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Procedia Engineering 117 (2015) 382 – 388

International Scientific Conference Urban Civil Engineering and Municipal Facilities,

SPbUCEMF-2015

Moscow Higher Education Institutions: Eco-ergonomic Aspects of

Operation and Environmental Initiatives
Olga Yudenkova*, Ekaterina Savina
Moscow State University of Civil Engineering, 26 Yaroslavskoye shosse, 129337, Moscow, Russia

Abstract

In the article, the coauthors analyze the ecological and ergonomic aspects of operation of Moscow-based institutions of higher
education within the framework of the notion of the learning environment and the concept for the transformation of present-day
cities, developed by V.A. Ilyichev, a prominent Russian researcher. The issues, considered in the article, encompass the
ecological law violations and environmental initiatives. Besides, the coauthors provide the findings of the comparative analysis
between the ecological initiatives, launched by the Moscow-based higher education institutions, and those implemented by the
universities based in Europe. The coauthors believe that any ecological initiative may be successful if perceived by each lecturer,
student and postgraduate as his or her personal philosophy.
© 2015The
© 2015 TheAuthors.
Authors. Published
Published by Elsevier
by Elsevier Ltd.
Ltd. This is an open access article under the CC BY-NC-ND license
Peer-review under responsibility of the organizing committee of SPbUCEMF-2015.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of SPbUCEMF-2015
Keywords: learning environment, ergonomics, medical screening, air ion, microclimate, hazardous emissions, waste container, light intensity,
environmental initiatives

1. Introduction

The mission of higher education is to disseminate professional knowledge, to support research initiatives, to
promote culture by means of teaching students and getting them involved in fundamental research projects in the
natural/engineering sciences and humanities at each level of learning. Nowadays Russia’s higher education serves to
build cultural and professional competencies. According to the Federal State Standards of Education (FGOS), a

* Corresponding author. Tel.: +7-968-603-0044; fax: +7-499-183-5765.

E-mail address: olgayudenkova@yandex.ru

1877-7058 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of SPbUCEMF-2015
doi:10.1016/j.proeng.2015.08.182
 Olga Yudenkova and Ekaterina Savina / Procedia Engineering 117 (2015) 382 – 388 383

competency represents a combination of the in-depth understanding of the content of specific disciplines, and the
competence, or the ability to apply the information, derived in the process of learning, in the course of the work
performance. [1] This competency building approach is applied to develop students, or future specialists in versatile
areas of knowledge, who must know how to formulate and attain objectives, how to solve professional problems,
and how to get accustomed to the ever-changing social, political, economic, and professional environments.

