhD 141 123 128 124 Holders of pre-EHEA degrees or diplomas 1,245 1,194 1,255 1,252 Upper secondary school education graduates 411 431 598 521 Vocational training 259 257 121 224 Obligatory secondary school graduates 296 278 162 151 Total 2,352 2,283 2,264 2,272 Source: Human Resources 76 UB staff receive ongoing training to improve and refresh their skills and to apply these skills in their daily work. TRAINING fOR PAS The UB’s unit Corporate Training manages training services. Each year, it prepares a training plan that includes a variety of face-to-face and blended courses in response to the professional and personal training needs of both administrative and service staff. In addition, tuition assis- tance is available, for example, to study official languages of the European Union at the UB’s School of Modern Languages or at the Escola Oficial d’Idiomes. Self-access learning resources are also available. In 2016, the UB has been particularly active in training its management staff in the following areas: • English: weekly intensive courses from 9 am to 5 pm, with lunch included, for groups of eight people. • Leadership and communication: specific workshops to develop leadership and self-knowledge competences using the DISC programme. Another highlight is the specific workshops aimed at all staff to develop knowledge of Law 39/2015 of 1 October on common administrative procedures for public administrations. Mention should also be made of the communities of practice (CoP), which were created to enable staff to learn to adapt to changes arising at work and to carry out their functions with the highest possible quality. The CoPs represent a new teamworking methodology in which professionals in the same area meet to share knowledge and obtain products and services. + information Staff training 77 society PAS hOURS Of TRAINING Below is a table9 showing the number of PAS training hours broken down by gender and em- ployment category. detailed breaKdown of pas training hours by gender and employment category for 2016* total hours average hours per staff member total number of registrations average hours per enrolment total number of employees registered for training activities average hours per staff member that is trained Women 41,546.75 28.69 3,570 11.64 1,264 32.87 Men 14,883 18.06 1,290 11.54 626 23.77 Civil servants 35,366.75 38.57** 3,078 11.49 941 37.58 University- contracted staff 21,063 15.54 1,782 11.82 949 22.19 Total 56,429.75 24.84 4,860 11.61 1,890 29.86 ** The calculation of the average for each staff member uses the figure at 31 December. In 2016, for example, the average hours for women is the result of dividing the PAS total training hours of women in 2016 by the number of PAS staff at 31 December 2016. ** It appears incongruous that the average number of training hours per PAS civil servant should be greater than the average number of training hours per PAS civil servant receiving training (that is, that there are more PAS civil servants being trained than PAS civil servants working at the University). The reason for this situation is that the staff figure (917) is taken from 31 December, whereas data on workers being trained (941) were collected throughout 2016. Logically, in the course of 2016, training was given to PAS civil servants who had ceased to be PAS civil servants at the UB by 31 December (151 employees). Source: Human Resources 9. The table only shows data for 2016 because the manner of calculating training hours has been chan- ged with respect to prior years. Whenever it is appropriate to make a comparison with the previous year, a remark is offered and the data are added in brackets. 78 report on social responsibility 2015-2016 As the table above shows, the average hours of training corresponding to women are signifi- cantly higher than the average hours of training for men (28.69 hours per woman; 18.06 hours per man). Also, civil servants receive more training than university-contracted staff (38.57 hours per civil servant; 15.54 hours per university-contracted staff). The average number of training hours in courses held at the UB is nearly 12 hours and the average hours per staff member engaged in training activities is 29.86. training hours for ub group and pdi delivered by corporate training in 2016 ub group pdi total number of registrations total hours total number of registrations total hours Women 103 1,727 6 107 Men 19 297 2 28 Total 122 2,024 8 135 Source: Human Resources While the main recipients of the training activities run by Corporate Training are PAS staff, PDI and UB Group staff are sometimes able to register and take part. In both of the latter cases, the trend in attendance is the same as the one seen in the previous table: women are attending more training than men. Evaluation of courses taken by PAS The table below shows the marks given by users of Corporate Training courses, grouped by area. The scale is from 1 to 8. 79 society area course marK instructor marK ICT 6.7 7.26 Communication 6.51 6.18 Organization and quality 7 7.66 Health, safety and the environment 6.41 6.9 Law 6.73 7.41 Foreign languages 6.92 7.48 Management skills 6.84 7.36 Academic management and performance assessment (SED) 5.8 6.3 Learning and Research Resources Centre 7.13 7.45 Laboratories and animal facilities 7.2 7.62 Personal development 6.1 7.5 Electronic administration 6.5 7.7 Mobility 7.4 7.9 Source: Human Resources Fulfilment of targets for 2015-2016 All of the targets have been met, except the one to create courses for new professional profiles linked to the management of quality processes in official courses of study. Objectives for 2017 • To meet the training needs that are put forward and to provide more courses aimed at specific needs. • To achieve higher course evaluation marks, reaching an average of 7 out of 8. • In the case of instructor marks, to keep the results similar to current ones. • To adapt PAS members to Web 2.0 tools. • To offer specific courses to meet the needs arising from adapting procedures to online administration, in response to demand. • To continue training middle managers to be able to implement the new organizational model. • To reinforce the learning of English through weekly intensive courses, given the good re- sults and reception of the courses in 2016. TRAINING fOR TRS The UB’s Institute of Education Sciences (ICE) runs training for PDI to improve their perfor- mance level at work. + information In the academic year 2015-2016, the ICE has offered the following training programmes: 80 report on social responsibility 2015-2016 tr ai ni ng p ro gr am me s in t he a ca de mi c ye ar 2 01 5- 20 16 a im ed a t im pr ov in g th e co mp et en ce s of t ea ch in g st af f co mp et en ce in m et ho do lo gy co mp et en ce in co mm un ic at io n an d in te rp er so na l s Ki ll s co mp et en ce in th e pl an ni ng a nd ma na ge me nt o f t ea ch in g co mp et en ce in tr ai ni ng in ic ts de si gn a nd d ev el op me nt of r es ea rc h tr ai ni ng p la n in la ng ua ge s to a ch ie ve in te rn at io na li za ti on in t ea ch in g ma st er ’s d eg re e in u ni ve rs it y te ac hi ng fo r ne w le ct ur er s – Le ar ni ng m et ho do lo gi es – M ea ni ng fu l t ea ch in g an d le ar ni ng in th e tw en ty -fi rs t c en tu ry un iv er sit y (2 e di tio ns ) – Le ar ni ng m or e, te ac hi ng le ss : ke ys to d ev el op in g au to no m ou s le ar ni ng (2 e di tio ns ) – Se ss io n on st ud en t-c en tr ed tr ai ni ng in a fl ip pe d cl as sr oo m – W or ks ho p on st ud en t-c en tr ed tr ai ni ng in a fl ip pe d cl as sr oo m – En th us ia sm in th e cl as sr oo m : ke ys to d es ig ni ng m ot iv at io na l le ar ni ng – Le ar ni ng a ss es sm en t w or ks ho p – Ca se st ud ie s a s a d eg re e pr og ra m m e m et ho d – H ow st ud en ts le ar n: le ar ni ng st ra te gi es – D ev el op m en t o f c re at iv e th in ki ng – En tr ep re ne ur sh ip a nd te ac hi ng : en tr ep re ne ur ia l m et ho ds in th e cl as sr oo m – Se ss io n on le ar ni ng b y do in g: Ap S pr oj ec ts – W or ks ho p on le ar ni ng b y do in g: Ap S pr oj ec ts – Th e ga m ifi ca tio n of h ig he r ed uc at io n – M ak in g le ar ni ng fu n: b ey on d sq ua re o ne – Ed uc at io na l t ra in in g: le t’s im pr ov e le ar ni ng in th e sc ie nc es an d te ch no lo gy – H ow to im pr ov e un iv er sit y cl as se s: co m m un ic at io n, pa rt ic ip at io n an d m ot iv at io n of st ud en ts a nd W eb 2 .0 su pp or t t oo ls – Ed uc at io n an d vo ca l t ec hn iq ue – De sig ni ng e ffe ct ive pr es en ta tio ns : th in k, th in k, th in k an d th en c re at e – Co m pe tit iv e de ba te in th e cl as sr oo m : t he fo un da tio ns of p er su as io n – Le ad er sh ip a nd co m m un ic at io n in th e cl as sr oo m – Ti m e m an ag em en t an d ad m in ist ra tio n – St re ss m an ag em en t – Se ss io n on un iv er sit y m an ag em en t: “C re at iv e M an ag em en t of C ha os ” – Cr ea tiv e M an ag em en t o f Ch ao s w or ks ho p – Ta sk -o rie nt ed ev al ua tio n an d gr ad eb oo k in M oo dl e 2. 4 – M ak in g th e m os t of y ou r v irt ua l cl as sr oo m : de sig ni ng a nd co nfi gu rin g a “le ss on ” i n M oo dl e – In tr od uc tio n to L aT eX – Th e co nn ec te d cl as sr oo m : te ac hi ng st ra te gi es fo r n et w or ki ng in th e M oo dl e en vi ro nm en t – Le ar ni ng a nd co lla bo ra tiv e w or k on lin e an d in th e M oo dl e en vi ro nm en t – Le ar ni ng : in tr od uc - tio n to th e us e of c el l p ho ne s i n th e cl as sr oo m – M ob ile d ev ic es in th e cl as sr oo m : fr om e ne m y to fr ie nd – Th e M oo dl e cl as s- ro om : le ar ni ng a nd te ac hi ng a t th e UB – M ak in g th e m os t o f yo ur v irt ua l c la ss - ro om : d es ig ni ng an d co nfi gu rin g a “le ss on ” i n M oo dl e PR O G RA M M E FO R YO U N G R ES EA RC H ER S – M od ul e 1. In tr od uc - tio n to re se ar ch an d re so ur ce s – M od ul e 2. T ec hn iq ue s to im pr ov e re se ar ch – M od ul e 3. M an ag in g R& D : t ra ns fe r ac tiv iti es , in no va tio n an d en tr ep re ne ur sh ip O TH ER R ES EA RC H TR AI N IN G – In tr od uc tio n to re se ar ch to ol s 2 .0 – Ba sic c ou rs e in R pr og ra m m in g la ng ua ge – M ul tiv ar ia te st at ist ic al te ch ni qu es – W rit in g as a p ar t o f th e re se ar ch p ro ce ss – Th es es , d oc to ra l st ud en ts a nd re se ar ch : w he re a re th e hu m an a nd so ci al sc ie nc es g oi ng a t th e UB ? – Au to D isc ov er y: au to m at ic e xp lo ra to ry da ta a na ly sis so ft w ar e – W hy a nd h ow to do re se ar ch w ith a ge nd er p er sp ec tiv e – O ra l s ki lls fo r t ea ch in g & re se ar ch p ur po se s (u pp er -in te rm ed ia te ) (5 g ro up s) – O ra l s ki lls fo r t ea ch in g & re se ar ch p ur po se s (a dv an ce d) (5 g ro up s) – Ba sic sk ills a nd to ol s t o te ac h su bj ec ts c on te nt in E ng lis h (5 g ro up s) – Ba sic sk ills a nd to ol s t o te ac h su bj ec ts c on te nt in E ng lis h II – In te rm ed ia te E ng lis h, m od ul e 1 – In te rm ed ia te E ng lis h, m od ul e 2 – El em en ta ry E ng lis h, m od ul e 2 – In te rm ed ia te E ng lis h, m od ul e 1 – In te rm ed ia te E ng lis h, m od ul e 2 – In te rm ed ia te E ng lis h, m od ul e 1 – In te rm ed ia te E ng lis h, m od ul e 2 – En gl ish , le ve l 5 , m od ul e 1 – En gl ish , le ve l 5 , m od ul e 2 – Ad va nc ed E ng lis h 1, m od ul e 1 – Go od re ad in g sk ills in E ng lis h – Pr of es sio na l p re se nt a- tio ns in E ng lis h – Ta rg et a ud ie nc e: n ew UB le ct ur er s a nd gr an th ol de rs w ith in st ru ct io na l t as ks – Q ua lifi ca tio n: UB -s pe ci fic m as te r’s de gr ee , a da pt ed to B ol og na a nd to ta llin g 60 E CT S cr ed its – Ge ne ra l o bj ec tiv e: to p ro vi de b as ic tr ai ni ng to n ew le ct ur er s t o en ab le th em to p ur su e a pr oc es s o f pr of es sio na liz at io n as u ni ve rs ity in st ru ct or s – Th e 60 E CT S cr ed its ar e sp re ad o ve r t w o ac ad em ic y ea rs , w ith w ee kl y w or ks ho ps on te ac hi ng is su es So ur ce : I CE 81 society PDI hours of training breaKdown of pdi training hours by gender* total hours cost of staff training (hours) total number of registrations average hours per enrolment total number of employees registered for training activities average hours per staff member 2012-2013 Women 29,480 12.36 – – 1,841 16.01 Men 18,558.5 6.34 – – 1,159 16.01 Totals 48,038.5 9.04 – – 3,000 16.01 2013-2014 Women 35,732.1 15.20 – – 1,446 24.71 Men 22,450.4 7.91 – – 999 22.47 Totals 58,182.5 11.21 – – 2,445 23.80 2014-2015 Women 36,587.5 15.14 – – 1,745 20.97 Men 20,213 6.99 – – 1,006 20.09 Totals 56,500.5 10.64 – – 2,751 20.54 2015-2016 Women 36,965.35 14.62 3,662 10.09 2,276 16.24 Men 18,376.45 6.12 2,028 9.06 1,318 13.94 Totals 54,341.80 9.82 5,690 9.55 3,594 15.12 * The calculation of the average for each staff member uses the figure at 31 December in the year in which the academic year begins. In the academic year 2015-2016, for example, the average is the result of dividing the PDI total hours of training in the academic year 2015-2016 by the number of PDI staff at 31 December 2015. The data on total registrations and average hours per registration have been collected for the first time in the academic year 2015-2016 and no data is available for previous years. Source: ICE The number of PDI receiving training has risen 30.64% relative to the academic year 2014-2015 (from 2,751 to 3,594). However, the average hours of training per PDI has fallen from 10.64 in the previous academic year to 9.82. Women continue to register a higher average in their hours of training than men do (14.62 for women compared to 6.12 for men). Evaluation of courses taken by PDI For all courses organized by the ICE, participants receive a satisfaction questionnaire in which they give marks to various aspects of the courses, such as the contents, format, instructors, etc. The questionnaires use a scale of 1 (minimum satisfaction) to 6 (maximum satisfaction). Based on the results, a report is prepared for each academic year. In the academic year 82 report on social responsibility 2015-2016 2015-2016, 77% of the courses have received an overall satisfaction level of between 5 and 6 and no course had an overall satisfaction level lower than 4. Objectives for 2017 • To date, the assessment of ICE courses has never been shown because there are more than 50. For 2017, however, the courses will be grouped according to the competences they ad- dress and this will enable a table with user assessment of ICE courses to be included in the next Report on Social Responsibility. COSTS Of STAff TRAINING This section looks in detail at the costs of staff training, both for PDI and PAS, at the Universi- ty of Barcelona. budget for pas training 2013 2014 2015 2016 Cost of staff training (euros) 176,987.40 187,406.60 163,990 209,305.15 Cost of staff training (euros)* 75.25 82.09 72.43 92.12 * The calculation of the average for each year uses the figure at 31 December of that year. In 2016, for example, the average is the result of dividing the PAS total hours of training in 2016 by the number of PAS staff at 31 December 2016. Source: Human Resources 83 society The costs of PAS training have risen in 2016 with respect to previous years. costs of pdi training (euros) 2013 2014 2015 2016 Direct expenses Training costs covered by the UB 143,553.68 121,428.98 108,383.65 145,325.88 Subsidized costs 57,285.61 75,881.38 77,565.60 78,893.95 Total 200,839.29 197,310.36 185,949.25 224,219.83 Indirect costs Staff costs 483,369.58 488,143.76 495,048.15 516,788.31 Costs related to hiring classroom space 9,760.00 13,200 28,960 35,360 Total 493,129.58 501,343.76 524,008.15 552,148.31 Total spending on PDI training 693,968.87 698,654.12 709,957.40 776,368.14 Spending on PDI training has risen since 2015, reaching a total of 776,368.14 euros. The increase is a result of the rise in indirect costs, given that direct costs have fallen for the fourth year in a row. It is also notable that the direct costs covered by the UB have fallen for four consecutive years, while the direct costs covered by subsidies have risen over the same four years. 84 The Office for Health, Safety and the Environmental Issues (OSSMA) oversees the health and safety of staff at the UB. + information TYPES Of wORK-RELATED ACCIDENTS AND ILLNESS AND NUmBER Of CASUALTIES The scheme covering the work-related accidents and illness of UB staff is set out in previous reports on social responsibility. The table below gives a summary of work-related accidents and illness for staff10 covered by the mutual insurance company for occupational accidents and illness in 2016. (This does not in- clude staff affiliated with the Mutualitat General de Funcionaris Civils de l’Estat.) The average number of associated staff in the reporting period11 was 6,979. worK-related injuries or illnesses number leave granted in days degree of severity medical leave relapse mild severe very severe fatal Injuries in itinere 28 0 940 28 0 0 0 Injuries in working hours 22 0 919 22 0 0 0 Work-related illness 1 0 24 1 0 0 0 Total 51 0 1,883 51 0 0 0 Source: OSSMA 10. The data only include UB staff (not UB Group staff). 11. The data cover from January to December 2016, inclusive, and correspond to notifications of workplace injuries managed by Mutua Universal in the Delt@ and IGATT Systems and to work-related illnesses managed by the Observatori de Malalties Professionals (CEPROSS). Safety and occupational risk prevention 85 society As the table above shows, there have been 50 workplace injuries and 1 work-related illness, which led to 1,883 days of medical leave. During the same period, there have been 56 injuries that involved no medical leave. STAff IN jOBS ThAT hAvE A hIGhER LIKELIhOOD OR RISK Of ILLNESS Many UB employees, because of their work, have a higher likelihood or risk of developing one of the workplace illnesses established under current regulations. Many of these individuals work in research activities, however, and the exposure time is not typically comparable to the exposure time in industry. The groups with a higher likelihood or risk of developing workplace illnesses are set out below: 1. Staff who work with biological agents, human beings and animals (researchers in Medicine, Biology, Pharmacy, etc. and cross-functional services such as dissecting rooms, medical ser- vices and animal facilities). 2. Staff who work with carcinogenic, mutagenic or toxic chemical products (researchers in the faculties of Chemistry, Pharmacy, Medicine, Dentistry, etc.). 3. Staff who work with particular physical agents: ionizing radiation, nuclear magnetic reso- nance, ultraviolet rays, lasers (CCiT, radioactive facilities in UB faculties/university schools, chemistry and biology laboratories, etc.). 4. Staff who perform repetitive motions (lending in the libraries, certain office activities, load handling, etc.). 86 report on social responsibility 2015-2016 STAff REPRESENTED ON hEALTh AND SAfETY COmmITTEES All employees are represented on the Committee in accordance with obligations established under articles 34 and 35 of Law 31/95 of 8 November on the prevention of occupational risks, with which the UB fully complies. The Committee has 16 members who are selected by various groups representing all UB staff and 16 representatives of the University management who are selected by the rector. The table below has a new column added to the right to show the num- ber of staff in each group in order to display the disproportion in the number of representa- tives (over-representation of PDI civil servants and a very clear under-representation of uni- versity-contracted PDI). number of staff representatives number of institutional representatives approximate number of employees* Publicly contracted PDI 7 1,846 University-contracted PDI 1 3,686 Publicly contracted PAS 4 954 University-contracted PAS** 4 1,310 Total 16 16 7,796 ** Data extracted from the UB Report 2015-2016. In 2016, the total number of UB staff was 7,796 (5,532 PDI and 2,264 PAS). (The data for 2016 appearing in the UB Report 2015-2016 refer to 31 December 2015.) In addition, the PDI total is equivalent to 3,863 PDI FTE. ** This includes temporary staff. Source: OSSMA Article 35 of the Law on the Prevention of Occupational Risks stipulates that the number of employee representatives (prevention delegates) on the Health and Safety Committee in any company with more than 4,000 employees must be eight. The regulations that govern how the Committee operates were approved on 19 October 2004 and the number of institutional representatives was increased to 16 to ensure better representation of the faculties, university schools and transversal units. In parallel, given the parity of the Committee, the number of prevention delegates was also increased to 16 in accordance with the distribution indicated in the table above. This distribution has remained constant: it has not been changed despite significant variations in the number of people in the different groups. The Committee meets at least four times a year in keeping with regulations. At the UB, this requirement is met. The OSSMA has a legal obligation to provide the Health and Safety Committee with the annu- al report and schedule of the Prevention Services. The same law also requires the preparation, implementation and application of a prevention plan for occupational risks that sets out the relevant organizational structure, responsibilities, functions, practices, procedures, etc. The Gov- erning Council approved the Prevention Plan in 2011, and it will remain in force as long as no changes are introduced. The Prevention Plan indicates that the UB must annually prepare a plan of prevention objectives. 87 society hEALTh AND SAfETY ISSUES COvERED IN fORmAL AGREEmENTS wITh TRADE UNIONS subject content Health and Safety Committee meetings The Committee meets once a quarter. There were four meetings in 2016. Participation of employee representatives in action carried out by the Prevention Service Employee representatives are informed of the annual objectives of the Prevention Service and they receive specific notification in the case of significant action. Representatives are entitled to accompany Prevention Service specialists on assessments, visits and verifications of compliance with the regulations. Representatives also have access to information and documents on staff working conditions, within the limitations established by law relating to the monitoring of staff health. Specific actions The Support and Mediation Office, Equality Unit and OSSMA have defined the competences in the area of harassment and conflict, particularly in the regulations of the Support and Mediation Office and in the protocols on sexual or gender harassment and on how to manage psychosocial cases. Two mandatory reports have been prepared on the application of article 22.1 of the Law on the Prevention of Occupational Risks in relation to mandatory health check-ups. The Committee has taken part in processes to manage psychosocial cases. Source: OSSMA All important decisions on the subject of risk prevention in the workplace taken by the UB must be made in consultation with staff representatives through the Health and Safety Com- mittee. ACTIONS TO PREvENT OCCUPATIONAL RISKS • The implementation of the Induction Plan12 undertaken in the last quarter of 2015 has con- tinued in an irregular manner. Over 300 staff members have signed the prevention commit- ment, but only a portion have individually completed the actions laid out in the plan: infor- mation, training, activity statement and medical check-up. • The Executive Committee of the CRUE sector committee on sustainability has approved the protocols put forward by the working group on occupational risk prevention and they have been submitted for approval to the CRUE plenary session at Miguel Hernández University in 2017. The approved protocols are: – Calculation of management indicators for the prevention of occupational risks at univer- sities. – Responsibility for the provision of services to prevent occupational health and safety risks. • In the area of Self-Protection Plans (SPP), the following actions have been taken: – The SPP of the Faculty of Biology has been modified to meet the requirements of the Directorate General for Civil Protection. Still outstanding is the training of the interven- tion teams and medical services. – A theoretical and practical course on real fire suppression has been given. The course was specifically aimed at stage two SPP intervention teams, but it was also extended to re- maining staff. Attendance totalled 187 staff (143 PAS and 44 PDI). 