2026 27

7
Metric score within SDG
Equivalent score if included in overall ranking

Metric Components Metric Components Metric Components

1.1 Research • Papers coauthoredwith Low or Lower-Middle Income countries,

7 27
4.1 Research • Paper views, Citescore, and number of papers 7 27 7.1 Research • Citescore, FWCI, and number of papers
7 27
FWCI, and number of papers
4.2 Number of graduates who gained • Number of graduates 7.2 University measures • Policies in place for ensuring all renovation / new builds are following
1.2 Proportion of low income • Number of students
7 27
primary school teaching
qualifications
• Number of graduates who gained primary school teaching
qualifications
4 15.4 •
energy efficiency standards
Plans to upgrade existing buildings to higher energy efficiency
students receiving financial aid to • Number of low income students receiving significant financial aid
attend university because of • Process for carbon managementand to reduce carbon dioxide
poverty 4.3 Lifelong learning opportunities • Provide free access to educational resources for those not emissions
•
1.3 University anti-poverty • Targets to admit students from the bottom two financial deciles
provided
•
studying at the university
Host events that are open to the general public: public lectures,
Have an energy efficiency plan in place to reduce overall energy
consumption
6 23
programmes • Graduation/completion targets for students from the bottom two •
financial deciles (domestic)
community educational events Undergo energy reviews to identify areas where energy wastage is
highest
6 2
• Provide support (e.g food, housing, transportation,legal services) for 6 23 • Host events that are open to the general public: executive
• Have a policyon divesting investments from carbon-intensive energy
students from poorest families to enable them to complete
•
education programmes & vocational training
Undertake educational outreach activities beyond campus –
7 26.8 industries especially coal and oil
university
e.g. in local schools, in the community, including voluntary
• Programmes to assist students from the bottom two financial deciles
to successfully complete their studies
•
student-run schemes
Have a policy that access to these activities is accessible to all,
7.3 Energyuse density • Energy (GJ) used per m2 floor space of the university buildings
4 17
• Schemes to support poor students from low or lower-middle income
countries
regardless of ethnicity, religion, disability, immigration status or 7.4 Energy and the community • Help local community learn about importance of energy efficiency
gender and cleanenergy
• Promote a public pledge toward 100% renewable energy beyond the
•
1.4 Community anti-poverty • Provide assistance in the local communityassisting the start-up of
6 23
4.4 Proportion of 1st generation
students •
Number of students starting a degree
Number of first generation students starting a degree
8 30.8 university
programmes financially and socially sustainable businesses through relevant • Provide direct services to local industry aimed at improving energy
efficiency and clean energy
6 23
education or resources
• Provide financial assistance to the local communityassisting the • Inform and support government in clean energy and energy-efficient
start-up of sustainable businesses technology policy development
• Organise training or programmes to improve access to basic services • Provide assistance for start-ups that foster and support a low-carbon
for all economy/technology
• Participate in policy work addressing poverty in all its forms
7.5 Low-carbon energy use • Energy used from low-carbon sources in GJ
3 10
Metric Components

