TY - JOUR

T1 - ‘Doing good science’

T2 - The impact of invisible energy policies on laboratory energy demand in higher education

AU - Gormally, Alexandra Marie

AU - O'Neill, Kirstie

AU - Hazas, Michael David

AU - Bates, Oliver Emile Glaves

AU - Friday, Adrian John

N1 - This is the author’s version of a work that was accepted for publication in Energy Research and Social Science. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Energy Research and Social Science, 52, 2019 DOI: 10.1016/j.erss.2019.02.012

PY - 2019/6/1

Y1 - 2019/6/1

N2 - Education is the second largest consumer of energy in the service sector, however, little research to date has focused on the link between education policy and energy demand. Using a case study, this paper explores the role of invisible energy policies in Higher Education (HE). We make a distinctive contribution to debates about invisible energy policy by applying concepts from governmentality to show how different policies and technologies of governance come in to conflict in practice. And, we argue that although there are a number of institutional and national-level policies directly related to sustainability (including energy) there are also a number of conflicting priorities, most notably linked to the neoliberalisation of HE. Our case study focuses on teaching and research laboratories and empirically explores the impacts of both intentional and non-intentional energy policy in these spaces. Specifically this research highlights that the ability to ‘do good science’ has implications for demand management that go beyond research and teaching laboratory activities, and into the wider realm of HE institutions and policies.

AB - Education is the second largest consumer of energy in the service sector, however, little research to date has focused on the link between education policy and energy demand. Using a case study, this paper explores the role of invisible energy policies in Higher Education (HE). We make a distinctive contribution to debates about invisible energy policy by applying concepts from governmentality to show how different policies and technologies of governance come in to conflict in practice. And, we argue that although there are a number of institutional and national-level policies directly related to sustainability (including energy) there are also a number of conflicting priorities, most notably linked to the neoliberalisation of HE. Our case study focuses on teaching and research laboratories and empirically explores the impacts of both intentional and non-intentional energy policy in these spaces. Specifically this research highlights that the ability to ‘do good science’ has implications for demand management that go beyond research and teaching laboratory activities, and into the wider realm of HE institutions and policies.

KW - Higher education

KW - Energy demand

KW - Invisible energy policy

KW - Non-energy policy

KW - Governmentality

U2 - 10.1016/j.erss.2019.02.012

DO - 10.1016/j.erss.2019.02.012

M3 - Journal article

VL - 52

SP - 123

EP - 131

JO - Energy Research and Social Science

JF - Energy Research and Social Science

SN - 2214-6296

ER -