12. The OSSMA’s Induction Plan aims to facilitate compliance with current regulations on workplace and environmental risk prevention and to facilitate information and advice to all staff on guidelines for action in this area so as to prevent workplace accidents and carry out adequate environmental management. The Induction Plan lays out a series of actions that must be taken by OSSMA and staff in accordance with the commitment undertaken in the signing of employment contracts. 88 report on social responsibility 2015-2016 – The University has been accredited to provide a basic training programme in automated external defibrillators (AED) and to seek formal renewal of the certification in accordance with Decree 355/02 regulating the use of AED by non-medical staff. – The UB has held its first informational day on how to take action with people with disa- bility in case of emergency. – Current regulations require annual drills in the buildings that are required to have an SPP. A drill has been conducted in the Faculty of Economics and Business (two buildings), the Faculty of Philosophy, the Faculty of Geography and History, the Faculty of Psychology, the Josep Carner Building and the building at 2 Baldiri i Reixach. The required report has been written for each drill, indicating the identified problems and possible solutions. • In the area of risk assessments for UB staff, a variety of actions have been taken. Highlights include: – Assessment of structural risks in Buildings A and B of the Faculty of Pharmacy. Based on the assessment, a series of proposal have been put forward. – Assessment of risks in the Faculty of Fine Arts. In coordination with an outside prevention service, the most important risks have been identified and assessed. They affect the ac- tivities carried out in the Faculty (printmaking, sculpture, painting, design, welding, irradia- tion, etc.) and the machines, tools and chemical products that are used in the pursuit of these activities. Risks have also been assessed in relation to the infrastructure, electrical installations, gas installations, the extraction of fumes, etc. In 2017, notification will be sent to staff and to the individuals responsible for adopting prevention measures. – Most of the individual risk assessments arising from the Induction Plan have been carried out. The prevention experts at OSSMA have conducted regular inspections, investigated accidents at the faculties and university schools, and managed requests relating to adapta- tions of the workplace for particularly sensitive staff. – In the area of psychosocial assessment, no general assessment has yet been carried out in any building. However, there have been assessments of smaller units at the Faculty of Law, the CCiT and among PAS working at the Cabinet at the Rector’s Office. – In terms of interventions in the specific management of psychosocial cases, there has been a significant increase and this is now the largest part of the effort in the psychosocial area. The interventions also require coordinated action with the unit on occupational medicine. • In the area of occupational medicine, a variety of actions have been taken: – Specific regular check-ups for pre-established groups: staff in radioactive and nuclear magnetic resonance facilities, in dissecting rooms, in animal facilities, staff who are studio instructors, and life models. – Specific regular check-ups for staff in the Faculties of Law, Economics and Business, Phi- losophy, and Geography and History, the SAE, Publications and Editions, and the CCiT. – Medical check-ups of especially sensitive staff and for maternity protection. – Voluntary medical check-ups at the special request of staff. – Medical check-ups associated with psychosocial processes and assessments for the adap- tation of workplaces. – Vaccinations relating to the hazards of activities and in collaboration with healthcare authorities. – Urgent attention in the case of accidents in laboratories, studios and other spaces. • In terms of training, OSSMA has delivered several courses: – Courses on occupational risk prevention. 89 society – Online course in time management, equivalent to 6 hours of training, aimed at all PAS staff, with content designed in coordination with the Office of Corporate Training to cover basic content on health and safety at work. The course has been taken by 1,851 staff, a figure representing more than 80% of all PAS at the UB. • In compliance with their required two-yearly review, the air filtration systems of all biosecu- rity cabinets, laminar flux and gas extraction cabinets in the various UB faculties and univer- sity schools have been rated to ensure user safety. The table below shows the results: location total satisfactory unsatisfactory Bellvitge campus 35 26 9 Faculty of Biology 81 66 15 Faculty of Pharmacy 69 47 22 Faculty of Medicine (Clínic) 54 48 6 Others 15 11 4 Total 254 198 56 Departments have been informed of any specific problems with unsatisfactory cabinets in order to adopt measures to achieve a satisfactory rating. • OSSMA has worked with other units to develop a protocol for UB governing bodies to “manage information and establish actions to take in the case of an emergency that may affect members of UB groups abroad or external groups at the UB”, which was approved by the Governing Council on 12 May 2016. • In 2016, the UB set up the Biosecurity Committee to provide guidance, assessment and sup- port to the University in any activities of scientific research and teaching that involve the use of biological agents and to ensure compliance with the obligations set out in regulations on biosecurity. • The Office of the Vice-Rector for Teaching and Research Staff has taken steps to adapt working conditions for teaching and research staff who face difficulties in carrying out their functions as a result of physical limitations that nevertheless do not prevent them from teaching or carrying out research. In keeping with the assessment of the UB’s medical services, the Office of the Vice-Rector issues resolutions indicating any adaptations that must be made in the allocation of any teaching and research staff who are affected and then sends the resolutions to the pertinent departments. In the academic year 2015-2016, eight adaptation resolutions have been issued in relation to staff allocations. Objectives for the academic year 2017-2018 • To analyse the situations of gradual ageing among PDI and implement policies for genera- tional replacement. • To promote active ageing through the integration of older people in the university community and in society at large. • To facilitate the access of retired people to all university services. 90 The UB is implementing measures to assist PAS with work-life balance and time management at work. wORK-LIfE BALANCE The UB has continued to offer a pool of 56 hours annually to PAS staff to enable them to achieve better work-life balance. In 2016, the workforce has requested a total of 90,951 hours, a figure that is slightly lower than 2015 (91,651 hours). Of the total hours, 72.76% re- late to personal duties and errands, 17.13% to taking care of children, and 6.77% to taking care of parents. This project is overseen by a general monitoring committee involving the Office of the Vice-Rector for Administration and Organization, Human Resources and members of the CCOO and UGT trade unions. The monitoring committee meets at least once a year to review the scheduled activities and make training proposals. This project and the time management project with training and practical application fulfil one of the agreements reached in work timetable negotiations signed on 19 February 2013. TImE mANAGEmENT PROjECT wITh TRAINING AND PRACTICAL APPLICATION Based on the agreement mentioned above, PAS staff who voluntarily sign up for the project have 15 minutes a day within the workday to organize their tasks as effectively as possible. To have access to the 15 minutes in 2016, they had to take an online training course on occu- pational risk prevention, the environment and social provision, and to complete a satisfaction Policies, projects and actions to address special PAS needs 91 society questionnaire. The course was 6 hours in length and had to be completed between 6 June and 30 September 2016 (which was extended to 17 October). A total of 1,851 PAS staff completed the course (compared to 1,814 in 2015), representing 79.31% of all PAS staff. Of the total PAS completing the course, 68.13% were women. The results of the satisfaction questionnaire are set out below: • 86.55% were very or completely satisfied with the course. • 59.52% would strongly or completely recommend the course to colleagues. For 2017, the following proposals need to be taken into account: • To improve the technical and organizational resources. • To disseminate the survey results among all PAS staff. • To add an indicator to quantify the number of people who have completed all editions of the course linked to this project. PLAN fOR ThE mANAGEmENT Of ExPERIENCE This project, which was launched in 2015, is aimed at PAS members who are civil servants and are turning 60 years old. Participation in the project is voluntary. In 2016, 52 people took part (compared to 40 in 2015) and they were offered the opportunity to participate in a series of activities designed for individuals nearing the end of their professional career. The participants are given a maximum of 100 hours a semester to spend on the scheduled activities. Based on the agreements reached in 2015, a joint committee was set up to define and monitor the project’s specific lines of action. After the first year in operation, the committee has been structured into a General Monitoring Committee and two subcommittees that meet at least twice a year to evaluate the Plan. In 2016, the 52 participants in the project had a maximum of 100 hours per semester from their work timetable to spend on the scheduled activities. Their allocations of these hours are set out below: • 7 individuals have verified that they were involved in social responsibility projects and spent 100 hours on these projects. • 11 individuals have spent the hours on activities outside work found for them by the Uni- versity. • 27 individuals have completed the course on occupational risk prevention, the environment and social provision. • 7 individuals have spent the hours on social responsibility projects identified for them. CALL fOR fINANCIAL ASSISTANCE TO PEOPLE CARING fOR DEPENDENT mINORS wITh fUNCTIONAL DIvERSITY This programme has been described in the section on the UB Solidarity Foundation. In 2017, the Foundation will no longer manage the programme, which will be run directly by the UB. 92 report on social responsibility 2015-2016 Fulfilment of targets 2016 • The work-life balance project, the time management training and application project and the call for financial assistance to people caring for dependent minors with functional diver- sity are well established and have been well-received among the university community. • The Plan for the Management of Experience, after two years in operation, is also becoming established as a highly valid option for PAS staff who are 60 years of age or older. Objectives for 2017 • To teach a course on social responsibility and its application at the UB within the context of the time management project, using materials prepared by the OCI and Dr Isabel Vidal, in order to train PAS staff at the University (over 2000) in social responsibility. • To prepare timetable regulations to reconcile work-life balance with the convening of meetings. 93 UB OmBUDS OffICE The Ombuds Office is responsible for upholding the rights and freedoms of the student body, teaching and research staff and administrative and service staff before the various entities and services of the University. It also acts in the permanent provision of information regarding the functioning of the UB. + information Cases addressed The table below shows the trend in the number of cases addressed over the past four years. The information distinguishes the gender of the individual submitting a complaint or request and the group to which he or she belongs. cases addressed 2012-2013 2013-2014 2014-2015 2015-2016 Total 139* 128** 92 112 % cases resolved 69% 87.6% 95.9% 90.3% PDI 6 9 10 7 PAS 8 5 7 4 Students 122 103 68 95 Other 3 11 7 6 Women 87 66 39 75 Men 48 57 53 37 ** The total for women and men is 135 (not 139) because four cases involved groups. ** The total for women and men is 123 (not 128) because one case was anonymous and another case involved a group (including five men and women). Source: Ombuds Office Bodies to manage conflicts and disputes among University stakeholder groups 94 report on social responsibility 2015-2016 As the table shows, the Ombuds Office has dealt with 112 cases in the academic year 2015- 2016. In addition, 9 requests have not been accepted for various reasons (some are inadmissi- ble by law, some involve writings by people who cannot be considered members of the univer- sity community even in the broadest sense, some are cases that refer to the university system in general, etc.). Source: Ombuds Office Users by group Other 5.36% PAS 3.57% PDI 6.25% Students 84.82% As in previous years, the group that turned to the Ombuds Office by far the most is students (84.82%). Men 33.04% Women 66.96% Source: Ombuds Office Users by gender In the case of gender, the percentage of women (66.96%) who contact the Ombuds Office is greater than the percentage of men (33.04%). Type of dispute The types of disputes have varied greatly. However, the most common issues concern: • assessment (16 cases) • enrolment (12 cases) • grants (11 cases) • transition to the European Higher Education Area (5 cases) Of the 112 total cases, the Ombuds Office has referred 45, because the individual involved had not gone formally to the competent authority (before coming to the Ombuds Office, it is necessary to exhaust all formally established avenues). In referral cases, the Ombuds Office 95 society has indicated to the individual involved where and how to submit a request to the pertinent authorities, and has monitored the situation. The Ombuds Office has a collection of bibliographic resources that were described in the previous Report on Social Responsibility. SUPPORT AND mEDIATION OffICE The Support and Mediation Office is an open place where UB staff can come and express their concerns and problems. All of its services are offered on the basis of confidentiality to protect the anonymity and privacy of users. Year after year, the Support and Mediation Office is becoming established as an ideal tool for the resolution of interpersonal disputes in the workplace. Thanks to the modification of its internal regulations in 2016, the number of students gaining access to its services has in- creased sharply. + information Cases addressed cases addressed* 2014 2015 2016 Total cases 22 20 19 % cases resolved** 90.91% 94.12% 94.74% Total number of people attended 56 44 36 PDI 13 3 5 PAS 40 38 24 Students*** 3 3 7 Women 38 33 21 Men 18 11 15 PDI women 5 2 0 PAS women 31 28 16 Students, women 2 3 5 Students, men 1 — 2 PDI men 8 1 5 PAS men 9 10 8 *** The cases addressed also include cases from the prior year that had not yet been resolved. *** The calculation of the percentage of cases resolved does not include student cases that were referred to the Office of the Vice-Rector for Students. *** In 2014 and 2015, these cases were always referred to the Office of the Vice-Rector for Students, but starting in 2016 the Support and Mediation Office now offers its services to students as well. Source: Support and Mediation Office 96 report on social responsibility 2015-2016 Of the 19 cases that the Support and Mediation Office managed in 2016, 18 were resolved. These cases involved a total of 36 members of the university community. The table below shows the users by group. Source: Support and Mediation Office Users by group PDI 13.89% Students 19.44% PAS 66.67% As the table above shows, the group that made the greatest number of requests to the Sup- port and Mediation Office was PAS employees (66.67%). Interestingly, the disputes arising in the student group have been resolved with very good results. Men 42.70% Women 58.30% Source: Support and Mediation Office Users by gender This year, student access to the Support and Mediation Office has led to an equalization of the figures by gender, resulting in a more accurate reflection of reality at the UB. Sources of consultation The figure below shows the sources of cases received by the Support and Mediation Office. Friends/ colleagues 41.18% Web 31.58% Centre manager 26.32% Other units 15.78% Source: Support and Mediation Office Sources of consultation In 2016, the sources of consultation by which cases reach the Support and Mediation Office have become more balanced. This is the result of an effort to improve communication with other UB units (15.78%) and of the confidence of faculty and university school administrators, who continue to believe in the results offered by the Support and Mediation Office (26.32%). In any event, direct access via the Support and Mediation Office’s website or telephone (31.58%) and the advice of colleagues who are familiar with the Support and Mediation Of- fice’s offering (41.18%) continue to be the most common sources of consultation. 97 society Case management • Personal attention • Mediation • Intermediation • Referral The figure below shows a breakdown by case management of the 19 cases addressed by the Sup- port and Mediation Office in 2016. Notably, 2 mediations have been carried out successfully. Personal attention 37% Intermediation 16% Referral 37% Mediation 10% Fuente: Gabinete de Atención y Mediación Case management Fulfilment of targets 2016 • As established in the previous Report on Social Responsibility, the target to offer the Sup- port and Mediation Office’s services to students has been met. Objectives for 2017 • To disseminate the Support and Mediation Office’s services more widely among the student body. • To improve the database with computer software. • To continue improving social cohesion, together with other UB units. Objectives for 2018 The following objectives are additions to the ones already set in the previous Report on Soci- al Responsibility: • Database – To update the database, adding new parameters to facilitate statistical studies. – To improve the security of the database in order to protect the confidentiality of personal data more efficiently. • Diffusion – To present the Support and Mediation Office to the Conference of Deans. – To hold awareness-raising sessions in the UB’s various faculties and university schools. • Training – To conduct mediation training aimed at PDI staff. • Coordination – To improve the systems of coordination among the various units that work with people. 98 The UB unit dedicated to equality seeks to achieve equality for everyone in the university community. +information During the academic year 2015-2016, reports have been prepared to assess the actions carried out as part of the Second Equality Plan, and work has been done to lay the foundations to negotiate the content of the Third Equality Plan, which will serve to consolidate the equality policies of the University and push ahead toward the main objective of achieving equality be- tween men and women in our community. To prepare the Third Equality Plan (Governing Council, February 2016), a committee has been set up, meetings have been held to create the UB’s diagnostic indicators, and a questionnaire has been created and sent to the entire university community to find out the real situation as it pertains to equality. Below is a detailed list of the actions and projects undertaken by the Equality Unit in the aca- demic year 2015-2016. Actions and projects carried out • Disseminating teaching and research activities carried out to promote the gender perspective by means of the UB’s Internet-based channels of communication and disseminating activities carried out as part of the official commemorations held on 8 March, International Women’s Day, and on 25 November, International Day for the Elimination of Violence against Women. • Offering a support service for the entire university community, as a comprehensive protec- tion measure against gender-based violence. Equality 99 society • Ensuring that the UB protocol for prevention, detection and action against situations of sexual or gender harassment, approved during 2013-2014, is applied as a measure to pro- hibit conduct contrary to the dignity of the individual and to proclaim the right to equality and non-discrimination on the grounds of gender. • Approving and rolling out the procedure by which transsexual and transgender people in the UB community can change their names. • Organizing specific training activities against gender-based violence. For example, from Sep- tember to November 2016, a transversal project entitled “Cuida’t, cuida” was aimed at the entire UB student body, offering tools for sexual and affective relationships that are safe and healthy. The training was supplemented by a contest on Twitter: participants had to tweet an image related to building healthy sexual and affective relationships, together with a caption. Prizes were awarded at the closing ceremony for the academic year. • Promoting participation in networks that foster the exchange of information and the development of joint activities in order to carry out cooperation projects involving na- tionally and internationally renowned professionals, as a measure to optimize and expand the initiatives and activities carried out by the equality committees in the UB’s faculties and university schools. • Participation in the following networks: – Vives University Network working group on gender equality – Network of Gender Equality Units for University Excellence – Catalan Women’s Institute – Women in Science Committee of the CIC 100 report on social responsibility 2015-2016 Fulfilment of targets for 2015-2016 • Although work on the preparation of the Third Equality Plan has begun, the final version is not yet ready. • The cases submitted through the UB protocol for prevention, detection and action against situations of sexual or gender harassment have been managed well. • Efforts have continued on raising awareness and offering tools to prevent gender-based violence. • The target to organize students, PAS and PDI to take action against gender-based violence has been met. Talks on equality at the University have been held in all faculties, a bulletin is now published on the website of the Equality Unit, and people close to the Unit have been trained in order to improve their effectiveness. • On 25 November, a manifesto was prepared against the escalation of gender-based violence in Spain, particularly the use of violence of control among young people. Objectives for the academic year 2016-2017 • To prepare the Third Equality Plan. • To prepare the internal regulations of the Equality Unit and the various committees in the faculties and university schools to improve their management. • To raise awareness of the discrimination against women in all areas, particularly at the UB; to promote a culture of zero tolerance against gender-based violence; to ensure that cases submitted through the Protocol are managed well and that the necessary improvements are made; to offer training to all groups to provide them with tools to prevent and stop gender-based violence, and to organize and participate in public activities to draw attention to the issue. 