2. Research Methods

As for the Moscow institutions of higher education, we need to identify and classify the extent of their
compliance with the Federal ecological legislation, and the composition of the ecological initiatives that they take
and implement. First of all, we classify the ecological and ergonomic violations, committed by the Moscow
institutions of higher education, using the criteria of their interference with the educational process. The violations
that interfere with the educational process include overcrowded classrooms typical for both old-style and new
buildings that are designed to the contemporary standards of ergonomics. The problem of overcrowded classrooms
may be resolved through the application of management control methods by the university executives. Another
frequent violation that interferes with the educational process consists in the insufficient lighting of classrooms. This
violation may be easily resolved by the technical departments of higher education institutions. Besides, many higher
education institutions fail to arrange medical screenings for their professors and lecturers, while annual medical
screenings of the teaching and lecturing staff are obligatory in accordance with the Federal Law on Education in the
Russian Federation. [14] Besides, Moscow institutions of higher education frequently violate the sanitary
regulations that are effective in the Russian Federation and that set the requirements for the ion composition of the
air inside production facilities and public buildings. The violations include the insufficiency or surplus of air ions.
These violations may be committed in the rooms that have items of machinery capable of generating electrostatic
fields when in operation. [15] The rooms, accommodating video display terminals and similar items of equipment,
must have air ionizers or deionizers. However, contrary to the law, some universities fail to install air ionizers or
deionizers for various reasons, including insufficient funding and little attention paid to the issues of ergonomics.
Several universities violate the hygienic requirements applicable to the microclimate of workplaces inside
classrooms. The intensity of the energy expenditure by lecturers, employees, and students working inside particular
classrooms, the amount of time needed to complete specific assignments, and the season of the year determine the
acceptable microclimatic conditions. The hygienic requirements also comprise the methodologies designated for the
measurement of the values that describe the microclimate inside classrooms. Microclimatic conditions, including the
temperature of the air and surfaces, relative humidity and air velocity, as well as the thermal exposure intensity must
maintain the thermal balance between humans and the environment to assure the optimal or, at least, acceptable
thermal status of the human body. [16]
When we analyze the violations of the ecological, sanitary, hygienic and ergonomic legislation, that do not
interfere with the educational process and that are committed by the Moscow institutions of higher education, we
realize that any university or college acts as an organization of permanent operation, a proactive consumer of
electric energy connected to the urban engineering networks, and a source of various hazardous emissions. As a rule,
universities and colleges have laboratories designated for student and academic research. Some laboratory rooms
accommodate machines that are the sources of electromagnetic emissions or radiation. Any university has cafeterias,
printing offices, a fleet of vehicles, dormitories for students and lecturers, sports centers, and warehouses. Many
laboratories, fleets of vehicles and printing offices are the sources of air pollutions. According to the data provided
by the Federal Service for the Control over the Protection of Consumers’ Rights and Human Welfare, the number of
sources of emissions within the areas, occupied by Moscow universities and colleges, is equal to dozens. Over
twenty hazardous substances, namely, nitrogen dioxide, phenyl methane, ethanol, etc., emitted by Moscow-based
universities, pollute the air. [17] The most frequent violations of the ecological legislation include (1) the failure to
store mercury and mercury-containing devices, namely, fluorescent lamps, in the appropriate manner, and (2) the
failure to install appropriate solid waste storage containers. [18-19] Some Moscow-based universities install solid
waste storage containers on the sites that are not designated for them; moreover, several Moscow institutions of
higher education have no sites for solid waste storage containers.
384 Olga Yudenkova and Ekaterina Savina / Procedia Engineering 117 (2015) 382 – 388

Excessive noise in the printing offices is a typical violation committed by the Moscow-based institutions of
higher education. Special noise-proof earphones must be distributed among the printing office employees to correct
this violation. Whenever any ecological or ergonomic violations are revealed, universities and colleges do their best
to have them remedied in the shortest term. Although the problems of solid waste containers and their sites,
excessive noise levels, and insufficient lighting may be resolved rather quickly, such violations as the improper
thermal and humidity environment are next to impossible to correct, because many universities occupy old buildings
that fail to comply with the effective ecological and ergonomic requirements. Some Russian researchers offer
sustainable strategies for the obsolete buildings conversion, although high costs often cause obsolete buildings to be
demolished rather than converted. [20-21] However research teams, composed of university professors and
practicing engineers, have rated the energy efficiency and sustainability of buildings by international standards and
work at increasing the energy efficiency of educational institution buildings, using environmentally sound methods.
[22-23] The team of Russian university-level lecturers has also developed a distant learning course in energy
efficient refurbishment management. [24] CENEAST, a Tempus Project on “Reformation of the Curricula on Built
Environment in the Eastern Neighboring Area”, pursues exactly the same objectives: the project co-developers are
to generate awareness for the energy-saving methods and instruments and to promote the green design courses at the
universities involved in the project. [25]
In the meantime, Moscow universities and colleges follow the example of the universities based in Europe and in
the USA and launch numerous ecological initiatives. Moscow institutions of higher education join nationwide and
international ecological projects.
Many Moscow universities have joined Campus, a nationwide programme for the environmentalization of
universities, implemented through a joint effort of Tetra Pak and World Wildlife Fund (WWF). The mission of this
programme is to disseminate the ecological information and mentality in the student community, and to facilitate the
development and implementation of ecological projects and initiatives by the universities. [26] The objective of this
programme is to have students involved in the ecological research and action-oriented projects, aimed at the
attainment of specific goals. This programme enjoys the backing of its founders, the World Wildlife Fund (WWF)
and Tetra Pak, the company that provides complete solutions for processing, packaging and distribution of food and
beverages.
MGIMO, the Moscow State University of International Affairs, is the first Russian university to join the Campus
programme. Its graduates specialize in the international affairs; this is the reason why they are so responsive to
international initiatives. Three years ago MGIMO students launched a paper recycling programme, when they
discovered that used paper made up 80% of the university waste. Besides, MGIMO University is also going to
launch separate waste collection and to conduct an energy audit of the university buildings in order to find out the
amount of electric energy, thermal energy and water consumed by the MGIMO University each month. [27]
Another ecological initiative of the Russian origin was launched five years ago. This initiative is entitled
“Russia’s Green Institutions of Higher Education.” This is a Federal partnership programme, whose mission is
similar to that of the Campus programme, initiated by the WWF. [28] Many universities based in Russia and in the
Commonwealth of Independent States have already joined this programme. It offers an extensive agenda that
comprises the same actions as the Campus programme, coupled with other initiatives, such as cycling and
carpooling. Carpooling, or car sharing, is the sharing of car journeys, so that several persons travel in one car.
Carpooling originates from the United States of America; it dates back to the days of the World War II. Carpooling
returned in the 70ies of the 20ieth century due to the two energy crises of 1973 and 1979. Nowadays this initiative
turns all the more relevant, although the carpooling initiative launched within the framework of the programme
“Russia’s Green Institutions of Higher Education” is slightly different. It promotes journeys shared by several
lecturers and students to reduce CO2 emissions.
Each of the above-mentioned ecological initiatives can be regarded as part of the concept for the transformation
of present-day cities into biosphere compatible ones that are capable of developing humans, because a significant
number of the Russian institutions of higher education are located in the cities and towns. V.A. Ilyichev, member of
the Academy of Architectural and Construction Sciences, authors this concept, which enjoys a strong support from
his colleagues, including Z.I. Ivanova. [29] The mission of the concept consists in the transformation of cities
through the employment of the Transformation Matrix. The Transformation Matrix serves to analyze the ecological
 Olga Yudenkova and Ekaterina Savina / Procedia Engineering 117 (2015) 382 – 388 385