5.1 Research • Proportion of female authors, Citescore, and number of papers 7 27

5.2 First generation female • Number of women starting degrees
• Number of first generation women starting degrees 4 15.4
5.3 Access measures • Systematically measure/track women’s application rate, and
Metric Components acceptance/entry rate
• A policy addressing women’s applications, acceptance/entry, and
2.1 Research • Citescore, FWCI, and number of papers 7 27 participation 4 15.4
• Provide women’s access schemes
2.2 Campus food waste • Measurement of food waste • Encourage applications by women in subjects where they are
• Proportion of food wasted/discarded per person on campus 4 15.4 underrepresented Metric Components
5.4 Proportion of women in senior • Number of senior academic staff
2.3 Student hunger •
•
Programme to address student food insecurity/hunger
Provide interventions to target hunger among students (e.g. including
positions • Number of female senior academic staff 4 15.4 8.1 Research • Citescoreand number of papers
7 27
•
supply and access to food banks/pantries)
Provide sustainable food choices for all on campus, including
5 19.2 5.5 Proportion of women receiving • Number of graduates by subject area (STEM, Medicine, Arts &
8.2 Employment practice • Pay all staff and faculty at least the living wage, defined as the local
“living wage” or the local poverty indicator for a family of four
vegetarianand vegan food degrees
•
Humanities / Social Sciences)
Number of female graduates by subject area
3 11.5 • Recognise unions for all, including women & international staff
• Provide healthy and affordable food choices for all on campus • A policy on discrimination in the workplace (including discrimination
• Provide interventions to target hunger among staff (e.g. including supply based on religion, sexuality, gender, age or refugee status)
and access to food banks/pantries) 5.6 Progress measures • A policy of non-discrimination against women • A policy commitment to no forced labour, no modern slavery, no
• A policy of non-discrimination for transgender people human trafficking and no child labour
2.4 Proportion of graduates in We are looking for the number of students who were studying any aspect 5 19.2
•
•
Maternity policies that support women’s participation
Accessible childcare facilities for students which allow recent
• A policy on guaranteeing equivalent rights of workers if/when 5 19.6
agriculture and aquaculture of food sustainability within an agricultural or aquacultural course and outsourcing activities to third parties
mothers to attend university courses • A policy on pay scale equity including a commitment to
including sustainability aspects successfully completed the course • Childcare facilities for staff and faculty
• Women’s mentoring schemes, in which at least 10% of female 4 15.3 •
measurement and elimination of gender pay gaps
Measure/track pay scale gender equity
• Number of graduates students participate
• Number of graduates from a relevant agriculture course • A process for employees to appeal on employee rights and/or pay
• Measurement/tracking of women’s likelihood of graduating • Recognise labour rights for all, including women & international staff
compared to men’s, and schemes in place to close any gap
2.5 National hunger • Provide access on food securityand sustainable agriculture • A policy that protects those reporting discrimination from
knowledge/skills/technology to local farmers and food producers 5 19.2 educational or employment disadvantage
8.3 Inward investment/economic
impact
•
•
Number of employees
University expenditure 4 15.4
• Provide events for local farmers and food producers to connect and • Paternity policies that support women’s participation by
transfer knowledge ensuring that non-gestational parents can participate in
• Provide access to university facilities (e.g. labs, technology, plant childcare duties 8.4 Employment placements • Number of students
stocks) to local farmers and food producers to improve sustainable • Number of students with work placements for more than a month 5 19
farming practices
• Prioritise food purchases to maximise sustainability • Number of employees
8.5 Employment security
• Number of employees on contracts of over 24 months 5 19
Metric Components

•
6.1 Research Citescore, FWCI, and number of papers
7 27
6.2 Water consumption per person • Measurement of water consumption
• Volume of water used per person on campus per year 5 19
6.3 Water usage and care • A process for the treatment of waste water
Metric Components • Processes to prevent pollutedwater entering the water system,
including pollution caused by accidents and incidents at the
3.1 Research • Paper Views, Clinical Citations, and number of papers 7 27 university
• Provide free drinking water for students, staff and/orvisitors, (e.g. 6 23
3.2 Number graduating in health • number of graduates in most recent year drinking water fountains)
professions • number of graduates in health professions in most recent year 9 34.6 • Apply building standards to minimise water use
• Plant landscapes to minimise water usage
3.3 Health impact • Currentcollaborations with local or global health institutions to improve Metric Components
health & wellbeing outcomes 6.4 Water reuse • Water re-use policy
• Outreach programmes and projects in the local community to • Water re-use measurement 3 12
improve or promotehealth & wellbeing, this can also include outreach
9.1 Research • Number of papers 3 11.6
programmes to displaced or refugee communities local to the 6.5 Water in the community • Provide educational opportunities for local communities to learn
9.2 Patents • Patents that cite research
•
institution
Share sports facilities with the local community, for instance with local
10 38.4
•
about good water management
Support water conservation off campus
4 15.4
• 9.3 Spin-offs • Number of university spin-offs
schools or with the generalpublic Where water is extracted, utilise sustainable water extraction
9 34.6
• Provide students access to free sexual and reproductive health-care
services including information and education services •
technologies on associated university grounds on and off campus
Utilise sustainable water extractiontechnologies on campus and
5 19
• Research income from industry and commerce by subject
• Provide students with access to free mental health support associated university grounds 9.4 Industry income area (STEM, Medicine, Arts & Humanities / Social Sciences)
• Have a smoke free policy for the university • Cooperatewith local, regional, national and global governments on • Number of academic staff per subject area 10 38.4
• Provide staff with access to free mental health support water security
• Actively promote conscious water usage on campus
• Actively promote conscious water usage in the wider community

THE University Impact Rankings © Times Higher Education 2018, 2019, 2020, 2021, 2022, 2023, 2024: all other copyrights acknowledged. Version 4.0A
2024-10-07
 2026 27 Metric score within this SDG
7 Equivalent score if included in overall ranking