101 This is the first time bank in the Catalan public university system and it is open to the partici- pation of the entire university community. The Time Bank is a network in which people mutually help one another through the exchange of services, skills and knowledge, and the only currency is time. All activities have the same value and what is exchanged, therefore, is the number of hours spent helping another person. In this way, members can meet needs without requiring money to do so. The Time Bank also encourages social relations within the UB, creating and strengthening ties among the university community, and promoting cooperation, social engagement and solidarity. + information The table below shows the figures relating to the initiative from 2013 to 2016: 2013 2014 2015 2016 Number of participants 147 264 290 295 Active advertisements 15 32 34 34 Source: Cabinet at the Rector’s Office Time Bank initiative responsibility to the environment and the community 103 The UB tender procedure, which is governed by law, is based on the principles of competition and objectivity and it guarantees equality of opportunity among all potential suppliers in the awarding of contracts. With other parts of the public administration, the UB shares a transversal conception of public tenders in the service of broader principles and values. This conception involves the transforma- tion of public tenders into an instrument in the service of social responsibility, creating a tool that goes beyond the mere execution of a particular building project, the provision of a service or the procurement of a supply. Based on this conception, the OCI prepared a document to include terms and conditions of a social nature in tender decisions. After validation by the UB’s Legal Services, the document was approved in late 2015 for application across the University as a whole. Fulfilment of targets for 2015-2016 • Terms and conditions of a social nature have been included in the relevant UB contracts as tiebreakers among the bidding companies. However, the tender instructions approved by the Governing Council regarding terms and conditions of a social nature have not yet been incorporated into the UB’s tenders. Suppliers 104 Service-learning projects offer an approach to teaching and research that integrates service to the community and academic learning in a single project where students learn about the real needs in the environment in order to make improvements. It is, therefore, an ideal methodology to incorporate social responsibility in higher education and exercise the UB’s civic commitment toward its surroundings. In recent years, the role of service-learning projects has grown as a teaching approach at the UB. Below is a brief description of the main areas of service-learning projects being imple- mented at the UB. SERvICE-LEARNING GROUPS AT ThE UB The service-learning working group at the UB has been meeting since 2013 to work on dissemi- nating and extending service-learning projects at the UB. The working group is completely inter- disciplinary in nature. Its members include teaching staff from several faculties and areas of knowledge: Fine Arts, Biology, Earth Sciences, Education, Law, Philology, Medicine and Health Sciences (Medicine and Nursing), Pharmacy and Food Sciences, Economics and Business, Geo graphy and History, and the UFR School of Social Work. The four primary aims are: • To identify the various projects being pursued at the UB that are close to the idea of ApS and share its philosophy and main components even though they did not originate as part of this approach. • To publicize and promote service-learning projects as an approach that can respond in an integrated manner to the three missions of the UB (teaching, research, and knowledge transfer) and to do so from a perspective that is aligned with social responsibility. Service-learning projects 105 society • To carry out joint service-learning projects that enable transversal work and work across faculties. • To work for institutional recognition and ensure the quality of service-learning experiences. In the academic year 2015-2016, the main actions carried out by the ApS Group at the UB are: • Formalizing the UB’s ApS Group as an ICE working group and inviting all individuals in- volved in ApS projects to join. • Providing training to the ApS coordination group, which is made up of the ApS group coor- dinators in each faculty. • Incorporation of the teaching staff at the Faculty of Biology and the UFR School of Social Work into the ApS Group. • Design, implementation and evaluation of the first period of the transversal ApS project called “Sharing ideas: the university goes to school”, initiated in the academic year 2015-2016 with support from the Office of the Vice-Rector for Teaching and Language Policy as a teaching innovation project. • Organization of the launch for “Learning by doing: service-learning (ApS)” as part of the Third Conference on Service-Learning at the University of Barcelona, in collaboration with the ICE. • Organization of the workshop “Learning by doing: service-learning (ApS)” in collaboration with the ICE, for the practical development of projects, based on specific cases and real needs, in small groups. • Studying the possibilities of recognizing and consolidating service-learning at the UB, in collaboration with the Office of the Vice-Rector for Teaching and Language Policy. • Presenting the ApS Group’s work at various national and international academic conferences: 7th National Conference of the Service-Learning Projects University Network and 2nd Inter- national Conference of the Service-Learning Projects University Network (Santiago de Compostela, 2016); 9th International Conference on University Teaching and Innovation (Bellaterra, 2016); 16th National Conference and 7th Ibero-American Conference on Peda- gogy (Madrid, 2016), and the European Regional Research Conference on Service-Learning and Community Engagement (Bologna, 2016). In addition, various members of the ApS Group have given presentations on service-learning in terms of its field of application at various specialist workshops, seminars and conferences. • Participation in service-learning project networks: Catalan University Network of Ser- vice-Learning Projects, Spanish University Network of Service-Learning Projects and the Ibero-American Service-Learning Projects Network. Interested parties can follow the project and work of the ApS Group in greater detail on Twitter (@grupApSUB). Objectives for the academic year 2016-2017 • To continue efforts to promote ApS in areas where it is not yet known. • To continue the work initiated to gain recognition for ApS with the new rector’s team. • To push forward with the projects and their embedding in the faculties and university schools in order to increase the level of quality. • To achieve visibility for the ApS efforts carried out at the UB. 106 report on social responsibility 2015-2016 ThE RIGhT TO RIGhTS SERvICE-LEARNING PROjECT The Right to Rights project (started in 2006) seeks to improve the training of students and promote the defence and exercise of the rights of the most marginalized individuals and groups. The project brings together the UB, various social organizations and some public and professional bodies. Various activities are carried out, such as placements, preparation of reports and workshops, legal advice, publication of texts, organization of workshops and preparation of research studies. The project works to achieve the objectives set out in the previous Report on Social Responsibility. + information Work on the project is organized around legal clinics on specific topics. In the academic year 2015-2016, the legal clinics have been: • Fight Against Impunity • Immigration • Functional Diversity • Women’s Rights • Real Estate Law and Mediation • Rights of Persons, Local Syndicates and Women in Management • Consumer Rights • Human Rights • Gender and Anti-discriminatory Rights • Environmental Law • Administrative Practice in Immigration and Refugee Law • Civil Rights • Social Rights • General Law • Prison Law • Protection of Children and Adolescents Publications and bachelor’s degree final projects prepared in the context of the Right to Rights project are available for consultation. Interested parties can follow the activity of the Right to Rights project on its Twitter account. Fulfilment of targets for 2015-2016 • It has not been possible to verify fulfilment of the targets set in the previous Report on Social Responsibility, because the Right to Rights project has not provided the relevant information. Objectives for the academic year 2016-2017 • To publish a collective book with the legal and learning experiences from the Right to Rights project in recent years. • To promote research linked to the work carried out in the various legal clinics. 107 society SERvICE-LEARNING PROjECTS AT ThE fACULTY Of EDUCATION The Faculty of Education has carried on with the efforts begun by the former faculties of Pedagogy and of Teacher Training to incorporate service-learning projects into its depart- ments. The aim is to institutionalize the work and consolidate the minimum sustainable infras- tructure for implementation. The table below provides a detailed look at the various ApS models being pursued at the Faculty. Service-learning in the first year of studies First-year students who start any of the bachelor’s degrees of the Faculty are offered the op- portunity of a first-hand training and civic experience linked to their studies and valued and recognized with academic credits. project description company/institution participants Friends of reading Help for students in primary and secondary school to improve their reading skills and enjoy reading. Education Consortium of Barcelona 37 Support for at-risk children and young people Individual educational support for children and young people at risk of social exclusion, at a key moment in their education. Association de la Fondation Étudiante pour la Ville 1 Source: Service-learning groups at the Faculty of Education Service-learning in the second to fourth year of studies Students in the second, third or fourth year of bachelor’s degrees at the Faculty have a wide range of opportunities from which to choose depending on their interests or training needs. These options are valued and recognized with academic credits. project description company/institution participants Physical Education and Social and Educational Intervention Organization of sessions of motor play for prisons and mental health centres. Directorate-General for Prisons and Resources of the Government of Catalonia Catalan Federation of Associations of Relatives and People with Mental Health Problems 52 Raising Smiles School tutoring programme for minors in shelters or care homes. Daydream Foundation 3 Open Minds Social Club Spaces focusing on recreational activities for the social inclusion of people suffering mental disorders. Sant Pere Claver – Solidarity Service Foundation 1 Rossinyol project Weekly time with a child introducing him or her to different parts of the city, recreational and leisure venues, and areas of cultural production. Solidarity Service Foundation 7 Study tutoring in a multicultural context Supervision of a group of four or five children in primary education within the Som-hi project to offer tutoring one day a week. Migra Studium Foundation 1 ▶ 108 report on social responsibility 2015-2016 project description company/institution participants Learning support in a project work context Extraordinary classroom support for students with special educational needs, whose families are broken or who are at risk, in a context of profound change in the educational methodology being used in schools. Maria Sabastida School Choir 1 In Full Faculties Participation in a project to give information and advice on drugs and sexuality to the university-age population. Health and Community Foundation 1 Smiles in youth centres Summer camp for schoolchildren in Morocco and support in the creation of public spaces that can increase the respect for and value of school, helping instructors in the educational community in three areas, school, family and community, through the training of volunteers and/or instructors. Katxima Community Development Association 8 Spending time with seniors living in care homes Spending time with seniors living in care homes in the city of Barcelona. Solidarity with Seniors Association of Barcelona 3 Classes with immigrants Preparing and teaching classes relating to language learning, digital technologies, and literacy for immigrant youths and adults, and giving personal and professional support to users. Casc Antic Inclusion and Training Space 1 For inclusive schooling Giving support to teachers and students with special educational needs. La Ginesta Special Education Centre 4 Educational support Support and tutoring for children whose families cannot give them educational support. Development, Inclusion and Social Action 1 Cognitive stimulation and social and educational intervention Group expression, communication and motor-social dynamics with inmates in psychiatric or geriatric units in the men’s prison in Barcelona (La Modelo). Association for Participation, Action and Movement in Society 6 Educational tutoring at Al Vent! Educational tutoring in a socialization and learning space focusing on homework and the study and reinforcement of instrumental subjects, while prioritizing habits, routines and group work. La Vinya Foundation 2 Bocins Open Recreational Centre Support combining recreation, sport, workshops, educational tutoring and many other transversal activities for working in groups and various other skills, with the aim of involving the families of children and youths in the daily life of the centre. La Vinya Foundation 1 Source: Service-learning groups at the Faculty of Education 109 society Service-learning in individual subjects The teaching staff in a number of subjects of the Faculty’s bachelor’s degrees and master’s degrees have incorporated service-learning as a new element in their teaching methodology: project service subject degree Support for the Barcelona Magic Line Obra Social Sant Joan de Déu Ethics, Values and Social Education Social Education Educational intervention in projects focusing on stories, reading, psychomotor skills, visual arts and gardening, among others Barcelona: La Maquinista School, La Farigola School, La Llacuna School, Fluvià School, L’Univers School Santa Coloma de Gramenet: Riera Alta School Sant Adrià de Besòs: Sant Adrià Library Classroom Intervention in an Early Childhood Education Classroom Teacher Training in Pre-School and Primary Education Recovering the historical memory of the neighbourhood through an intergenerational project Social Education Platform of La Mina – Sant Jordi Salesians (Sant Adrià de Besòs) Communication and Documentation Social Work Values education projects Organizations selected by students Axiology and Values Education Education Anti-rumour campaign of the Barcelona city council Barcelona Anti-Rumour Strategy within the Barcelona Interculturality Programme Interculturality, Immigration and Social Work Education Research on the social need for values, and design of an intervention and community action project Organizations selected by students Axiology and Values Education Education ICT workshops in venues for seniors Direcció de Serveis a les Persones i al Territori for the Eixample district (Barcelona city council) Teaching and Learning in the Digital Society Education Social and sporting activities Men’s prison in Barcelona (La Model) Interculturality, Immigration and Social Work Education Creation of a project linked to http://www.365beats.org/ for the smallest children Sant Joan de Déu Placement Social Education Social and educational project for young children in hospital Red Cross TFG Education Source: Service-learning groups at the Faculty of Education 110 report on social responsibility 2015-2016 Objectives for the academic year 2016-2017 • To increase the number of participants in the Faculty’s service-learning projects. • To improve the acquisition of content linked to the bachelor’s degrees and related to the ser- vice-learning activities so that participants obtain learning related to their future profession. • To ensure that research studies represent good academic work and have complete social utility, that is, to ensure that the studies are agreed with the various social agents in profes- sional fields that teach at the Faculty and, therefore, that they respond to the need to pro- duce useful knowledge for the resolution of real and specific difficulties. • To build relationships with other faculties and university schools engaged in service-learning to improve its dissemination. It is particularly crucial to collaborate in the development of service-learning at the UB as a whole and to take part in solving issues that affect all faculties. SERvICE-LEARNING PROjECTS AT ThE fACULTY Of ECONOmICS AND BUSINESS The Faculty of Economics and Business has pursued three major lines of activity in relation to service-learning projects: • Starting in the academic year 2014-2015, there is a new line of final projects called Social Pro- jects. Selecting this option, students in Economics, Sociology or Business Administration and Management develop lines of study proposed by Finançament Ètic i Solidari, an association that promotes ethical banking. Through this experience, students can gain first-hand expe- rience of ethical banking and finance as a viable alternative to the traditional financial system. + information • In the academic year 2015-2016, a new line has been created for bachelor’s degree final projects. The basis of study is the L’Economista cooperative (a shop in the Faculty of Eco- nomics and Business), which is the last remaining cooperative for students, teaching staff and PAS at the University. The bachelor’s degree final projects revolve around improvement proposals for the cooperative and the ensuing results. • Students can also do external placements in social organizations, which receive ECTS credits, for approximately three and a half months. This approach is primarily intended for students in the bachelor’s degree in Sociology and the university master’s degree in Sociology: Social Transformations and Innovation. However, it is open to any bachelor’s degree or master’s degree student at the Faculty. Since academic year 2015-2016, the Faculty of Economics and Business has also promoted the Caritas award for the bachelor’s degree final project with the best social content. This activity is carried out by Caritas and Universities with Heart, with which the UB has signed a collabo- ration agreement. In the first edition of the prize-giving, two bachelor’s degree final projects were recognized ex aequo. 111 society Objectives for the academic year 2017-2018 • To expand the thematic lines of bachelor’s degree final projects linked to service-learning. • To include as participants in the workshops/lectures of the “Sharing Ideas” project the stu- dents who are doing bachelor’s degree final projects so that this collaboration becomes part of their learning. • To continue promoting service-learning among the Faculty’s teaching staff through workshops and other sessions. “ShARING IDEAS: ThE UNIvERSITY GOES TO SChOOL” SERvICE-LEARNING PROjECT The “Sharing Ideas: The University Goes to School” project began in the academic year 2015- 2016 with support from the Office of the Vice-Rector for Teaching and Language Policy as a teaching innovation project of the UB’s ApS Group. Teaching staff from various areas of knowledge have taken part, turning it into a transversal project. The project involves students in bachelor’s degrees or master’s degrees working in pairs to prepare lectures/workshops on topics of general interest relating to their studies and then going to secondary schools in Bar- celona to share them. The typical format is to give an explanation of roughly 20 minutes, fol- lowed by a half-hour workshop or debate. The project builds on the idea that one of the issues in our society – which is increasingly hy- per-informed and yet faces greater difficulties to create meaningful knowledge – is the lack of thoughtful opinions and reasons to act or adopt new behaviours. What the project offers is a space to debate topics of importance with two objectives in mind: 1. To disseminate information. 2. To stimulate spaces for debate (which is the best way of building a thoughtful and mobilizing opinion). 