status of a city, to identify its weak points in terms of the urban ecology, and to make a quantitative assessment of
the city’s ability to develop humans. [30]
If we address the ecological projects and initiatives launched by the universities based in Europe and in the USA,
we will find out that their ecological agenda is a lot more comprehensive than the one of the Russian universities.
For example, a community of British students entitled People&Planet, whose mission is to educate and empower
students to take effective action on the causes of social and environmental injustice, helped to secure the world’s
first Climate Change Act, and organized the UK’s largest climate demonstration. Moreover, the People&Planet
community compiles the University League, a comprehensive and independent ecological and ethical rating of the
British universities, which is available on the website of the community and in The Guardian newspaper. The
publication of the University League rating in The Guardian means that the rating is trustworthy and credible. This
year the Plymouth University tops the University League rating. [31] Numerous US-based universities use solar
batteries to generate solar energy. They also offer specialized training courses in sustainable development within the
framework of several programmes. [32] The website of international university ratings maintains a Green
Universities webpage; it has an extensive collection of actions that can help a university to convert into a green one.
The top priority of a green university is the sustainable design of its buildings. The point is that the notion of
sustainability develops quite fast, while buildings last a lot longer. Therefore, the university buildings that are
considered sustainable today may be regarded as unsustainable in the future. The Green Universities webpage also
offers several examples of renewable sources of energy. Some universities even burn the cow dung to generate the
energy that they need. Several universities offer free potable water on campus, so that the students could re-use their
bottles that would, otherwise, convert into additional waste items thrown into the waste containers. This action
seems to be rather expensive: making potable water available all over the campus for free is more expensive than
filling waste containers with empty plastic bottles. The Green Universities webpage urges the universities to
reconsider their supply contracts and to reduce the amount of supplied products that are not green. The website also
promotes the support of local food producers so that local food fairs could be organized on campus; students can
also grow organic food themselves. The Green Universities webpage calls university students, lecturers, and staff for
waste recycling to follow the example of a Swiss university that delivers its organic waste to the local farm, where
waste is recycled into fertilizers. Is it ever possible in Russia? Green transport is heavily promoted by the Green
Universities webpage. By “green transport” the editors of the website mean bicycles and free charges of electric
cars. If we try to extrapolate these ideas to the Russian universities, we may turn desperate, as these actions may be
implemented in Russia in a long while, unless everybody treats them as a must. Awareness-raising events,
mentioned on the Green Universities webpage, also matter. The more we know about the condition of the
environment, the more we know about the actions that can reverse the present-day trends, the better for us and for
the environment. According to the information available on the Green Universities webpage, students can get
involved in any event. The website offers examples of the students’ initiatives. Some students grow organic
vegetables on the land plot owned by the university; a group of students has launched a “freecycling” shop where
students donate unwanted items and get other items they need (books, clothes, and cooking equipment) for the latter
not to fill waste bins and landfills. The same initiative, though reduced to books, was launched in Moscow. The
Russian internet segment is full of book swap websites. The LiveLib website offers books for sale and for exchange,
although the word “bookselling” comes first on the main page of this website. [33] Students of the University of
Tokyo repair used laptops and lend them out free of charge. Some of these initiatives, mentioned on the Green
Universities webpage, can be implemented by the Russian universities. We just need to take more initiative!
Students cannot make substantial changes to the university buildings; they cannot get all smokers to stop smoking,
but they can do minor things: they can grow vegetables for themselves and for the local community; they can think
twice before buying the items that they do not need; they can have waste paper recycled. These are the minor actions
that may turn very efficient if they enjoy the support of the majority.
The figure (Figure 1) is an illustration of a set of actions taken (or to be taken) by the universities willing to make
their contribution into the maintenance of the local environmental balance. It is evident that the Moscow-based and
Russian universities have a lot to learn from the universities based in Europe. The environmental actions, that the
European universities take, are much more versatile. That means that the European universities have something to
share, while the Russian students have something to adopt: ecological project ideas, environmental actions, and the
386 Olga Yudenkova and Ekaterina Savina / Procedia Engineering 117 (2015) 382 – 388