Metric Components Metric Components Metric Components

10.1 Research • Citescore, FWCI, and number of papers 7 27 13.1 Research • Citescore, FWCI, and number of papers 7 27 16.1 Research: Law and IR • Citescore, FWCI, and number of papers
7 27
10.2 First generation students • Number of students starting a degree 13.2 Low carbon energy use • Measurement of low-carbon energy used 16.2 University governance measures • Have elected representation on the university’s highest governing
• Number of first-generation students starting a degree 4 15.5 • Total energy used 7 27 body
• Electricity from low-carbon sources • Recognise an independent students’ union
10.3 Percent of international students • Number of students • Policies and procedures to identify local stakeholders external to the
13.3 Environmental Education • Provide local education programmes or campaigns on climate
from low and lower-middle • Number of international students from low and lower-middle income 4 15.5 measures change risks, impacts, mitigation, impact reduction and early warning
•
university and engage with them
Participatory bodies that recognize and engage local stakeholders,
income countries receiving
financial aid
countries receiving financial aid • A Climate Action plan, shared with local government and/or local
community groups
Including local residents, local government, local private, local civil 7 26.6
society representatives
10.4 Percent of students with • Number of students 3 11.5 • Participatein co-operative planning for climate change disasters,
that may include the displacement of people both within a country
6 23 • Publish the university's principles and commitments on organized
disabilities • Number of students with disabilities crime, corruption & bribery
and across borders, working with government
• Policy on supporting academic freedom
• Inform and support local or regional government in local climate
•
10.5 Percent of employees with • Number of employees
3 11.5 change disaster/risk early warning and monitoring
Publish university financial data

disabilities • Number of employees with disabilities • Collaborate with NGOs on climate adaptation
16.3 Working with government • Provide specific expert advice to local, regional or national
13.4 Commitment to carbon neutral • Existence of target date by scope of Carbon Neutrality 6 23 government
10.6 Measures against discrimination • Non-discriminatory admissions policy university • Year of commitment • Provide outreach, general education, upskilling and capacity-building
• Tracking application and admission rates of under-represented to policy- and law-makers on relevant topics e.g. economics, law,

•
groups (includes newly settled refugee students)
Take planned actions to recruit from under-represented groups •
technology, migration and displacement and climate change
Undertake policy-focused research in collaboration with government
6 23.2
departments
•
•
Anti-discrimination policyfor staff and students
The existence of a diversity and equality committee or officer
5 19 • Provide a neutral platform and ‘safe’ space for different political
• Providing mentoringor other support programmes aimed at stakeholders to come together to frankly discuss challenges
students and staff from under-represented groups
• Provide accessible facilities for people with disabilities 16.4 Graduates in law and civil • Number of graduates
• Provide support services for people with disabilities
Metric Components
enforcement related courses • Number of graduates from law and civil enforcement related courses 6 23.2
• Provide access schemes for people with disabilities with ethical element
• Have reasonable accommodation policy/strategy implemented,
including adequately funded mechanism for persons with disability
14.1 Research • Citescore, FWCI, and number of papers
7 27
• Anti-harassment policy for staff and students 14.2 Supporting aquatic ecosystems • Offer educational programmes on fresh-water ecosystems for local
through education or national communities
• Offer educational outreach for local or national communities on

•
sustainable management of fisheries, aquaculture and tourism
Offer educational outreach activities for local or national
4 15.3
communities to raise awareness about overfishing, illegal,
unreported and unregulated fishing and destructive fishing practices