112 report on social responsibility 2015-2016 The Education Consortium of Barcelona is a key member in this project, because it circulates the proposals and acts as a lynchpin between the University and host secondary schools. The table below shows the work carried out as part of the project during the academic year 2015-2016: “sharing ideas”: information on the first period (september to december 2015) secondary school title faculty students class groups students Centre Escolar San Francisco* Entrepreneurship in the classroom Economics 2 2 50 How does a substance become a medicine? Medicine 3 2 50 Col·legi SIL Epidemics: remains of the past? Medicine 2 1 16 Jesuïtes de Gràcia - Col·legi Kostka Toxic relationships: workshop with partner Education 2 2 53 Working for the common good: service-learning Education 2 2 44 What’s wrong with my grandfather who shakes and has trouble walking? Medicine 3 2 49 IEA Oriol Martorell Do we speak languages or dialects? Philology 2 1 28 IES Infanta Isabel d’Aragó Using the creative methods of artists Fine Arts 2 1 18 Drug use: is it a crime? Law 2 1 18 How does a substance become a medicine? Medicine 3 1 42 Escola Vedruna Àngels Let’s not play with bullying! Education 3 1 25 Escola Tecnicoprofessional Xavier Vaccines, the most effective preventive tool: truth or lie? Medicine 2 1 12 Travelling microbes or travellers with microbes? Medicine 2 1 17 Vaccines against cancer? Medicine 2 1 21 Institut Galileo Galilei Do we speak languages or dialects? Philology 2 1 48 IES Vila de Gràcia Social lectures Education 4 2 60 Institut Montjuïc Do you use 2.0 tools to study? Education 2 2 37 What happens to my brain when I drink alcohol? Medicine 3 3 61 Institut Anna Gironella de Mundet Altruism, solidarity, ApS Education 4 2 60 IES Milà i Fontanals Values education Education 4 2 60 INS Ventura Gasol Abusive relationships Education 3 4 100 IE Les Vinyes We are stardust! From the Big Bang to Planet Earth Geology 2 2 37 Total: 14 22 7 56 37 906 * The lectures/workshops at CE San Francisco involved two class groups (the third and fourth years of ESO) and each talk was given to the two groups. This is why the total number of students in the third and fourth years comes to 50. Source: Service-learning groups at the UB 113 society “sharing ideas”: information on the second period (february to june 2016) secondary school title faculty students class groups students Centre d’Estudis Dolmen First aid: basic life support (BLS) and the use of semi-automatic defibrillators (AED) Nursing 4 5 118 Posture habits and relaxation to prevent back pain Nursing 4 3 60 Jesuïtes Sarrià - Sant Ignasi Using the creative methods of artists Fine Arts 2 2 40 Multinationals: do they have duties? Law 3 6 156 How does advertising influence what people eat? Medicine 2 6 150 Pharmaceutical education in the promotion of healthy living habits: ideas to prevent harmful levels of alcohol consumption Pharmacy 16 6 152 Jesuïtes Casp - Sagrat Cor de Jesús Toxic relationships: workshop with partner Education 2 2 53 Cannabis, genetics and mental disorders: is there any connection? Biology 2 2 60 IES Infanta Isabel d’Aragó Why is gender-related violence on the increase among young people? Law 2 1 30 Salesians Rocafort What is homophobia? Law 1 3 77 Escola Vedruna Àngels Pharmaceutical education in the promotion of healthy living habits: ideas to prevent harmful levels of alcohol consumption Pharmacy 3 1 25 Human rights: from theory to practice Law 2 1 24 Institut Vall d’Hebron Using the creative methods of artists Fine Arts 2 2 48 Art, light and life Fine Arts 2 2 37 How to improve my health through exercise and relaxation Nursing 2 1 40 IEA Oriol Martorell What can the present tell us about our linguistic past? Philology 2 1 20 IES Galileo Galilei Ramon Llull: thinking, writing and transforming the world Philology 2 2 43 What can the present tell us about our linguistic past? Philology 2 2 43 Col·legi SIL Recycling: reanimating matter Fine Arts 2 1 34 INS Josep Mestres i i Busquets Using the creative methods of artists Fine Arts 2 2 50 IES Príncep de Girona Interconnecting ideas: let’s use dyes from the vegetable garden and the flower garden Fine Arts 2 1 18 Experiences from the viewpoint of art, nature and sustainability Fine Arts 2 1 20 Secció d’Institut Bosc de Montjuïc Let’s not play with bullying! Education 2 2 50 Why is gender-related violence on the increase among young people? Law 2 2 48 How does advertising influence what people eat? Medicine 2 2 51 ▶ 114 report on social responsibility 2015-2016 “sharing ideas”: information on the second period (february to june 2016) secondary school title faculty students class groups students Institut Flos i Calcat Pharmaceutical education in the promotion of healthy living habits: ideas to prevent harmful levels of alcohol consumption Pharmacy 3 1 20 Cannabis, genetics and mental disorders: is there any connection? Biology 2 1 23 What are we like, who are we, what will we become: is it all written in our genes? Biology 2 1 26 Institut l’Alzina Let’s not play with bullying! Education 2 3 78 Vaccines, the most effective preventive tool: truth or lie? Medicine 2 1 15 Posture habits and relaxation to prevent back pain Nursing 2 2 53 What are we like, who are we, what will we become: is it all written in our genes? Biology 2 1 25 Institut Montjuïc How to improve my health through exercise and relaxation Medicine 1 1 24 IES Guillem de Berguedà What can the present tell us about our linguistic past? Philology 2 1 29 IES Jaume Balmes What can the present tell us about our linguistic past? Philology 2 1 23 Total: 18 36 8 91 73 1,756 Source: Service-learning groups at the UB Objectives for the academic year 2017-2018 • To reach more public secondary schools. • To increase the number of lectures on offer and the number of lectures given. • To open participation to other university teaching staff and to other faculties. 115 The UB Alumni Agency is a service aimed at former students, PAS and PDI staff who have not graduated from the UB, people who have studied for some period at the UB but have not graduated and, lastly, anyone who has a special tie to the UB and applies for membership. The goal of this service is to help maintain their ongoing association as members of the UB com- munity so that they can bring their experience and knowledge to the growth and improvement of the institution and so that the institution can help them in their pursuit of lifelong learning and their professional careers. + information UB Alumni Clubs and the Alumni Council In 2016 UB Alumni had seven clubs in total and 53 members on the Alumni Council. results 2013 2014 2015 2016 Council members 58 60 55 53 Number of clubs 31 32 32 7 Source: UB Alumni The number of clubs has been significantly reduced (from 32 to 7) after an analysis of the volume of activity in the preceding three academic years. The Club of the University of Experience has been newly opened. Members include students and former students who are 55 years old or more and have taken a training programme in the University of Experience. UB Alumni 116 report on social responsibility 2015-2016 Activities In 2016, UB Alumni organized 59 activities representing two broad types: activities organized as part of one of the subject clubs and activities associated with Career Services and Employ- ment. The number of activities has risen 23.72% since 2015, when 45 activities were held (the pre- vious Report on Social Responsibility erroneously put the number at 47) and the number of attendees stood at 2,071. People attending activities (talks, lectures, workshops, competitions and more) were asked to complete a questionnaire rating the quality of the activity and identifying areas for improvement. The table below shows the evolution of participant satisfaction in recent years: results 2012 2013 2014 2015 2016 Percentage of satisfied users 83.3% 85.7% 83.60% 87.20% 84.44% Source: UB Alumni Fulfilment of targets 2016 • To organize 55 activities. The number of organized activities was 59. The target, therefore, has been met. • To achieve a satisfaction level of 85%. The overall satisfaction for the activities was 84.44%. The target, therefore, has been missed by a very small amount. • To reorganize and energize the clubs, grouping them by areas, reducing their number and increasing their activity. The target to reorganize and energize the clubs has been met: the number was reduced to 7, which have all been very active. • To improve the website so that it is more oriented to members and the services on offer. The website has been revamped. The structure is now more dynamic and visually attractive, and there has been an improvement in communication about activities. Quicker-to-use reg- istration forms for activities have also been introduced. As a result, the target has been met. • To invigorate the job bank for graduates. The shortcomings of the job bank (difficulties in how the application functions) have been analysed and improvements to the online platform were implemented at the end of the year. The figures for 2016 are set out below: – Total offers published: 1,510 (2.1% more than in 2015). It should be remembered that the job bank was not operational for five weeks while changes were made to the platform. – Total candidates: 5,362 (5.6% more than in 2015). – Total companies: 1,062 (23.8% more than in 2015). In addition, the offering of individualized career advice for members has been consolidated in 2016. A total of 21 individual sessions were held, with subsequent follow-up on the esta- 117 society blished course of action. This type of service has more than doubled since 2015, which closed with nine career counselling sessions. • To increase the number of members. The year closed with 5,198 members, a figure that is 2.36% more than in 2015. This repre- sents a sustained increase. Overall, more than 23,000 people have been members of UB Alumni at some point. • To open new lines of communication 2.0 to publicize organized activities. Priority has been given to revamping the website to make it easier to use and more intu- itive and there has been an increase in the communication of activities via social media. twitter 2014 2015 2016 Followers 1,288 1,681 1,903 Source: UB Alumni This reflects an increase of 22.17% since 2015. facebooK 2014 2015 2016 Followers 2,293 2,434 2,741 Source: UB Alumni This reflects an increase of 11.2% since 2015. Activities relating to career services have been publicized through the UB’s LinkedIn profile, increasing the audience to all UB graduates. Objectives for 2017 • To maintain a similar amount of activity to 2016 and achieve a satisfaction level of 85%. • To strengthen the job bank, particularly for new UB graduates, and to publicize the new functionalities of the online platform. • To optimize online mailings to lower costs and carry out follow-up. • To work on membership loyalty through filtering communications for groups with similar interests. • To increase the number of members by offering a portfolio of services that are attractive to UB graduates. • To turn the website into a tool to publicize all activities of UB Alumni and to create a mem- bership directory as a networking tool. • To continue developing a rapid and effective communication link with members through social media (primarily Twitter). 118 + information Since the academic year 2010-2011, the University of Experience has offered a series of univer- sity courses aimed at learners aged 55 years and older. The courses last one to three years and the subjects are taught by UB teaching staff. A mixed teaching model is used: the specific subjects are combined with (optional) subjects from bachelor’s degree programmes in the various departments affiliated with the training programme. The University of Experience performs an important social service: • No prior training or education is required for admission. • It offers university training and promotes culture among older members of society. • To facilitate the integration of older people in the sociocultural context of the University. • To encourage inter-generational communication through university studies. • To offer a meeting place where students can share a new cultural experience. The University of Experience also offers part-time UB teaching staff an opportunity to remain connected to the institution’s projects, strengthening their working and teaching relationship with the UB. The table below shows the University of Experience course offering: University of Experience 119 society programmes year 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Libraries and archives in the digital era 1st Education and transformation 1st Languages and literatures 1st 2nd Extension Psychology 1st 2nd Extension Philosophy 1st 2nd Extension Health sciences 1st 2nd History of art 1st 2nd Extension History, society and territory 1st 2nd Extension Food and gastronomy 1st 2nd Astronomy and meteorology 1st Extension Biology: man and biodiversity 1st 2nd Philosophy (Badalona) 1st History of art (Badalona) 1st Source: University of Experience 120 report on social responsibility 2015-2016 As the table above shows, the University of Experience offered a total of 27 courses in 11 pro- grammes during the academic year 2015-2016. The number of courses is greater than the num- ber of programmes because some programmes offer advanced courses. In the academic year 2015-2016, the University of Experience has had a total of 1,114 stu- dents. Of the total, 586 (52.60%) were starting a programme and 528 (47.40%) were students in their second year or beyond. In terms of additional activities, the choral group Coral Gaudium and a theatre group have become well established. Fulfilment of targets for 2015-2016 Two new groups have been created in Philosophy and History of Art so that these disciplines can also taught in Badalona. This has opened up 100 additional places and everyone who preregistered has obtained a place. The target, therefore, has been met. Objectives for the academic year 2016-2017 • To add a new programme to the offering in order to open up the greatest possible number of UB disciplines to the society at large. 121 Safeguarding the health of staff and students and promoting healthy habits are priorities of the UB. In this respect, the UB joined the Catalan Network of Healthy Universities and the Spanish Network of Healthy Universities in April 2011. The aim of these two networks is to promote environments that support healthy habits. +information Objectives for the academic year 2016-2017 • To add cards with information on the warning signs for eating disorders and on sexually transmitted diseases in the student folders given out each year. • From October 2016, to give talks on eating disorders and sexually transmitted diseases to PDI and PAS. Health Promotion 122 The year 2016 has been marked by the implementation of a programme, launched in 2015, to receive refugees and other people from conflict zones. Another highlight is that the qualitative changes made in previous years have been maintained. These include a shift in the relative weight of activities devoted to social action in comparison to development cooperation (this shift was initiated in 2013). The increased importance put on social action is explained by the firm commitment of the Foundation to pursue activities aimed at the most vulnerable groups who are closely linked to the territory as a response to the terrible impact of the economic crisis and the exponential decline in the resources available for international cooperation activities. INTERNATIONAL DEvELOPmENT COOPERATION PROjECTS Any projects mentioned in previous reports have links to past descriptions. • Promoting a culture of public policy assessment from a perspective of gender and human rights monitoring in the eastern region of Morocco Period of execution: 2015 and 2016 • Support to the Oujda community plan for good governance and sustainable water management Period of execution: 2015-2017 UB Solidarity Foundation 123 society mAjOR SOCIAL INTERvENTION PROjECTS Any projects mentioned in previous reports have links to past descriptions. • The PAULA peace education programme This year’s activities have included: – Delivery of 16 workshops on comics for human rights – Delivery of 49 workshops on research for peace – Assistance on 67 research studies Participants include: – 28 secondary schools in 9 municipalities – 8 local administrations – More than 1,500 secondary school students – More than 100 secondary school teachers – 53 upper secondary schools, participating in the Prize in Research for Peace – 15 master’s degree or postgraduate students Period of execution: 2005-2016 • Research for Peace: Programme supporting research Period of execution: 2016-2017 • Research for global citizenship Period of execution: 2015-2017 • Interdependent, jointly responsible In late 2016, a project was launched to promote understanding of the Sustainable De- velopment Goals and their potential use in education on human rights and global citi- zenship. Period of execution: 2016-2017 • Defending the defenders: support for human rights defenders to have an impact on humane security policies in Catalonia This involves actions and proposals to continue the fight for human rights, tackling insti- tutional repression and violence, and to demand security grounded in the defence of these rights. Period of execution: 2015-2017 • Observatory on human rights and conflict Period of execution: 2016 • UB programme in support of refugees and people fleeing conflict zones Period of execution: 2015-2017 • Mare Nostrum project The Mare Nostrum project was launched in April 2016 in response to the refugee crisis and local resettlement. The project has three areas of activity: trainer training aimed at local grassroots organizations and the local public administration; analysis and dissemination of 124 report on social responsibility 2015-2016 the conflict through the Solidarity Observatory and a photography exhibition; and the preparation of a good practices manual on the role of local efforts in peace-building and post-conflict reconstruction. Period of execution: 2016 and 2017 • The Higher Education Supporting Refugees in Europe (inHERE) project to facilitate refugees’ access to higher education The UB is a European member institution of the inHERE project, which was launched in Rome in September 2016. The purpose of the project is to facilitate the access and integra- tion of refugees at European universities. In the context of the project, the UB Solidarity Foundation will lead the Living Lab, which seeks to foster knowledge, exchange, development and assessment of initiatives, activities and projects aimed at promoting refugees’ access to higher education. The project is organized into three main areas of action: – Compiling and disseminating good practices to institutions of higher learning on the sub- ject of facilitating the integration of refugee students. – Building awareness in the university community on the welcoming of refugees, providing training and guidance and empowering universities to become active change agents. – Disseminating experiences, results and recommendations to institutions of higher learn- ing, the networks in which they take part, etc. Period of execution: 2016-2018 • Tardor Solidària (Autumn for Solidarity) Period of execution: 2016 • Technical assistance provided to local councils in the area of cooperation, peace edu- cation and social action Period of execution: 2016 • Social intervention project in the Barcelona neighbourhood of Torre Baró In 2016, the project included social, educational and cultural activities, such as the cele- bration of International Women’s Day, which featured a talk by Dr Dolors Bramon. Collabora- tion agreements were signed with associations and schools in the northern part of the Nou Barris district to give them support in new technologies and provide them with equipment to improve their integration of digital technology. Period of execution: 2016 • Interculturality as a positive factor among young people in the Besòs-Barcelonès Nord area Period of execution: 2015-2016 • Call for financial assistance to people with dependent minors The call has resulted in some 30 awards of assistance for a total of 47,120. Period of execution: 2016 • European Observatory on Memories In 2016, the UB continued to build the network of organizations associated with the Obser- vatory and organized a variety of seminars and workshops in relation to public policies on 125 society memory and the use of public space, addressing the different locations of the institutions in the network: Barcelona, Madrid, Milan, Ljubljana, Tarragona, Istanbul and Brussels. Period of execution: 2013-2016 OThER PROGRAmmES • Fun and Sports Day bringing together UB students and the Quatre Camins Youth Detention Centres. • Fun and Sports Day bringing together UB students and people with mental disorders from the FECA-FAMM (the Catalan Federation of Associations of Relatives and People with Mental Health Problems). • Participation in the solidarity committees of the Vives University Network and of the Cata- lan Association of Public Universities. • Solidarity campaigns organized jointly with UB Volunteering (toy collection, book collec- tion, food collection, blood drive, etc.). • Agreement to welcome placement students from training programmes for autistic youth at Specialisterne, part of the Creapolis hub. • Agreement with the Formació i Treball Foundation to address the employment of individuals at risk of exclusion. • Agreement to welcome individuals of limited intelligence from the Catalan Association of Inte- gration and Human Development to do work placements at the UB Solidarity Foundation. 126 report on social responsibility 2015-2016 ECONOmIC RESOURCES INvESTED IN COOPERATION PROjECTS AND SOCIAL PROjECTS The table below shows financial resources from outside funding sources (including contributions in kind, such as the provision of venues, voluntary or non-voluntary work, and expenses on venues covered by local partners), as well as the UB’s own financial investments in these projects. Promoting a culture of public policy assessment from a perspective of gender and human rights monitoring in the eastern region of Morocco € 30,409.93 Support to the Oujda community plan for good governance and sustainable water management € 37,296.39 The PAULA peace education programme € 56,000.00 Research for Peace: Programme supporting research € 106,000.00 Interdependent, jointly responsible € 25,000.00 Research for global citizenship € 127,100.00 “Defending the Defenders”: support for human rights defenders to have an impact on humane security policies in Catalonia € 111,865.00 Observatory on human rights and conflict € 14,830.00 Support programme for people from conflict zones € 238,013.04 Mare Nostrum project € 38,953.50 The European inHERE project to facilitate the access of refugees to higher education € 43,120.00 Tardor Solidària (Autumn for Solidarity) € 5,722.00 Technical assistance provided to local councils in the area of cooperation, peace education and social action € 66,011.13 Social intervention project in the Barcelona neighbourhood Torre Baró € 32,736.86 Interculturality as a positive factor among young people in the Besòs-Barcelonès Nord area € 92,500.00 Call for financial assistance to people with dependent minors € 41,120.00 European Observatory on Memories € 237,446.20 Total € 1,304,124.05 Source: UB Solidarity Foundation BUDGET The table below shows the percentage of the economic resources of the Solidarity Founda- tion invested in development cooperation projects and in social action projects in relation to the overall Solidarity Foundation budget. budget 2016 Total budget € 837,369.84 Investment in development cooperation and social actions € 716,802.14 % of total budget invested in development cooperation and social actions 85.60% Source: UB Solidarity Foundation 127 society Fulfilment of targets for 2015-2016 All of the objectives set in the previous report have been met. Objectives for 2017 • To continue work on current projects. • To launch new projects and collaborate on projects launched by other institutions and or- ganizations. • To continue with social action initiatives. 