behavioral patterns of individual students who are ready to work for free for the benefit of everybody. As for the
issues of ergonomics, students have an insufficient awareness of this subject matter worldwide. [34]

CAMPUS The University League

(co-founded by WWF and Tetra (founded by the People&Planet
pack) community)

Some of the
Environmental
Initiatives
Implemented in
Russia and
Worldwide

Russia’a Green Institutions of

Green Universities
Higher Education
(founded by the University Ratings
(founded by the Russian
website)
Federation)

Fig. 1. Some of the environmental initiatives implemented in Russia and worldwide.

3. Conclusions

If we take a closer look at the attitude of the Moscow (and Russian) universities towards ecology, ergonomics,
environmental initiatives, and violations of the environmental and ergonomic legislation, we realize that their
attitude contemplates a paradox, because the violations, committed by the universities, and the initiatives, that they
take, apply to the same notions and items! For example, according to the reports issued by the Moscow Office of the
Federal Service for the Control over the Protection of Consumers’ Rights and Human Welfare, several Moscow
universities store their waste in the inadmissible way. The same universities have launched separate waste collection
programmes and recycling initiatives. Thus, their waste collection pattern is paradoxical, as it comprises both a
noble initiative and a violation of the law. Isn’t it the outcome of poor in-house communications?
Any ecological initiatives, originating from Russia, may be taken and advanced by several institutions, including
competent government authorities, independent international and Russian environmental organizations, and the
universities that partner with the Federal public programme entitled Green Institutions of Higher Education in
Russia.
It is important to note that the WWF’s choice of developers of environmental projects is perfectly correct: the
WWF implements its environmental initiatives at the universities, the places full of intelligent young people. Young
people are forward-minded; they are ready to develop ecological projects in the course of several years to come.
However, many Russian students need to get ready to change their personal lifestyles, if they want to be able to
accomplish environmental goals and objectives. According to S.N. Bobylev, Professor, Moscow State University,
any green university must exercise its educational function in the field of environmental protection. [35] It’s
important to understand that it makes no sense to make students and lecturers separate their waste. This initiative
must be driven by the personal philosophy that everyone shares

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