14.3 Supporting aquatic ecosystems • Support or organise events that promote conservation and
Metric Components through action sustainable use of oceans, seas, lakes, rivers and marine resources
• Policies to ensure that food on campus that comes from aquatic Metric Components
• ecosystems is sustainably harvested
11.1 Research Citescore, FWCI, and number of papers
7 27 • Work directly to maintain and extend ecosystems and their 5 19.4 17.1 Proportion of all SDG research • Proportion of all SDG research with (international) coauthors from 6 27.1
biodiversity, especially ecosystems under threat with international coauthorship Low and Lower-Middle Income countries, number of papers
11.2 Support of arts and heritage • Provide public access to buildings and/or monuments of cultural • Work directly on technologies or practices that enable marine
significance industry to minimise or prevent damage to aquatic ecosystems
• Provide public access to libraries including books and publications 17.2 Relationships with NGOs, • Have directinvolvement in, or input into, national government SDG
• Provide public access to museums, exhibitionspaces / galleries Regional and National policy development
14.4 Water sensitive waste disposal • Have water quality standards and guidelines for water discharges Government • Initiate and participate in cross-sectoral dialogue about the SDGs
•
and/or works of art and artifacts
6 22.6 • Action plan to reduce plastic waste on campus • Participate in international collaboration on gathering or measuring
4 18.5
•
Provide free public access to open spaces and green spaces
Contribute to local arts, in terms of number of annual public • Policyon preventing and reducing marine pollutionof all kinds, in 5 19.3 data for the SDGs
performances of university choirs / theatre groups / orchestras etc particular from land-based activities • Through international collaboration and research, review
• Deliver projects to record and/or preserve intangible cultural comparative approaches and develop international best practiceon
heritage such as local folklore, traditions, language, and knowledge. 14.5 Maintaining a local ecosystem • A plan to minimise physical, chemical and/or biological alterations of tackling the SDGs
This can include the heritage of displaced communities related aquatic ecosystems • Collaborate with NGOs to tackle the SDGs
• Monitor the health of aquatic ecosystems
•
11.3 Expenditure on Arts and
Heritage •
University expenditure
University expenditure on arts and heritage 4 15.3 • Develop and support programs and incentives that encourage and 17.3 Publish outputs across all SDGs • Which of the 17 SDGs does your university publish outputs for 6 27.2
•
maintain good aquatic stewardship practices
Collaborate with the local communityin efforts to maintain shared
5 19
•
11.4 Sustainable practices • Measure and set targets for more sustainable commuting aquatic ecosystems
17.4 Education for the SDGs A commitment to meaningful education around the SDGs across the
university, relevant and applicable to all students
6 27.2
• Undertake actions to promote the % of more sustainable commuting • Apply a watershed management strategy based on locationspecific
• Promote or allow telecommuting or remote working for employees diversity of aquatic species • Have dedicated courses (full degrees, or electives) that address
as a matter of policy or standard practice, and/or offer a condensed sustainability and the SDGs.
working week to reduce employee commuting • Have dedicated outreach educational activities for the wider
• Provide affordable housing for employees community, which could include alumni, local residents, displaced
•
•
Provide affordable housing for students
Prioritise pedestrian access on campus 9 35.1 people
• Work with local authorities to address planning issues/development, • Measure the sustainability literacy of students
including ensuring that local residents are able to access affordable
housing
• Build new buildings to sustainable standards (if ‘yes’, are you

17 + A + B + C
following a national standard or body)
Metric Components
• Build on brownfield sites, where possible
15.1 Research • Citescore, FWCI, and number of papers 7 27
15.2 Supporting land ecosystems • Support and/or organise events aimed to promote conservation and
through education
•
sustainable utilisation of the land, including forests and wild land
Policies to ensure that food on campus is sustainably farmed 22% 26% 26% 26%
• Work directly to maintain and extend ecosystems and their
biodiversity especially ecosystems under threat 6 23
• Offer educational programmes on ecosystems (looking at wild flora
and fauna) for local or national communities
Metric Components • Offer educational outreach for local or national communities on
sustainable management of land for agriculture
• Offer educational outreach for local or national communities on
•
12.1 Research Citescore, FWCI, and number of papers
7 27 sustainable management of land for tourism

12.2 Operational measures • A policy on ethical sourcing of food and supplies 15.3 Supporting land ecosystems • Policy to ensure the conservation, restoration and sustainable use of
• A policy, process or practice on waste disposal and hazardous materials through action terrestrialecosystems associated with the university, in particular
•
•
A policy on waste disposal
Policies around use minimisation
7 26.7 •
forests, mountains and drylands
Policies to identify, monitor and protectany IUCN Red Listed species 7 27
• Do these policies extend to outsourced services and the supply chain and national conservation list species with habits in areas affected by
• Do these policies extend to outsourcedsuppliers and the supply chain the operation of your university
• Include local biodiversity into any planning and development process
12.3 Proportion of waste recycled • Measurement of waste generated and recycled • Policies to reduce the impact of alien species on campus
• Tracking waste generated and recycled 7 27 • Collaborate with the local communityin efforts to maintain shared
• Amount of waste generated land ecosystems
• Amount of waste recycled and sent to landfill
12.4 Publication of sustainability • Is the report annual, bi-annual or less frequent
5 19.3 6 23
report 15.4 Land sensitive waste disposal • Water quality standards and guidelines for water discharges
• Policy on reducing plastic waste on campus
• Policy, process or practice on waste disposal - covering hazardous materials

THE University Impact Rankings © Times Higher Education 2018, 2019, 2020, 2021, 2022, 2023, 2024: all other copyrights acknowledged. Version 4.0A
2024-10-07