128 The Office of the Vice-Rector for Institutional Relations and Culture has taken part in a wide variety of cultural activities, whether in an organizational capacity or in collaboration with other UB units and other public and private institutions. The vast majority of these activities are free and open to the general public. Music The UB hosted its 29th Season of Music, bringing 24 public concerts to the Paranymph in the UB’s Historic Building. As part of the season, the UB Orchestra gave two Christmas concerts featuring the University of Barcelona Choir, the UB’s Schola Cantorum and Contrapunto Vo- cale in a performance of Franz Schubert’s Mass No. 5 in A flat major, D 678. Also of note was the participation of the Barcelona Youth Symphony Orchestra, with which the UB has signed a collaboration agreement, and the Concert Choir from South Dakota State University (USA). Dance The 6th Contemporary Dance Season, entitled “Dance on the Screen”, explored the rela- tionships between the audiovisual arts and dance and featured three viewings of contempo- rary dance discussed by experts on the subject. Film The 7th Film Season, which went by the title of “Road Movies: Paths of Freedom and Rebellion”, featured five viewings that were, as in the dance season, discussed by experts. Culture 129 society Theatre Aula de Teatre is a UB initiative that enables students to experience the world of the theatre through courses and workshops, performing plays, etc. In the academic year 2015-2016, the effort has been divided into two distinct areas: the first involved training exercises for actors based on body awareness, group listening, working in an ensemble, shedding inhibitions, spa- tial awareness, body language, etc., while the second focused on the mounting of a play by French playwright Michel Azama called Croades, which was performed in several venues. Virtual Museum The UB’s Virtual Museum featured news of 28 exhibitions held physically in various UB loca- tions. It also posted two virtual exhibitions and introduced improvements to the MuseumPlus platform13 to allow for the incorporation of entries in the new Living Plants – Ferran Soldevila Garden Collection. Lastly, the number of entries in the Virtual Museum’s collection catalogues has increased, expanding the amount of the UB’s cultural heritage available online, and addi- tional collections have been documented. Publications The UB has collaborated in and partly financed the publication of two books: Muerte y trans- figuración en el mundo artístico contemporáneo and Simetries per a tothom: Un recorregut ple de sorpreses per l’art i la ciencia. Both books are linked to Els Juliols 2015 courses of the same name. The UB has also collaborated in the publication of the second volume of the Fa- culty of Fine Arts catalogue Patrim 2008-2015: Adquisicions de patrimoni artístic de la UB. Congresses The Second Gaudí World Congress, organized by the UB and the Gaudí Research Institute, was held in October 2016 in the UB’s Historic Building. Preliminary sessions took place from 21 to 23 June 2016 in Fudan University in Shanghai (People’s Republic of China). Participants in the pre- liminary sessions included members of the Office of the Vice-Rector for Institutional Relations and Culture as well as leading Gaudí experts from around the world. Agreements The UB has signed several collaboration agreements to promote culture and the conservation of cultural heritage. Examples include an agreement with the Catalan Agency for Cultural He- ritage to put on a programme of temporary exhibitions about the UB’s historical and artistic heritage at the Museum of the History of Catalonia, and an agreement with the Catalunya - La Pedrera Foundation to disseminate heritage and other matters of common interest in the scientific, artistic and cultural fields. 13. MuseumPlus is a database application for cataloguing objects of cultural heritage at the UB. The information logged in MuseumPlus can be displayed in the UB’s Virtual Museum. 130 report on social responsibility 2015-2016 Conferences, lectures, workshops, seminars and other cultural and/or musical activities Throughout the academic year, the Office of the Vice-Rector for Institutional Relations and Culture has given support to a variety of workshops, lectures, conferences, seminars and other cultural and/or musical activities. Highlights include: • Conference entitled “Spirituality, science and culture – Teilhard de Chardin: 60 years later” • Second BCN Pensa philosophy festival 2015 • “Joan Hernández Pijuan, in Memoriam (1931-2005)”, an event paying tribute to Joan Hernández i Pijuan on the tenth anniversary of his death • Conference entitled “Ramon Llull, 700 years – Christianity and Islam: Dialogue in mystical life, dialogue among practices of co-existence” Exhibitions The UB has organized, hosted or given support to ten exhibitions. Of these, five were held in the Historic Building: • “Camí: Yes, but the Silence” from 5 to 22 October 2015 in the Paranymph gallery, the chapel lecture hall and the Philology library • “Syria: The Word of Exile” from 17 to 26 November 2015 in the main vestibule • “Alice’s Delights” (on the 150th anniversary of Alice in Wonderland) from 14 January to 29 February 2016 in the Philology library • “Go Between In Between: Sculpture Show” from 18 to 22 January 2016 in the Paranymph gallery • “Displaced Memories” (as part of the DOCField documentary photography festival) from 19 May to 21 July 2016 in the Arts Quadrangle and the Ferran Soldevila garden 131 society The Josep Uclés Exhibition Hall of the Centre Cultural El Carme (Badalona), run jointly with the Office of the Vice-Rector for Institutional Relations and Culture and the Culture Office of Badalona City Council, hosted three exhibitions, each accompanied by a series of complementary activities: • “Immersed in Data”, from 17 December 2015 to 21 February 2016 • “The Intuition of Gesture” by Agustí Puig, from 7 April to 29 May 2016 • “Bodies of Light” by Mayte Vieta, from 16 June to 31 July 2016 The UB has put on a series of activities at Can Jaumandreu to accompany the Baschet sound sculptures on display at the venue. The Museum of the History of Catalonia hosted the exhibition “Treasures of Knowledge: Arbor Scientiae”, curated by the Office of the Vice-Rector for Institutional Relations and Culture and co-organized by the Museum, from 17 March to 22 May 2016. Institutional relations The UB has taken part in the 17th Universeum Network Meeting, organized at the University of Amsterdam and Utrecht University, presenting the poster “Connecting Collections”. The Office of Vice-Rector for Institutional Relations and Culture has attended the 24th General Confe- rence of the International Council of Museums, in Milan. The UB has also attended the founding meeting of the Coïmbra Heritage Working Group (at the University of Göttingen) and the Annual Conference of the Coïmbra Group (at the University of Poitiers). The Office of Vice-Rector for Institutional Relations and Culture has represented the UB at various sessions of the Council for the Promotion and Dissemination of Gaudí’s Work held during the academic year 2015-2016. Fulfilment of targets for 2015-2016 • The target to maintain the diversity and quality of the activities on offer has been met. • The target to obtain approval from the Governing Council for the UB Museum has not been met, because more work is yet to be done on the creation of the museum. Objectives for 2017 • To launch a comprehensive plan for the heritage of the UB that embeds the project of the future UB Museum (which has a plan and project constructed on an open, participative model involving collection managers and experts, among others). • To resume the most urgent actions regarding the conservation and restoration of the UB’s cultural heritage in line with available funding. • To maintain, expand and diversify the programme of artistic and cultural activities (viewing a programme as a project that must connect organizations, departments, areas, creators and users, and must be open to the social environment and the country) in line with availa- ble funding. 132 UB Volunteering is open to the university community and the general public and its goal is to create a university that shows greater solidarity and commitment to civil society, organizing or collaborating in activities in support of local charitable organizations. Last year, because the publication of the Report on Social Responsibility was pushed up to July from its previous appearance after the summer holiday, UB Volunteering was unable to pro- vide updated information. Consequently, the most up-to-date data published in the Report on Social Responsibility at the time corresponded to the year 2014. For this Report on Social Responsibility, UB Volunteering has been able to update not only the information that remained outstanding from the Report in 2014-2015 (corresponding to the year 2015), but also the information corresponding to the year 2016, thanks to its dealing earlier with the information. The two items below are links to UB Volunteering’s reports on activities for the two periods: • Report on activities, 2015 • Report on activities, 2016 Fulfilment of targets 2015 • In the previous update of UB Volunteering information in the year 2015, one target was to sign two agreements: one with Mujeres Pa’lante and one with the Joan Salvador Founda- tion. Although UB Volunteering has collaborated actively with both organizations, neither agreement has been signed. UB Volunteering ENvIRONmENT 134 Introduction to environment section In July 2012 the UB Senate approved the UB’s Sustainability Plan, which was prepared by the Senate’s delegate committee on sustainability with technical support from OSSMA. The Sus- tainability Plan has ten strategic lines focusing on specific subjects or areas of work. For each strategic line, a set of operational targets have been defined and a series of actions have been undertaken to meet these targets. To evaluate the development of the Sustainability Plan, a series of monitoring indicators are up- dated each year. The most recent edition is the Monitoring Report 2016,14 which contains data corresponding to the academic year 2015-2016. In many cases, the indicators included in the Monitoring Report follow the logic of the academic year, but sometimes the information corres- ponds to the calendar year 2015. For reasons explained in the Report on Social Responsibility 2013-2014, the environmental information always refers to the calendar year that precedes the vast majority of information set forth in the Report. As a result, the environmental information relates to 2015, while the remaining information in the Report generally reflects 2016. 14. The Sustainability Committee has approved the updated report, but it is yet to be submitted to the UB Senate. 135 UB environment indicators The tables below show information on environmental indicators collected by OSSMA: internal energy consumption results objectives 2012 2013 2014 2015 2016 2017 Electricity (MWh) 47,562.5 45,320.0 43,385.7 42,370.3 To reduce consumption by 1.5% To reduce consumption by 0.5% Natural gas (MWh) 18,709.4 16,971.3 15,609.8 14,804.6 Energy (GJ) 229,139 215,686 204,508 198,360 Source: OSSMA As the trend above shows, consumption has been falling since 2010. The target set in 2014 was to reduce the consumption of electricity and natural gas by 2.5% in 2015. This would lead to electricity consumption of 42,301.06 MWh and natural gas consumption of 15,219.56 MWh. As the table indicates, the target reduction for natural gas consumption was amply achieved (consumption fell to 14,804.6 MWh). By contrast, the target reduction for electricity con- sumption was not achieved, but the trend did continue downward. In terms of external energy consumption, mobility generated a total of 310,224 GJ in 2013. This figure only reflects energy consumption produced by the journeys of employees and students in relation to their workplace or place of study. The figures are not provided annually as they are taken from the UB’s mobility survey. To see the figures for energy consumption by means of transport, you can consult any of the UB’s mobility reports. 136 report on social responsibility 2015-2016 energy intensity results objectives 2012 2013 2014 2015 2016 2017 Consumption per surface area unit (kWh/sq m) 117.36 109.20 102.19 98.84 To reduce consumption by 1.5% To reduce consumption by 0.5% Consumption per person (kWh/person)* 1,056.14 1,011.67 960.61 918.29 * The consumption per person is calculated based on the total full-time university population. For example, the 2015 figure brings together information from the academic year 2015-2014 on the number of students — in bachelor’s degrees and pre-EHEA degrees and diplomas, UB-specific master’s degrees and postgraduate studies, and university master’s degrees — as well as trainee researchers, PDI and PAS. In total, there are 62,263 people. Source: OSSMA As the trend above shows, consumption has been falling since 2012. The target set in 2014 was to reduce consumption per surface area unit and per person by 2.5% in 2015 and it was achieved in both cases. reduction in energy consumption results 2010 2012 2013 2014 2015 Electricity (GJ) 183,642 –12,417 –20,490 –27,454 –31,109 Natural gas (GJ) 70,338 –12,424 –17,804 –22,018 –24,511 Source: OSSMA In 2010, the UB began to monitor energy consumption, resulting in a change in the trends. The declining figures that are provided always refer back to that year, and they include savings arising from efficiency initiatives, changing habits and a declining university population. total water withdrawal by source results objectives 2012 2013 2014 2015 2016 2017 Supply from mains (m3) 297,380 307,059 228,338 212,863 To reduce consumption by 1.5% To reduce consumption by 0.5% Source: OSSMA As the trend in the table above shows, consumption is falling. In addition, the target to achieve a 2.5% reduction by 2015 was amply achieved. other indirect greenhouse gas emissions, in creating energy (scope 2)* results** 2012 2013 2014 2015 14,267 11,229 11,584 16,843 ** For more information on the meaning of scope 2 of the G4-EN16 indicator of the GRI. ** The results given for the previous year have changed because of a modification to the emission factors associated with energy that are published by the Catalan Office for Climate Change and/or because of a revision to the consumption data from the faculties and university schools. Source: OSSMA 137 environment These figures, which are expressed in annual tonnes of CO2, correspond exclusively to emis- sions produced from the generation of electricity and gas for consumption at the UB. The in- dicator is calculated by applying the energy-related emission factors published by the Catalan Office for Climate Change to the consumption of electricity and natural gas. Therefore, while energy consumption at the UB has declined, emissions have not always declined. This is be- cause the mix of energy production can alter and the emission factor can change. other indirect greenhouse gas emissions, in creating energy (scope 3)* results 2012 2013 2014 2015 – 24,481 – – * For more information on the meaning of scope 3 of the G4-EN17 indicator of the GRI. Source: OSSMA The results above show annual emissions of CO2 in tonnes. Just as with the indicator for exter- nal energy consumption, this indicator only takes into account the emissions produced by the journeys of employees and students in relation to their workplace or place of study. The fig- ures are not provided annually as they are taken from the UB’s mobility survey. To see the figures for energy consumption by means of transport, you can consult any of the UB’ s mobility reports. intensity of greenhouse gas emissions results 2012 2013 2014 2015 Emissions (scope 2*) per surface area unit (kg CO2 /m2) 31.39 25.21 25.03 26.63 Emissions (scope 3**) per surface area unit (kg CO2 /m2) – 43.17 – – Emissions (scope 2) per person*** (kg CO2 /person) 0.240 0.205 0.204 0.218 Emissions (scope 3) per person (kg CO2 /person) – 348.35 – – *** For more information on the meaning of scope 2 of the G4-EN18 indicator of the GRI. *** For more information on the meaning of scope 3 of the G4-EN18 indicator of the GRI. *** The consumption per person is calculated based on the total full-time university population. For example, the 2014 figure brings together information from the academic year 2013-2014 on the number of students — in bachelor’s degrees and pre-EHEA degrees and diplomas, UB-specific master’s degrees and postgraduate studies, and university master’s degrees — as well as trainee researchers, PDI and PAS. In total, there are 61,415 people. Source: OSSMA reduction in greenhouse gas emissions results data for 2007 2012 2013 2014 2015 Scope 2:* electricity (tonnes CO2) 16,898.5 –2,631.1 –5.669,0 –5,314.5 –4,118.3 Scope 2: natural gas (tonnes CO2) 3,768.8 –310.0 –616.8 –902.5 –1,053.8 * For more information on the meaning of scope 2 of the G4-EN19 indicator of the GRI Source: OSSMA 138 report on social responsibility 2015-2016 The baseline for the table above is 2007, the year in which the emission factors associated with energy generation began to fall. This emission factor15 has even greater importance than energy consumption savings from efficiency initiatives, changes in habits or the reduction in the univer- sity population. The figures provided in the table always refer to reductions relative to 2007. nox, so2 and other significant gaseous emissions, by type and weight results 2012 2013 2014 2015 SO2 24,494.7 17,538.8 18,916.2 22,964.7 NOx 17,360.3 12,281.7 12,972.3 15,719.4 Source: OSSMA These figures, which are expressed in annual kilos, correspond exclusively to emissions pro- duced from the generation of electricity for consumption at the UB. This indicator is calculated by applying the emission factors published each year by the Electricity Observatory of the World Wide Fund for Nature (WWF). total weight of waste generated, by type waste generated results cer code description 2012 2013 2014 2015 200301 Resta 610,009 613,870 590,961 720,274 200108 Organic material 296,063 186,239 163,894 169,221 150101 -200101 Paper and cardboard 489,704 440,046 317,557 352,198 150102 -150104 Light packaging 55,547 50,976 51,486 43,271 150107 Glass containers 79,565 79,511 89,355 94,080 200125 Vegetable oils 3,120 4,860 3,860 4,655 200121 Fluorescents 1,824 1,582 1,398 1,632 161604 Batteries 493 231 73 293 080318 Ink and toner cartridges 2,175 2,388 2,078 2,128 200135 -200136 Electric and electrical equipment 5,025 5,168 4,414 12,039 140602 Halogenated compounds 11,223 10,444 9,695 9,773 140603 Non-halogenated compounds 10,522 11,556 8,628 9,068 0601XX Inorganic acids 6,717 8,246 6,060 5,362 0602XX Inorganic bases 2,937 2,196 2,437 2,339 160508 Organic solutions or solutions with high chemical oxygen demand 1,522 1,862 1,273 2,111 160507 Inorganic compounds 2,944 2,761 1,727 1,752 1302XX Mineral oils 185 237 306 120 ▶ 15. The emission factors associated with energy are published by the Catalan Office for Climate Change. 139 environment total weight of waste generated, by type waste generated results cer code description 2012 2013 2014 2015 160403 - 160509 - 1609XX Hazardous waste 875 311 567 834 160506 Expired reagents 3,446 1,895 1,932 1,738 150202 - 090199 Contaminated solids 2,072 3,839 4,155 4,835 150110 Contaminated packaging 5,722 5,798 5,220 5,490 090103 Photographic developer 420 300 531 469 090104 Photographic fixer 180 240 746 531 180101 - 180103 - 180201-02 Bio-hazardous material (group III) 13,200 13,688 21,907 22,285 180108 - 180207 Cytotoxics (Group IV) 6,892 4,437 3,798 4,537 180202-03 Animal remains 13,218 12,778 9,989 14,410 Source: OSSMA breaKdown of environmental spending and investment (in euros) results 2012 2013 2014 2015 Waste management 255,387.31 231,686.88 201,260.43 220,880.49 Environmental actions 6,126.28 5,513.89 7,463.84 7,196.67 Source: OSSMA 140 report on social responsibility 2015-2016 These figures contain the costs of managing municipal waste and special waste, including the supply of drums and transport costs. The figures also include spending on projects that are part of the Sustainability Plan. By contrast, they do not include any costs relating to personnel, the treatment of emissions (filters), insurance, cleaning, investments in actions to save energy or achieve greater energy efficiency, or the purchase of organically certified materials. The trend for environmental spending and investment is downward, because the cost of waste management is falling as a result of the reduced waste being generated and because there is almost no budgetary allocation for projects in the Sustainability Plan or for actions directed at energy savings and efficiency. research projects related to the environment and sustainability results 2012 2013 2014 2015 Competitive calls 9.5% 25.6% 14.9% 12.2% Contracts 12.5% 13.0% 17.7% 19.5% Total 10.9% 16.8% 15.8% 16.8% Source: OSSMA The figures in the table above show the percentage of research projects that have content re lating to sustainability, out of the total number of research projects awarded annually. Re- search on sustainability topics presents variable cycles in the absolute number of projects carried out and in their percentage relative to total research actions. As a result, no clear overall trend can be established. While research on sustainability fell between the years 2009 and 2011, the trend between 2012 and 2015 is positive. The calculation of the indicator includes projects resulting from competitive calls included by researchers in the GREC research management software, and contracts with private companies and public bodies managed through the FBG. Based on their names, projects involving sustaina- bility issues are identified and grouped by research group, department and subject matter (bio- diversity, industrial processes, water, pollution, waste, society, economics and the environment, soil, atmosphere and climate, environmental impact, land use and landscape, paleoenvironments, natural hazards, radio activity, natural products, forest fires and erosion, energy). proportion of subjects with content related to sustainability results 2012 2013 2014 2015 Bachelor’s degrees and pre-EHEA degrees – 4.9% – – Master’s degrees – 6.6% – – Total – 5.7% – – Source: OSSMA 141 environment The above table shows the percentage of subjects that have content relating to sustainability out of the total number of subjects taught. The indicator is not updated annually. consumption of paper results 2012 2013 2014 2015 Self-service machines 19,222 16,116 13,946 9,181 Copy services 24,367 29,708 50,320 49,075 UB procurement 102,082 102,125 98,320 97,305 Total 145,671 147,950 162,586 155,561 Source: OSSMA The table above shows the amount of paper consumed annually (in kilos). The trend in recent years is downward. The data from reprographics services shows an increase because contracted service providers who did not initially provide information have since been added to the totals. This affects the overall value for the indicator. ECONOmICS 143 Bodies included in the consolidated financial statements The UB Group, behind the clear leadership of the UB, is made up of a group of bodies with legal and financial autonomy. research and teaching foundations foundations with social purposes companies Bosch i Gimpera Foundation (FBG) Agustí Pedro i Pons University Foundation UB Innovative and Scientific Culture Josep Finestres Private Foundation Private Foundation R. Amigó Cuyàs Private Foundation Barcelona Science Park Foundation (PCB) UB Solidarity Private Foundation Institute for Lifelong Learning Private Foundation Montcelimar Private Foundation Guasch Coranty Private Foundation Source: Economic Planning and Budgeting 144 Financial information Government transfers are the main source of the UB’s income. financial resources (euros) 2013 2014 2015 2016*** Net income* 364,139,573 373,533,354 397,067,451 409,195,423 Significant financial resources** 237,995,416 241,228,156 261,050,366 259,848,171 *** Includes liquidated budgetary rights (rights owed to the University by third parties, acquired within the budgetary year, by which the debtor is bound to pay monies by a specific due date according to conditions established in corresponding documentation) and does not include the liquidated income, since 2012, from the halls of residence with economic autonomy. *** Includes current transfers and subsidies and capital subsidies received. *** Provisional data. Source: Economic Planning and Budgeting percentage of income received in loans 2013 2014 2015* 2016** Total income 371,997,492.57 382,008,609.18 405,215,029.00 412,739,000.00 Total loan income 1,711,662.45 186,937.98 12,747,398.11 6,822,958.31 Percentage of income received in loans 0.46% 0.05% 3.15% 1.65 % ** They do not include a public-private contract executed to expand the Faculty of Law, which may be qualified as a loan. They do include 8.5 million euros to convert the emphyteutic lease on the Can Canela building into a loan, and 4.2 million euros of the public-sector loan designated for research. ** The performance figures are provisional. The 6.8 million euros correspond to a public-sector loan designated for research. Source: Economic Planning and Budgeting 145 Economic value generated and distributed At the time of writing the Report on Social Responsibility 2015-2016, the UB’s accounts are pending final approval. Since any figures currently available would necessarily be estimates, the definitive accounts will be published in the executive summary of the full report, which will be compiled in the final quarter of 2017. Budget history 2013–2016 (millions of euros) budget history 2013 2014 2015 2016* Statement of expenditure Staff costs 264.45 264.123 279.471 – PDI 160.192 157.966 166.984 – PAS 81.923 81.053 86.030 – Others 22.326  25.104 26.457 – Current expenditure: goods and services 59.811 59.024 63.207 – Financial costs 1.145 1.115 0.850 – Current transfers 17.639 15.823 14.507 – Acquisition of assets 39.685 28.176 38.207 – Capital transfers 0.33 0.117 0.105 – Financial assets 0.237 0.302 0.231 – Financial liabilities 1.55 3.252 21.055 – Total 384.847 371.932 417.633 – ▶ 146 report on social responsibility 2015-2016 budget history 2013 2014 2015 2016* Statement of income Taxes, public price fees and other income 128.64 132.632 128.723 – Current transfers 216.948 218.436 236.837 – Additions to capital 3.598 7.924 2.569 – Capital transfers 21.047 22.792 24.213 – Financial assets 0.052 0.037 0.126 – Financial liabilities 1.712 0.187 12.747 – Total 371.997 382.008 405.215 – * At the time of writing, the accounts are pending approval. Source: Economic Planning and Budgeting Budget outcome and accumulated deficit These figures come from official data presented in the UB’s yearly accounts and they have been audited. 2013 2014 2015 2016* Budget outcome –4,160,332.25 5,058,221.53 3,382,415.26 – Accumulated deficit at 04/06/2016 –60,016,308.72 –56,850,816.67 –53,154,789.30 – * At the time of writing, the accounts are pending approval. Source: Economic Planning and Budgeting LIST Of INDICATORS fROm ThE GLOBAL REPORTING INITIATIvE 148 List of indicators from the Global Reporting Initiative To prepare the Report on Social Responsibility for the academic year 2015-2016, the UB has continued using the criteria laid out in the Global Reporting Initiative’s G4 Guidelines. With the coming academic year, however, the UB will start to make use of the recently created and presented criteria now set out on the GRI website, where they can also be downloaded. The UB will apply adapted versions of these criteria, based on two years of work with the UPF to adjust the GRI indicators to the area and needs of public universities. (Because the G4 Guide- lines have been adapted and new criteria have appeared, it will be necessary to revisit the joint effort and make further adjustments.) Returning to the present Report, the UB has needed to take into account that to consider an or- ganization to be working ‘in accordance’ with the G4 guidelines, it is necessary to report on a minimum set of indicators. The table below has an asterisk in the OC column (the ‘in accordance’ option) to identify the minimum necessary indicators. Of the two ‘in accordance’ options, the UB has met the requirements of the more ambitious one, the comprehensive option. To supplement the GRI guidelines, there is also a set of UB-specific indicators that provide in- formation for a more accurate picture of the institution. The table on the following pages provides information on each of the reported indicators or identifies where this information can be located. The table uses the following symbols: ✓ Indicator reported NA Indicator not applicable ➞ Indicators covered in the Notes 149 gri indicators aspect oc code indicator status pages strategy and analysis ✻ G4-1 Statement from the most senior decision-maker of the organization on the relevance of sustainability to the organization and its strategy ✓ 5-7 G4-2 Description of the main impacts, risks and opportunities ✓ 20 organization profile ✻ G4-3 Name ✓ ➞ ✻ G4-4* Key services ✓ 11-12 ✻ G4-5 Principal address ✓ ➞ ✻ G4-6 Number of countries where the organisation operates, and names of countries that either have major operations or are specifically relevant to the sustainability issues covered in the report ✓ ➞ ✻ G4-7 Nature of ownership and legal form ✓ ➞ ✻ G4-8* Primary recipients of activity ✓ 11 ✻ G4-9* Size: – total staff (PDI and PAS) – total income – total expenditure – course type – total number of students – departments – consolidated research groups ✓ 11-12 ✻ G4-10 – Number of staff by employment type and gender – Number of staff by contract type and gender – Size of workforce by employees, external staff and gender – Size of workforce by region and gender – Indication whether a substantial part of the work of the organization is carried out by legally recognized self-employed persons or by persons who are neither employees nor external staff, such as the employees and subcontracted workers of contractors – Notification of all significant changes in staff numbers ✓ 61-65 ✻ G4-11 Percentage of employees covered by collective bargaining agreements ✓ ➞ ✻ G4-12 Description of the organization’s supply chain NA ✻ G4-13 Significant changes during the reporting period in the organization’s size, structure, share ownership or supply chain ✓ 19 ✻ G4-14 Description of how the precautionary principle has been addressed ✓ ➞ ✻ G4-15 List of economic, environmental and social charters, principles and other initiatives to which the organization subscribes or endorses ✓ ➞ ✻ G4-16 List of national or international associations and organizations to which the organization belongs: – post in governing body – participation in projects or committees – notable financial contribution in addition to mandatory membership fees – membership is a strategic decision ✓ ➞ ▶ * This indicator has been adapted for the UB as a public university. 150 report on social responsibility 2015-2016 aspect oc code indicator status pages material aspects identified and boundaries ✻ G4-17 List of bodies included in the consolidated financial statements and other equivalent documents Indication whether any of the bodies included in the consolidated financial statements and other equivalent documents are not covered in the report ✓ 143 ✻ G4-18 Description of the process to determine the report contents and the coverage of each aspect Explanation of the application of the reporting principles to determine the contents ✓ 16-17 ✻ G4-19 List of material aspects identified in the process of defining the report contents ✓ 16-17 ✻ G4-20 Coverage of each material aspect within the organization, with: • Indication of whether the aspect is material or not • If the aspect is not material for all of the bodies of the organization (as described in section G4-17), select one of the approaches and list: – the bodies or groups of bodies included in Section G4-17 that do not consider the aspect in question to be material; or – the bodies or groups of bodies included in Section G4-17 that do consider the aspect in question to be material. • Specific boundaries that affect the coverage of each aspect within the organization ✓ 16-17 ✻ G4-21 Boundary of each material aspect outside the organization, indicating whether the aspect is material outside the organization Institutions, groups of institutions and elements outside the organization which believe the aspect to be material, and description of the places where the aspect in question is considered to be material outside the organization Specific boundaries that affect the coverage of each aspect outside the organization ✓ 16-17 ✻ G4-22 Cause and consequences of restatement of information provided in previous reports ✓ ➞ ✻ G4-23 Significant alterations in scope and boundaries of each aspect in relation to previous reports ✓ ➞ staKeholder engagement ✻ G4-24, G4-25, G4-26 and G4-27* List of stakeholder groups engaged by the organization (e.g., students, PDI, PAS, suppliers, the elderly, etc.) Basis used for identification and selection of these groups as stakeholders Approach of unit to stakeholder engagement Main topics and concerns raised during engagement by stakeholder group and actions taken by the University ✓ 13 report profile ✻ G4-28 Reporting period ✓ ➞ ✻ G4-29 Date of most recent previous report ✓ ➞ ✻ G4-30 Reporting schedule (annual, biannual, etc.) ✓ ➞ ✻ G4-31 Contact for questions about the report or its contents ✓ ➞ ▶ * The UB has created a single indicator to encompass GRI indicators G4-24, G4-25, G4-26 and G4-27. 151 gri indicators aspect oc code indicator status pages ✻ G4-32 The ‘in accordance’ option chosen by the organization GRI Content Index for the chosen option Reference to any external assurance report ✓ ➞ ✻ G4-33 Current policy and practice for seeking external assurance for the report If not included in the supplementary validation report, the scope and basis of any external assurance provided Relationship between the organization and the external assurance providers Indication whether the highest governing body or senior executives are involved in seeking assurance for the report ✓ ➞ governance ✻ G4-34 Governance structure of the organization, including committees of the highest governing body Committees responsible for decision-making on economic, environmental and social impacts ✓ ➞ G4-35 Process for delegating authority for economic, environmental and social topics from the highest governing body to senior executives and other employees ✓ ➞ G4-36 Any executive-level position or positions with responsibility for economic, environmental and social topics, and direct reporting to the highest governing body ✓ ➞ G4-37 Report processes for consultation between stakeholders and the highest governing body on economic, environmental and social topics If consultation is delegated, description of feedback processes to the highest governing body ✓ ➞ G4-38 Composition of the highest governing body and its committees: – executive or non-executive – independence – tenure on the governing body – number of each individual’s other significant positions and commitments, and the nature of the commitments – gender – membership of under-represented social groups – competences relating to economic, environmental and social impacts – stakeholder representation ✓ 14-15 G4-39 Indication whether the chair of the highest governing body is also an executive officer and, if so, his or her function within the organization’s management and the reasons for this arrangement ✓ ➞ G4-40 Nomination and selection processes for the highest governing body and its committees, and the criteria used for nominating and selecting highest governing body members, including: – whether and how diversity is considered – whether and how independence is considered – whether and how expertise and experience relating to economic, environmental and social topics are considered – whether and how stakeholders (including shareholders) are involved ✓ ➞ ▶ 152 report on social responsibility 2015-2016 aspect oc code indicator status pages G4-41 Processes for the highest governing body to ensure conflicts of interest are avoided and managed, and indication of whether conflicts of interest are disclosed to stakeholders, including, as a minimum: – cross-board membership – cross-shareholding with suppliers and other stakeholders – existence of controlling shareholder – related party disclosures NA G4-42 Highest governing body’s and senior executives’ roles in the development, approval, and updating of the organization’s purpose, value or mission statements, strategies, policies, and goals related to economic, environmental and social impacts ✓ ➞ G4-43 Measures taken to develop and enhance the highest governing body’s collective knowledge of economic, environmental and social topics ✓ ➞ G4-44 Processes for evaluation of the highest governing body’s performance with respect to governance of economic, environmental and social topics Indication whether such evaluation is independent or not, and its frequency, and whether such evaluation is a self-assessment Actions taken in response to evaluation of the highest governing body’s performance with respect to governance of economic, environmental and social topics, including, as a minimum, changes in membership and organizational practice ✓ ➞ G4-45 Highest governing body’s role in the identification and management of economic, environmental and social impacts, risks, and opportunities Highest governing body’s role in the implementation of due diligence processes Indication whether stakeholder consultation is used to support the highest governing body’s identification and management of economic, environmental and social impacts, risks, and opportunities ✓ ➞ G4-46 Highest governing body’s role in reviewing the effectiveness of the organization’s risk management processes for economic, environmental and social topics ✓ ➞ G4-47 Frequency of the highest governing body’s review of economic, environmental and social impacts, risks, and opportunities ✓ ➞ G4-48 Highest committee or position that formally reviews and approves the report and ensures that all material aspects are covered ✓ ➞ G4-49 Process for communicating critical concerns to the highest governing body ✓ ➞ G4-50 Nature and total number of critical concerns that were communicated to the highest governing body and the mechanisms used to address and resolve them ✓ ➞ G4-51 A. Remuneration policies for the highest governing body and senior executives for the following types of remuneration: • Fixed pay and variable pay: – performance-based pay – equity-based pay – bonuses – deferred or vested shares • Sign-on bonuses or recruitment incentive payments • Termination payments ✓ ➞ ▶ 153 gri indicators aspect oc code indicator status pages G4-51 • Clawbacks • Retirement benefits, including the difference between benefit schemes and contribution rates for the highest governing body, senior executives, and all other employees B. Types of non-monetary compensation or benefits for membership on one of the highest governing bodies or as a senior executive* C. Performance criteria in the remuneration policy relating to the highest governing body’s and senior executives’ economic, environmental and social objectives ✓ ➞ G4- 52 Processes for determining remuneration Indication whether remuneration consultants are involved in determining remuneration and whether they are independent of management Type of relationship which the remuneration consultants have with the organization ✓ ➞ G4-53 Description of how stakeholders’ views are sought and taken into account regarding remuneration, including the results of votes on remuneration policies and proposals, if applicable ✓ ➞ G4-54 Ratio of the annual total compensation for the organization’s highest-paid individual in each country of significant operations to the median annual total compensation for all employees (excluding the highest-paid individual) in the same country ✓ 70-72 G4-55 Ratio of percentage increase in annual total compensation for the organization’s highest-paid individual in each country of significant operations to the median percentage increase in annual total compensation for all employees (excluding the highest-paid individual) in the same country ✓ ➞ ethics and integrity ✻ G4-56 The organization’s values, principles, standards and norms of behaviour such as codes of conduct and codes of ethics ✓ ➞ G4-57 Internal and external mechanisms for seeking advice on ethical and lawful behaviour, and matters related to organizational integrity, such as helplines or advice lines ✓ ➞ G4-58 Internal and external mechanisms for reporting concerns about unethical or unlawful behaviour, and matters related to organizational integrity, such as escalation through line management, whistleblowing mechanisms or hotlines ✓ ➞ management approach G4-DMA Indication why the aspect is material and the impacts that make this aspect material Description of how the organization manages the material aspect or its impacts Evaluation of the management approach, including: – mechanisms for evaluating the effectiveness of the management approach – results of the evaluation of the management approach – any related adjustments to the management approach ✓ 18 economics Economic performance EC1 Direct economic value generated and distributed ✓ 145-146 ▶ * Point B of the description of indicator G4-51 is an addition made by the UB to the original description of the Global Reporting Initiative in order to provide a more accurate picture of the institution. 154 report on social responsibility 2015-2016 aspect oc code indicator status pages Economic performance EC2 Financial implications and other risks and opportunities for the organization’s activities due to climate change ✓ ➞ EC3 Coverage of the organization’s defined benefit plan obligations ✓ ➞ EC4 Financial assistance received from government ✓ 144 Indirect economic impacts EC7 Development and impact of infrastructure investments and services supported ✓ ➞ EC8 Significant indirect economic impacts, including the extent of impacts ✓ ➞ Procurement practices EC9 Proportion of spending on local suppliers at significant locations of operation ✓ ➞ environment Energy EN3 Internal energy consumption ✓ 135 EN4 External energy consumption ✓ 135 EN5 Energy intensity ✓ 136 EN6 Reduction in energy consumption ✓ 136 EN7 Reduction in energy requirements for products and services NA Water EN8 Total water withdrawal by source ✓ 136 EN9 Water sources significantly affected by withdrawal of water NA EN10 Percentage and total volume of water recycled and reused NA Emissions EN15 Direct greenhouse gas emissions (scope 1) NA EN16 Indirect greenhouse gas emissions, in creating energy (scope 2) ✓ 136 EN17 Other indirect greenhouse gas emissions, in creating energy (scope 3) ✓ 137 EN18 Intensity of greenhouse gas emissions ✓ 137 EN19 Reduction in greenhouse gas emissions ✓ 137 EN20 Emissions of ozone-depleting substances NA EN21 NOx, SO2, and other significant gaseous emissions ✓ 138 Effluents and waste EN22 Total water discharge by quality and destination NA EN23 Total weight of waste generated, by type and treatment method ✓ 138-139 EN24 Total number and volume of significant spills NA EN25 Weight of transported, imported, exported or treated waste deemed hazardous under the Basel Convention, Annexes I, II, III and VIII, and percentage of transported waste shipped internationally NA EN26 Identity, size, protected status and biodiversity value of water resources and related habitats significantly affected by discharges of water and runoff NA Compliance with regulations EN29 Monetary value of significant fines and total number of non-monetary sanctions for non-compliance with environmental laws and regulations ✓ ➞ General EN31 Breakdown of environmental cost and investment by type ✓ 139 ▶ 155 gri indicators aspect oc code indicator status pages Supplier environmental assessment EN32 Percentage of new suppliers that were screened using environmental criteria ✓ ➞ EN33 Significant actual and potential negative environmental impacts in the supply chain and actions taken NA Environmental grievance mechanisms EN34 Number of grievances about environmental impacts filed, addressed, and resolved through formal grievance mechanisms ✓ ➞ social indicators: labour practices and decent worK Employment LA1 Total number and rates of new employee hires and employee turnover by age group, gender and region ✓ 66-69 LA2 Benefits provided to full-time employees that are not provided to temporary or part-time employees, by significant locations of operation ✓ ➞ LA3 Return to work and retention rates after parental leave, by gender ✓ ➞ Relationship between employees and management LA4 Minimum notice period(s) regarding operational changes, including those specified in collective agreements ✓ ➞ Occupational health and safety LA5 Percentage of total workforce represented in formal joint management– worker health and safety committees that help monitor and advise on occupational health and safety programmes ✓ 86 LA6 Type of injury and rates of injury, occupational diseases, lost days, and absenteeism, and total number of work-related fatalities, by region and by gender ✓ 84-85 LA7 Workers with high incidence or high risk of diseases related to their occupation ✓ 85 LA8 Health and safety issues covered in formal agreements with trade unions ✓ 87 Training and education LA9 Average hours of training per year per employee by gender, and by employee category ✓ 77-78, 81-82 LA10 Programmes for skills management and lifelong learning that support the continued employability of employees and assist them in managing career endings ✓ 76, 79-80, 91 LA11 Percentage of employees receiving regular performance and career development reviews, by gender and by employee category ✓ ➞ Diversity and equal opportunities LA12 Composition of governing bodies and breakdown of employees per employee category according to gender, age group, minority group membership, and other indicators of diversity ✓ 14-15 Equal remuneration for women and men LA 13 Ratio of basic salary and remuneration of women to men by employee category, by significant locations of operation ✓ ➞ Supplier assessment for labour practices LA14 Percentage of new suppliers that were screened using labour practices criteria ✓ ➞ LA15 Significant actual and potential negative impacts for labour practices in the supply chain and actions taken NA Labour practices grievance mechanisms LA16 Number of grievances about labour practices filed, addressed, and resolved through formal grievance mechanisms ✓ ➞ ▶ 156 report on social responsibility 2015-2016 aspect oc code indicator status pages social indicators: human rights Anti-discrimination HR3 Total number of incidents of discrimination and corrective actions taken ✓ ➞ Analysis of providers in terms of human rights impacts HR10 Percentage of new providers that have undergone human rights analysis ✓ ➞ HR11 Significant actual and potential negative impacts in the supply chain and actions taken NA Labour practices grievance mechanisms HR12 Number of grievances about human rights, addressed, and resolved through formal grievance mechanisms ✓ ➞ social indicators: society Local communities SO1 Percentage of operations with implemented local community engagement, impact assessments, and development programmes ✓ 103-132 SO2 Operations with significant actual or potential negative impacts on local communities NA Anti-corruption SO3 Total number and percentage of operations assessed for risks related to corruption and the significant risks identified ✓ ➞ SO4 Communication and training on anti-corruption policies and procedures ✓ ➞ SO5 Confirmed incidents of corruption and actions taken ✓ ➞ Public policy SO6 Value of contributions made in other countries* ✓ 122 Anti-competitive behaviour SO7 Number of legal actions for anti-competitive behaviour, anti-trust, and monopoly practices and their outcomes ✓ ➞ Compliance with regulations SO8 Monetary value of significant fines and total number of non-monetary sanctions for non-compliance with laws and regulations ✓ ➞ Supplier assessment of impacts on society SO9 Percentage of new suppliers that were screened using criteria for impacts on society ✓ ➞ SO10 Significant actual and potential negative impacts on society in the supply chain and actions taken NA Grievance mechanisms for impacts on society SO11 Number of grievances about impacts on society filed, addressed, and resolved through formal grievance mechanisms ✓ ➞ social indicators: product responsibility Marketing communications PR6 Sale of banned or disputed products ✓ ➞ PR7 Total number of incidents of non-compliance with regulations and voluntary codes concerning marketing communications, including advertising, promotion, and sponsorship, by type of outcomes ✓ ➞ Customer confidentiality PR8 Total number of substantiated complaints regarding breaches of customer confidentiality and losses of customer data ✓ ➞ Compliance with regulations PR9 Monetary value of significant fines for non-compliance with laws and regulations concerning the provision and use of products and services ✓ ➞ * This indicator has been adapted for the activities of the UB Solidarity Foundation and refers to the impact in other countries of the solidarity actions developed. 157 gri indicators ub-specific indicators code indicator status pages University of Experience Current degrees offered and degrees to be offered in upcoming academic years ✓ 118-120 UB Volunteering Volunteering projects to which the UB contributes and objectives for the forthcoming years ✓ 132 Equality Information on the activity of the UB’s Equality Unit ✓ 98-100 Alumni UB Information on the activity of UB Alumni ✓ 115-117 Culture Cultural activities in which the UB participates or collaborates ✓ 128-131 Halls of residence Places in halls of residence ✓ 39 Student Support Service (SAE) Initiatives, programmes and agreements to provide better services to students with specific individual needs ✓ 43-46 RH1 Level of official studies of employees ✓ 74-75 RH2 Employees with recognized disabilities ✓ 73 RH3 Staff costs in relation to total costs ✓ 72 RH4 Investment in staff training ✓ 82-83 RH5 Bodies whose mission is to manage conflicts and disputes among stakeholder groups ✓ 93-97 VAO The reconciliation of personal and work life ✓ 90 International Mobility and Programmes (OMPI) Internationalization ✓ 29-35 Health sciences Areas designed to promote health and healthy habits among stakeholder groups ✓ 121 Attention to special PAS situations Attention to special situations of administrative and service staff ✓ 90-92 Research 2 Research activity and outcomes ✓ 50 Research 3 A. Competitive research funding B. Non-competitive research funding ✓ 50 Research 4 International university rankings ✓ 57-58 Research 5 Science and Technology Centres ✓ 51 Research 6 Campus of International Excellence ✓ 58-59 Teaching 1 Number of students ✓ 25 Teaching 1B Number of students by branch of knowledge ✓ 24 Teaching 1C Incoming students by branch of knowledge ✓ 24 Teaching 2 Academic progress of students ✓ 26 Teaching 3 Student employability ✓ 26 Teaching 4 Languages at the UB ✓ 27-28 Teaching 5 Grants and other measures to ensure that students are not obliged to withdraw from their courses for strictly economic reasons ✓ 47-48 Teaching 6 Price per credit ✓ 47 Teaching 7 Higher education offering ✓ 24 ▶ 158 report on social responsibility 2015-2016 ub-specific indicators code indicator status pages Teaching 7B Courses of study by branch of knowledge ✓ 23 Total loans 1 Percentage of income received in loans ✓ 144 Facilities 1 Investment in maintenance and modernization of facilities ✓ 38 Facilities 2 Income and costs from sales and purchases of assets ✓ 39 Facilities 3 Infrastructure ✓ 38 FS1 Development cooperation projects carried out in other countries ✓ 122 FS2 Social projects in Spain ✓ 123-125 FS3 Summary of funds invested in development cooperation projects in other countries and in social projects in Spain ✓ 126 FS4 Percentage of total budget allocated to development cooperation projects in other countries and to social action projects in Spain ✓ 126 MA1 Research projects related to the environment and sustainability ✓ 140 MA2 Proportion of subjects with content related to sustainability ✓ 140 MA3 Consumption of paper ✓ 141 159 gri indicators code notes G4-3 University of Barcelona G4-5 Gran Via de les Corts Catalanes, 585, 08007 Barcelona G4-6 The University’s country of reference is Catalonia (Spain) which covers practically all of its operations. However, the UB also has academic offices in other parts of the world, specifically: – Two offices in the Americas, set up in 2014: at the University of São Paulo (Brazil), and at the University of New Florida (USA). – A joint office with the Universitat Politècnica de Catalunya (Tongji University – China) since 2013. – An office in Panama that is still under construction and has not yet begun operation. The UB also participates in cooperation projects through the UB Solidarity Foundation, as well as in collaboration agreements with foreign institutions and student exchanges. In addition to the items noted in the section on fulfilment of targets, the following highlights should be mentioned for 2016: – The effectiveness of the refugee support programme: nearly 20 students have been received, and integration and transi- tion courses have been organized. – The consolidation of relationships with Europe, the UB’s traditional area of collaboration and influence (there has been an increase in proposals submitted for funding from the European Commission and in the number of European projects awarded). – The relationship with China through the Confucius Institute. Fulfilment of targets 2016 – The UB has hosted the third Arab-Euro Conference on Higher Education (AECHE) and a fourth has been scheduled. – Erasmus+ Capacity Building projects with Arab countries have increased in number. – In June 2016, the Union of Ibero-American Universities (UIU) was set up. In addition to the UB, the UIU’s members include the Complutense University of Madrid, the University of Buenos Aires, the National Autonomous University of Mexico and the University of São Paulo. The initiative, which receives Santander Bank funding to the tune of 500,000 euros, is aimed at increasing mobility and strengthening the relationships among the five member universities. G4-7 Articles 1-11 (chapter I) of the UB Statute G4-11 100% G4-14 The principle of caution is addressed in the Sustainability Plan, which is reviewed annually through the submission of a Monitoring Report to the University Senate. Fulfilment of targets 2016 – The target to incorporate a dedicated energy manager as part of the UB’s administration and management reforms has not been met. However the functions of an energy manager are now incorporated into the competences of other posts that have been modified or reclassified. – The UB has continued to implement the Sustainability Plan. G4-15 During the academic year 2015-2016, the Erasmus+ Charter (2014-2020) is still in course, awarded by the European Commission, according to which the UB undertakes to respect the principles of the Erasmus+ programme, which has three basic pillars: non-discrimination, equal opportunities and transparency. The UB has also renewed its commitment to supporting existing initiatives (the Catalan national pact for industry, Barcelona Refuge City, open knowledge and libraries, Economy for the Common Good, etc.). In addition, the UB Solidarity Foundation is a member of these important initiatives: Citizens’ Agreement for an Inclusive Barcelona The Citizens’ Agreement for an Inclusive Barcelona is a space for engagement, public-private cooperation and joint action by the city’s institutions and organizations working to build a more inclusive Barcelona, with a higher quality of life for everyone. It is a shared space bringing together the city government and civil society to achieve social inclusion. Its purpose is to increase the capacity for joint organization and action through the promotion of cooperation and the articulation of networks of action to push forward the plural and democratic construction of a critical common good: social inclusion. ▶ 160 report on social responsibility 2015-2016 code notes G4-15 Lafede, Organization for Global Justice Lafede, which was created in 2013 as a merger of the former Catalan Federation of NGOs for Development, Catalan Federation of NGOs for Human Rights, and Catalan Federation of NGOs for Peace, now has 114 member organizations, including the UB. Lafede disseminates the activities and campaigns of its members and promotes collective campaigns on behalf of the sector, drawing on membership participation. Each year, Lafede organizes training and awareness activities as well as politically oriented events (press conferences, manifestos and documents setting out demands, meetings with parliamentary groups, etc.). Lafede also provides support for three set calendar dates for collective mobilization that are highly symbolic for global justice: the school day for non-violence and peace, the international day for the eradication of poverty, and the international human rights day. Casa nostra, casa vostra manifesto and call for a demonstration on 18 February http://www.casanostracasavostra.com/es/signaelmanifest http://www.casanostracasavostra.com/es/node/315 CRUE sector committee on Internationalization and Cooperation Although it is not a statement of principles or adherence signed by the UB, the Governing Council has approved a protocol on the management of information and establishment of actions to take in case of emergencies that may affect members of UB groups abroad or of external groups at the University. Fulfilment of targets for 2015-2016 – The UB has signed up to the objectives of the Education and Training 2020 strategic framework.* – The UB has not become fully associated with Electronics Watch because some of the required conditions were hard to accept. However, the UB has inserted a clause** into its tenders for the procurement of electronic products to require that workers in supplier companies are not being exploited. G4-16 Networks and projects or committees in which the UB participates: – Francophone University Association (AUF) – European University Association (EUA) – International Association of Universities (IAU) – Ibero-American University Association for Postgraduate Studies (AUIP) – Inter-University Centre for Development (CINDA) – Knowledge and Innovation Community in Health of the European Institute of Innovation and Technology (EIT Health) – Consortium of Euro-Mediterranean Universities (TETHYS) – International Forum of Public Universities (IFPU) – Euromed Permanent University Forum (EPUF) – Confucius Institute in Barcelona (ICB) – Coïmbra Group – Tordesillas Group – United Nations Academic Impact (UNAI) – League of European Research Universities (LERU) – Observatory of European Union-Latin America Relations (EULARO) – PEACE programme – Mediterranean Universities Union (UNIMED) – European Marine Sciences Network (EuroMarine) – European University Continuing Education Network (EUCEN) – Latin America and Europe Continuing Education Network (RECLA) – Eurolife Network of European Universities in Life Sciences – Vives Network (XVU) Bodies in which the UB has a post in the governing body: – Ibero-American University Association for Postgraduate Studies (AUIP) Acting president of the Executive Committee: Dr Dídac Ramírez, UB Rector – Euromed Permanent University Forum (EPUF) President: Rector of the UB Executive secretary located at the UB ▶ ** By 2020, at least 20% of all graduates in higher education in the EU will have spent a period of study or training abroad. ** The clause refers to the socially responsible public procurement of electronic products and it says: “This contract is subject to the principles of socially responsible public procurement of electronics products; accordingly, the contracting authority, exercising its influence, must ensure that the conditions of production and in the supply chain follow the standards and norms on labour rights, environmental protection, occupational health and safety, prohibition of discrimination, prohibition of child labour, etc., that appear in the foundational agreements and declaration of the OIT and the UN’s Universal Declaration of Human Rights with respect to international labour rights and the applicable national standards”. 161 gri indicators code notes G4-16 – Confucius Institute in Barcelona (ICB) Board member: Dr M. Callejón, Vice-Rector for International Policy – Observatory of European Union-Latin America Relations (EULARO) Executive secretary: Dr Ramon Torrent – Mediterranean Universities Union (UNIMED) Vice-President: Dr M. Callejón, Vice-Rector for International Policy – Latin America and Europe Continuing Education Network (RECLA) Vice-President: Dr M. Cristina Sanz, manager of the Postgraduate Agency – Network of European Universities in Life Sciences Coordination (January 2015 - December 2017) UB Award [This entails the UB’s institutional representative becoming chair of the Steering Committee.] – Vives Network (XVU) Member of the General Council: Dr Dídac Ramírez, UB Rector Member of the Standing Committee: Dr Pere J. Quetglas, Vice-Rector for Communication and Projection – League of European Research Universities (LERU) Presence of the UB, through its rector, on the Policy Committee Six representatives on the steering committees of six communities and working groups – EIT Health Coordination of EIT Health Spain: University of Barcelona [This is one of the UB’s major successes and it also reflects recognition of the UB’s leading international position and its scientific competitiveness in the area of health sciences.] The UB contributes significant funding in addition to mandatory membership fees to: – Coïmbra Group: collaboration grants for trainee researchers in countries in Africa, the Caribbean and the Pacific. Strategic decision to join the listed networks: Becoming a member of the listed networks is a strategic decision in line with the policy of the University of Barcelona and the Office of the Vice-Rector for International Policy under the Management Plan of the University of Barcelona: Action 2.1 Increase in international research projects and collaboration exchanges, not only European but also in other areas, taking advantage of membership in selective networks like the League of European Research Universities Action 3.1 Promotion of a policy that takes into account international rankings and reinforces the UB’s participation in selective and strategic networks Action 3.2 Prioritization of initiatives, such as the Confucius Institute in Barcelona, to foster the third mission internationally Fulfilment of targets for 2015-2016 – The target to consolidate and increase the extent of involvement by UB representatives has already been noted in the response to the ninth target set in the research unit. – Information on EuroMarine calls has been disseminated through the Research Funding Portal and the pertinent research institutes affiliated with the UB, and the UB has attended all of the general assemblies of the EuroMarine network that have been held. (From 2017, UB participation will be the responsibility of the Office of the Vice-Rector for Outreach and Internationalization, not the Office of the Vice-Rector for Research.) Despite the dissemination of the calls in 2015 and 2016, however, the UB was awarded only one of the grants available. The participation of researchers has made possible an application for an EU project, specifically a Cost Action involving a team at the Faculty of Biology and some members of EuroMarine, to initiate joint work on the preparation of a zoology textbook on invertebrates and to collaborate on future joint teaching projects. – The target to take part in European Erasmus+ projects and other networking projects in the context of UNIMED and Coïmbra has been met. In the 2015-2016 call, EU funding was awarded to five new projects involving Mediterranean networks and universities with which the UB has strategic alliances, such as Aix-Marseille University and the University of Montpellier. – The target relating to IFPU has been met, because the Doctoral Summer School has continued in operation. – In December 2015, the UB received confirmation of two innovation projects (Cook2Health and Patient Miner) and two educational projects (the Summer School with Grenoble Alpes University and the CCentre project) for implementation in 2016. More projects have been presented in 2016. New ones include an innovation project (Sport4Health), which has been approved, and five educational projects: two with Serious Games; one EIT-label health programme in one of the UB’s bioengineering master’s degrees; the CRISH project, on co-creation in health, and a new Summer School with Grenoble Alpes University. In addition, two current projects have been renewed: Cook2Health and CCentre (with the UB taking over as coordinator from Leiden University. In terms of acceleration, the UB was awarded two Proof of Concept projects in the summer of 2016. • The target to promote transnational interactions, develop collaborations and be more effective in training and research activities as part of Eurolife has been noted in the response to the ninth target set in the research unit. ▶ 162 report on social responsibility 2015-2016 code notes G4-16 Objectives for the academic year 2016-2017 – To lead a CRUE working group aimed at improving safety and the response of universities in emergency situations. – To collaborate with ACUP in the preparation of the Working Plan for Catalan Universities 2017-2020. – To take part with CIC and ACUP in improving the international outreach of Catalan universities and to participate in the conferences of the Asia-Pacific Association for International Education, the Association of International Educators (USA) and the European Association for International Education (EU). – To present a panel discussion with the Coïmbra Group at the conference of the European Association for International Education on the subject of improving emergency protocols for international mobility. – To collaborate with the Francophone University Association (AUF) in the establishment of joint academic projects with French universities. – To collaborate with UNIMED and EPUF on the improvement of cooperation and academic projects in the Mediterranean region. G4-22 There are no significant restatements to report with respect to previous reports. The only changes arise when the figures are provisional (for example, in the economic area). G4-23 There have been no significant changes. G4-28 From the calendar years 2013 to 2016 or from the academic years 2012-2013 to 2015-2016 (provided data are available on four calendar or academic years). In the case of indicators for which there are figures only until 2015 (that is, when the figures for 2016 are not yet available), the figures for 2012 are provided in order to continue reporting a period of four years. G4-29 Report on Social Responsibility 2014-2015, published July 2016. G4-30 Annual. G4-31 Office for Internal Control, Risks and Corporate Social Responsibility. G4-32 Comprehensive ‘in accordance’ option in guidelines. G4-33 The UB does not externally assure the Report on Social Responsibility. G4-34 The governing bodies of the University of Barcelona are described in the Report on Social Responsibility 2011-2012. A detailed version appears on the website. During the academic year 2015-2016 there have been no changes in this structure. G4-35 The delegation process is done through agreements, reached directly by the Governing Council or by its delegate committees. G4-36 There are posts with responsibility for economic, social and environmental topics. The post-holders report to the governing body that oversees the pertinent area. The UB does not have a single governing body in the sense specified by the indicator. G4-37 The UB has a system of representative democracy: the public is represented at the University through the Board of Trustees and the representatives of the university’s groups (PDI, PAS and students) sit on its various governing bodies (Senate, Governing Council and faculty boards). G4-39 The UB’s highest authority is the rector. The rector’s functions are stipulated in articles 71 to 76 of the UB Statute. G4-40 The appointment of members to the governing bodies is carried out in accordance with title III (articles 54 to 83) of the UB Statute. G4-42 The Committee for Social Responsibility, which is delegated by the Governing Council, is responsible for bringing together all discussion on the subject of social responsibility. G4-43 There are delegate committees of the Governing Council (such as the Committee for Social Responsibility) and delegate committees of the University Senate (such as the Sustainability Committee), in which economic, environmental and social impacts are specifically addressed. G4-44 During the rector’s term from 2008 to 2016, the UB had a publicly available and accessible Management Plan, which was used to monitor the fulfilment of targets and commitments each year. (The exception, which is noted throughout this Report, has been the year 2016, when it was not possible to carry out monitoring.). The monitoring indicators have been used to determine the extent of progress made against the governing team’s programme and to monitor the actions of the team and, therefore, of the University’s progress. In addition, there is a binding income and expenditure budget that must be settled and audited each year. Weekly meetings of the entire governing team and bimonthly meetings of the Conference of Deans have made it possible to monitor the progress of strategic actions more regularly. Because of their importance, some strategic actions have had their own particular strategic plan. These include the Language Plan, the reform of the UB’s academic and administrative structures, the CRAI Strategic Plan, etc. G4-45 Risk monitoring forms part of the functions of certain specialized units, such as the Office for Internal Control, Risks and Social Responsibility, which prepares an updated risk map, and the General Manager’s Office, which provides management alerts and an annual evaluation of the Management Plan. From this point, the UB takes any corrective or remedial actions deemed appropriate. ▶ 163 gri indicators code notes G4-46 The governing body monitors the risks of the UB from the viewpoint of managing a public service, which represents its essential function. As a result, the UB does not carry out a specific analysis or monitoring of risks associated with economic, environmental or social topics from the perspective of social responsibility. Rather, it is understood that this involves identifying situations of risk in the impacts generated by the UB. Rather, it is understood that this involves identifying situations of risk in the impacts generated by the UB. Not carrying out a specific analysis or monitoring of risks, however, is not an obstacle to undertaking specific actions in relation to the UB’s impacts in clearly identified situations. G4-47 The Governing Council is the body responsible for decision-making and implementation of management associated with public service. However, in relation to environmental and occupational safety issues, the management and monitoring of risks are the responsibility of the Senate and OSSMA. The Committee for Social Responsibility, a delegate body of the Governing Council, is responsible for the more social aspect of sustainability, while the Board of Trustees is responsible for the economic sustainability and financial sufficiency of the University and UB Group. Both the Governing Council and the Board of Trustees meet approximately every two months. The regular analysis of economic impacts, risks and opportunities primarily occurs in the months of July and December, when the previous year’s budget is closed and the coming year’s budget is presented, respectively. As a result, the University’s operational dynamic provides a permanent mechanism for the ongoing analysis of any identified impacts. G4-48 The Report on Social Responsibility is managed and prepared centrally by the OCI, which requests information from all of the involved units of the UB, compiles all the data that is received and reviews the content in an ongoing manner in accordance with the criteria of materiality. Once a draft has been prepared, the Office presents it to the delegate committee of the UB’s Governing Council that oversees social responsibility. The delegate committee reviews the draft, finalizes the content and approves the report. The members of the delegate committee include the rector, the general manager and various vice-rectors. G4-49 The representatives of stakeholder groups convey their concerns to the various governing bodies. In addition, there are more informal mechanisms to communicate with the governing bodies: – The rector’s blog – The Basic Support for Cooperative Work (a software tool for cooperative work that facilitates interaction and information exchange) – Institutional website – Contact and channelling of concerns, complaints, etc. through the unit heads – Channels of communication offered by the PDI, PAS and student intranets There are also indirect mechanisms, such as the Observatory on Students and Studies, the satisfaction questionnaires (for PAS) and the Ombuds Office (for the entire university community). In addition, the UB has a Transparency Portal that is open to the public. This is a system to manage complaints and queries, which are referred to the pertinent unit. The user receives attention or response in a maximum period of one month. G4-50 Any concerns and complaints are addressed by the Governing Council (in the discussion of each point and when the floor is thrown open). If any concern cannot be responded to in the same meeting in which it is raised, the Governing Council commits to giving a response in the next meeting. If action is required, a time frame is also set. The Transparency Portal requires that all queries receive attention or response in a maximum period of one month. As for the other more informal mechanisms mentioned above, the relevant UB staff analyse the comments in each case and decide whether a change and/or a response is required. G4-51 Most appointed positions are temporary: the schedule of job posts for 2016 has been approved and the remuneration scheme has been set. Since 2013, no performance-based pay has been established, except for exceptional remuneration or consideration for extra work or for temporarily assuming more responsibility because of a head’s leave of absence. Nor is there any remuneration or expenses for being a member of the UB’s governing bodies beyond the Board of Trustees: members of the Board of Trustees are primarily external and its internal members have waived the payment of expenses. G4-52 PDI and PAS remuneration is established by the national and regional regulations on public bodies, the list of employment posts (for PAS) and the corresponding collective bargaining agreement. G4-53 See the response for indicator G4-52. G4-55 In 2016, UB compensation rose 1% with respect to 2015. ▶ 164 report on social responsibility 2015-2016 code notes G4-56 The principles and values of the University are set out in articles 3 and 4 of the UB Statute. They are also described in detail on the UB website. With respect to codes of conduct and principles pertinent to economic, environmental and social performance, mention should also be made of the Bioethics Committee, the Animal Experimentation Ethics Committee, the Clinical Research Ethics Committee, the Hospital Clínic, the Clinical Research Ethics Committee of Bellvitge, the Observatory on Bioethics and Law (OBD), the Code of good practice for research and the Sustainability Plan. An additional highlight is the adoption of recommendations and obligations set out in the law on good governance and transparency. Also, since 2014, the UB has had a protocol for the prevention and detection of and action against situations of sexual harassment on the grounds of gender or gender orientation, and a protocol for the management of psychosocial risks. These include the hiring of expert specialists. Objectives for 2017 • To create a committee to prepare a Code of Ethics for the UB. G4-57 Ethical conduct in the UB’s science and research is regulated and overseen by the Ethics Committee. The external advisory mechanisms are highly limited. It is only possible to mention the UB’s active agreements with the Anti-Fraud Office of Catalonia, for economic topics. The UB has made progress in the rollout of regulatory compliance, which is applicable to the University and the UB Group. G4-58 The University’s Support and Mediation Office and Ombuds Office are the main places to address grievances about unethical or illegal conduct. The OCI and the departments in the General Manager’s Office oversee the handling of any illegal or similar conduct in the accounting or academic area. EC2 The UB continues to apply the Sustainability Plan and to follow a policy of energy savings that has an indirect impact on the risks and opportunities stemming from climate change, leading to new lines of research in this area and even to the creation of companies to work on this issue. In the teaching area, climate change can lead to the design of content adapted to the new situation. EC3 The budgetary legislation of the Government of Catalonia for 2016 rendered it impossible to make contributions to employee pension schemes or to award assistance through social action funds. EC7 New building works (new buildings)and major renovations Faculty of Medicine: • Approval of a plan of corrective measures with regard to firefighting on the Faculty’s premises, at the behest of the Fire Prevention, Firefighting and Lifesaving Service of the Government of Catalonia. – Volume: 34,114 sq m – Impact: comprehensive rationalization of the fire protection conditions in the building through the improvement of many safety features. Fine Arts: • Completion of corrective measures to install ventilation and extraction in the Tallers building. – Volume: 864 sq m – Cost: €83,300 – Term of investment: anticipated 40 years – Impact: improvement of the environmental conditions and the health of the building’s users. Faculty of Law: • Phase one of the Faculty’s enlargement. – Volume: 16,024 sq m – Cost: €17,040,000 (exclusive of VAT) – Term of investment: anticipated 40 years – Impact: new spaces and infrastructure, rationalization of the electricity supply to the whole Faculty and planning for infrastructure and spaces for the electrical interconnection of the entirety of the Faculty. ▶ 165 gri indicators code notes EC7 Can Jaumandreu: • Improvements to the ground floor: refurbishment of two of the former workshops for activities of the Humanities and Social Sciences Park, and connecting the entrance vestibule with the hallway leading to the former workshops. – Volume: 562 sq m – Cost: € 69,590 (exclusive of VAT) – Term of investment: anticipated 40 years – Impact: marked improvement in the utilization of spaces, rationalization of entrances and increase in safety. Food and Nutrition Torribera Campus: • Replacement of furnishings and audiovisual equipment in the Assembly Hall of the Masia building. – Volume: 297 sq m – Cost: €39,712 (exclusive of VAT) – Term of investment: anticipated 10 years – Impact: improvement in the functional conditions of the venue. Actions to eliminate architectural barriers and to ensure the safety of people assets Faculty of Law: • Changing the paving to make the rear entrance to the Faculty and Library accessible. – Volume: 105 sq m – Cost: € 13,654.85 – Term of investment: anticipated 40 years – Impact: elimination of the risk of falls because of irregularities in the original natural stone paving. • Change of false ceilings in ground-floor vestibules due to deterioration of the mounting systems. – Volume: 200.85 sq m – Cost: € 24,265.05 – Term of investment: anticipated 30 years – Impact: elimination of the risk of falling panels and improved conditions for maintenance work on the facilities thanks to the new suspended ceiling. • Change of steps on the interior access staircase to the Criminology area in the main building of the Faculty. – Volume: 65 ml – Cost: € 5,900.47 – Term of investment: anticipated 40 years – Impact: removal of old steps due to deterioration of the slip-resistant treatment and replacement with new steps that have a slip-resistant strip. Faculty of Pharmacy: • Remodelling of the emergency exit of the Faculty’s Building A. – Volume: 1 unit – Cost: € 8,589,79 – Term of investment: anticipated 40 years – Impact: remodelling of the staircase (removal of steps) and of the exit door going outdoors (width and direction of opening) to comply with fire evacuation regulations. • Set of actions to comply with the fire safety regulations. – Volume: 7 actions – Cost: € 8,947.52 – Term of investment: anticipated 40 years – Impact: all of the actions resolve problems relating to fire protection features and deficiencies in the evacuation routes in the Faculty’s Building A. Historic Building: • Construction of new toilets in the Faculty of Philology. – Volume: 5.90 sq m – Cost: € 26,893.16 – Term of investment: anticipated 40 years – Impact: improvement in the building’s conditions of use. • Remodelling of the toilets on the first floor of the Science Quadrangle. – Volume: 5.72 sq m – Cost: € 16,239.24 – Term of investment: anticipated 40 years – Impact: improvement in the building’s conditions of use. ▶ 166 report on social responsibility 2015-2016 code notes EC7 Faculty of Fine Arts: • Repair of the cornice. – Volume: 430 ml – Cost: €9,220.20 – Term of investment: anticipated 20 years – Impact: improvement in the building’s conditions of use and elimination of the risk of falling pieces of the building’s cornice. Faculty of Earth Sciences: • Repair of leaks in the facades of the Faculty of Geology (phase 3). – Volume: 296 sq m – Cost: €68,107.96 – Term of investment: anticipated 20 years – Impact: disappearance of significant leaks in the facades, which were causing deterioration to the building, the furnishings and the lab equipment. Faculty of Economics and Business: • Repair of the wood strips on the decorative false ceiling of the main entrance vestibule of Building 696. – Volume: 57.25 sq m – Cost: €2,539.28 – Term of investment: anticipated 15 years – Impact: elimination of the risk of part of the decorative false ceiling falling as a result of partial detachment in various areas of the vestibule. • Waterproofing the roof of the entrance corridor into Building 690 from Alfambra Street. – Volume: 340 sq m – Cost: €32,710.41 – Term of investment: anticipated 25 years – Impact: elimination of rainwater leaks that were affecting the building’s structure and posed a risk of slipping on wet flooring. Energy and water savings Faculty of Medicine: • Installation of solar control strips in the library, in areas of very high solar radiation. – Volume: 403 sq m – Cost: €16,520 – Term of investment: anticipated 20 years – Impact: increased energy savings in this part of the building (by sharply reducing the solar radiation that enters, the need for air-conditioning has been reduced) and increased comfort for library users (the excessive sunlight caused vision problems). Josep Carner Building: • Improvement in the efficiency of lighting through replacement of conventional lighting with LED technology. – Volume: 8,001 sq m – Cost: €65,227.48 – Term of investment: anticipated 35 years – Impact: reduction of 62% in the energy consumed by lighting, corresponding to 120,703 kWh. Various University buildings: • Implementation of remote metering in a large number of the points of supply for drinking water. – Volume: effects on a total usage of 214,225 m3 – Cost: free of charge – Term of investment: undetermined – Impact: the UB has achieved a savings of 10.34% in water consumption, corresponding to 22,363 m3. Faculty of Law: • Change of lighting in the entrance vestibules to the classrooms and in ground-floor services. – Volume: 200.85 sq m – Cost: €10,388.16 – Term of investment: anticipated 6 years – Impact: dismantling of old lighting system with low energy performance and replacement with LED panels resulting in reduced consumption and higher levels of lighting. ▶ 167 gri indicators code notes EC7 Fulfilment of targets 2016 As the description above shows, the UB has taken all of the planned actions to remove architectural barriers, except at UB Sports in the Sants building. As for energy savings, the UB has taken the planned actions in the Josep Carner Building and on the premises of the Faculty of Medicine. Also, many additional actions have been taken beyond those originally planned. Objectives for 2017 • New building works (new buildings) and major renovations: – Faculty of Medicine – Faculty of Law • To eliminate architectural barriers and to ensure the safety of people and assets: – Faculty of Fine Arts – Sants Building – Biology Classroom Block – Margalef Building (Biology) EC8 The UB’s economic impact was calculated in a study undertaken by the BiGGAR consultancy, but the UB does not regularly quantify its indirect economic impacts as an institution. In any event, other sections of this Report (such as the section on responsibility to the environment and the community) set out a series of actions that typically have an economic impact on the surrounding environment. EC9 UB orders € 18,163,648.82 Catalonia € 11,550,367.76 Spain € 5,724,482.90 International € 888,798.16 UB Group orders € 631,949.09 Catalonia € 337,978.76 Spain € 247,958.03 International € 46,012.30 Internal orders € 226,957.95 Catalonia € 226,957.95 General total € 19,022,555.86 The proportion of spending on local suppliers in 2015 has been calculated based on purchase orders. A great deal of the UB’s procurement, however, is not done through purchase orders (for example, the supply of water, electricity, gas, major building works, etc.). As a result, only a partial response is provided for this indicator. In any case, the total procurement by purchase orders is €19,022,555.86, of which €12,115,304.47 (63.69%) corresponds to Catalan suppliers and €5,972,440.93 (31.40%) corresponds to suppliers from the rest of Spain. Fulfilment of targets 2016 The target to provide contract data has not been met. By contrast, the proportion of purchase orders spent on Catalan suppliers out of total purchase orders has again been provided. Objectives for 2017 To incentivize small and medium-sized enterprises (SMEs) to participate in public tender processes, taking into account data provided by the Spanish Statistical Office in the month of September 2016 indicating that Catalonia is the autonomous community with the highest growth in business creation in Spain and that SMEs are a critical part of the business community. In this respect, the division of contracts into lots is a measure to facilitate accessibility to public tenders, because it diminishes the requirements for economic, financial and technical solvency. EN29 There is no open file. EN32 At present, the UB does not review its suppliers according to environmental criteria (with the exception of any individual initiatives that a unit happens to incorporate in making a purchase), and there are no specific internal regulations on the matter. EN34 There is no open file. LA2 The budgetary legislation of the Government of Catalonia for 2016 rendered it impossible to make contributions to employee pension schemes or to award assistance through social action funds. Prior to this ban, the UB awarded these social benefits to its staff without establishing limitations or restrictions on the grounds that staff were permanent or full-time. ▶ 168 report on social responsibility 2015-2016 code notes LA3 The UB knows how many employees have benefited from parental leave, but not the maximum number that could benefit from it. Once their parental leave has finished, 100% of employees return to their post. Maternity or paternity leaves granted to PAS in 2016: – Women: 22 – Men: 12 Maternity or paternity leaves granted to PDI in 2016: – Women: 94 – Men: 24 LA4 This information was not available when the Report on Social Responsibility was being prepared. In any case, there are no specific UB regulations on the matter, beyond what is stipulated in agreements and applicable regulations. LA5 The response appears in the Report on Social Responsibility 2012-2013. LA11 A process has not yet been implemented to evaluate PAS competences (only timetables are controlled at present, by means of clocking in and out). PDI have a distinctive feature: teaching evaluation and the evaluation of research output. The UB administers a questionnaire each semester to students on the subjects and the teaching staff in the bachelor’s and master’s degree programmes and the Teaching Assessment Committee (Comissió d’Avaluació de la Docència, CADUB) administers an annual assessment of teaching staff. For PDI, there is also a five-yearly voluntary evaluation if they wish to seek a productivity bonus for teaching. Also, PAS and PDI receive individual evaluations in the case of a formal complaint. In addition, human resources management has been updated with a new software programme. However, work is still underway on the complete development of control and CV tools to implement effective competency-based assessment. Also, in 2016 the UB has completed the approval process for the most urgent changes to the historical situations and positions in the RLT that were no longer appropriate (e.g., temporary jobs, jobs on a de facto basis, jobs turned into civil service or University-contracted posts) and it has approved the organizational plans of all administrative units and academic centres. Fulfilment of targets 2016 – The basic target to describe the tasks, knowledge, skills and attitudes required for each type of post in the RLT has been met. The target to assess the performance and career development of the people holding these posts, however, has not been met. Nor has a new RLT been approved. – The target to implement regular performance reviews for all staff has not been met. LA13 The information published by the UB on staff remuneration does not show pay differences between women and men. However, while their salary is the same for the same post, it is necessary to bear in mind that women’s access to the highest categories shows a striking bias and this will be an important element in the Third Equality Plan. The graph below shows this reality: 100% 80% 60% 40% 20% 0% Degree, postgraduate degree and doctorate students 3rd-cycle grants Tenured professors and faculty & school chair holder Degree, postgraduate degree and doctorate holders Doctoral theses read Researchers in training University chairs Men Women ▶ 169 gri indicators code notes LA14 The UB does not screen new suppliers using labour practices criteria. Fulfilment of targets for 2015-2016 The target to insert a clause on labour practices into the specific administrative terms and conditions of tender documents has not been met. Objectives for 2017 To meet the target set for the academic year 2015-2016. LA16 In the academic year 2015-2016, the UB’s Legal Services has managed a case relating to a grievance over labour practices. HR3 The UB’s Equality Unit has analysed three cases of harassment and nine cases of discrimination on the grounds of gender or gender orientation. In all cases, the results have been managed and reviewed using a routine internal management process. At present the cases are no longer subject to action. HR10 Since 2015, the UB has introduced a clause that requires suppliers to meet ethical principles and codes of conduct in the specific administrative terms and conditions of tender documents. The clause is legally binding for all contractors and it is applied to all procurement contracts. Fulfilment of targets 2016 The target has been met. HR12 During the period, no formal complaint or case on human rights has been processed. SO3 There is no specific, distinct control of so-called risks of corruption. However, these risks are not exempt from control: they are implicitly covered by the internal control systems. It must also be noted that the UB’s general policy is to evaluate two faculties or university schools a year, on average, in addition to any units involved in a staff or labour conflict that requests evaluation. Fulfilment of targets 2016 While evaluations of psychosocial risks have continued in UB faculties and university schools, there are still some to do: as a result, the target has not been met. ▶ 170 report on social responsibility 2015-2016 code notes SO4 Beyond policies on plagiarism and the misuse of intellectual property, the UB has no policies or procedures on communication and training to combat corruption that are specific and distinct from the control systems mentioned in indicator SO3. Action is taken reactively through the General Secretary’s Office pursuant to any complaint or detected issue. The General Secretary’s Office verifies whether the matter is significant. Upon verification, the matter is submitted to the courts handling administrative cases. Specific training courses to combat corruption are held regularly. Particularly important are the courses provided by the Anti-Fraud Office of Catalonia. Fulfilment of targets for 2015-2016 The target has not been met, because priority has instead been given to making progress on both the Transparency Portal and the query-reply process and on then rolling them out. Until the routine procedures of the Transparency Portal are established, the planned training cannot take place. SO5 There is no open file on corruption, except in relation to cases of plagiarism and the misuse of electronic resources, but none involve any profit-making or monetary element. Fulfilment of targets for 2015-2016 The target has not been completely met. Progress has been made on the implementation of regulatory compliance at the University and the UB Group and it is expected to be complete in 2017. This will specify the control functions and the people responsible for them, ensuring the effectiveness of a rapid action protocol. SO7 UB Sports has been sued for unfair competition. SO8 A legal action has resulted in a fine of 19,000 euros against UB Sports for unfair competition. The fine has been appealed. SO9 The UB does not screen its suppliers using criteria for impacts on society. However, terms and conditions of a social nature have been inserted into UB tenders as tiebreakers among the bidding companies. Fulfilment of targets for 2016 The target has not been met. Objectives for 2017 To continue introducing social aspects not as an obligation but as a selection criterion for contractors. SO11 There are three files open in relation to grievances about impacts on society. PR6 The UB does not sell banned or disputed products. PR7 In 2016 there have been no cases of non-compliance with the codes governing commercial and marketing communications, nor with the fundamental right to data protection. PR8 There is no open file. PR9 See the response to indicator SO8.