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Batey

Matthew

Batey

Ad-Hoc Expert

Generic Skills

B.1. Understanding of integrated and sustainable urban development: 
An understanding of sustainable urban development started with a Masters (Environmental Science, Policy and Planning, University of Bath, UK) dissertation in the role of ecohome design for social housing projects, in particular the key requirements for residents to be fully engaged in the technologies used - e.g. rainwater collection, solar panels - in order for the users to adopt the technologies successfully into a more sustainable lifestyle. This concept and understanding I developed further in 4 years at London-based solar PV startup, focusing on optimising human interaction and engagement with new technologies and further still in Sustainability expert role for large architectural projects in Belgium and France at Boydens Engineering, working with some of the worlds pre-eminent architects, such as OMA. A sense that urban and building design still did not sufficiently account for variations in human behaviour affecting the success of urban sustainability strategies, I broadened my focus into neighbourhoods, researching flexible building use strategies within neighbourhoods, including the role of social media and urban games to improve the efficiency of buildings through shared use, ownership and occupancy strategies. This research included EU projects IREEN and ICT4E2B, along with IEA Task 24 reviewing and sharing findings of international urban energy and behaviour change programmes.
B1. Assessment: 
1: The applicant demonstrates experience in integrated urban development. He holds a MSc degree in Environmental Science, Policy and Planning and was involved in EU research projects IREEN and ICT4E2B.
B.2. Understanding of exchange and learning processes at transnational level: 
I've been involved in several EU transnational projects under FP7 and Horizon2020 and also IEA Task 24, which was an international networking project for the sharing of concepts in energy-saving and efficiency at residential, neighbourhood, city and national scales, including comparative assessment of findings, shortcomings and failures enabling sharing and exchange of experiences transnationally. The leading of workshops, information sessions and knowledge transfer processes, in particular relation to the spread of environmental best practices, is a core part of current work as a an auditor under schemes such as BREEAM-in-Use. These processes focus on educating building owners, managers and users on how they can improve the environmental performance of their properties through changes in day-to-day operations, rather than major renovation work. The approach is structured to engage users and management teams by recognising achievements and the value of their work before introducing new possibilities in an accessible step-by-step method. The experience I’ve had running these processes across Europe (in Belgium, Spain, Netherlands, Germany, Poland, Austria and Slovakia) provides an excellent basis to structure the transnational knowledge exchange process required under a Lead Auditor role.
B2. Assessment: 
1: The applicant demonstrates experience in exchange and learning activities at transnational level (i.e. under BREEAM-in-Use and IEA Task 24 ).
B.3. Proficiency in English: 
English is my mother-tongue. Schooling, Batchelor, Master and Postgraduate education and 10 years of work experience completed in an English-spreaking environment (United Kingdom).
B3. Assessment: 
1: The applicant is a native speaker.

Expertise for the design and delivery of transnational exchange and learning activities:

C.3.1. Ability to communicate complex concepts to non-English speakers: 
During post-graduate research into innovation in collaborative business models at HOWest Technical University , Bruges, in 2016, included presentation in Dutch on the sharing economy and the business, financing and behavioural concepts that support it to groups such as the Flemish Government and Civil Servants. Under the same research, many presentations were required to groups of students, including international students from non Anglo-Saxon backgrounds (e.g. Asia) with limited English abilities. These presentations of sharing economy concepts, used highly visual slides featuring brands, logos and cartoons used by companies themselves, photomontages, also following a time pecha kucha methodology, youtube links to simple to follow explanatory videos of the processes (e.g. lift-sharing) and easy to understand graphics to explain economic and behavioural concepts being applied. (Documents can be supplied but not necessarily available online)
C3.1 Assessment: 
1: The applicant provided one relevant example ( e.g. under his post-grad presentation he used variety of communication techniques).
C.3.2. Ability to draw out, support the verbalization and documentation of knowledge and practice from participants: 
The BREEAM assessment methodology and tool is a fine example of this process. Using the basic tool of a questionnaire covering the physical performance aspects of a building or urban area, along with operational practices, management strategies and technologies, building managers, owners and technical support staff are led through a process of understanding and evaluating performance (related e.g. to energy-efficiency or environmental impact). The requirement to produce documentation and a verbal justification for achieving a given performance standard is a learning process through which they can better understand aspects of technology and practices that impact performance and further how to improve. Further, through the verbalisation and assessor feedback, this documented process of understanding can be used by others to compare similar aspects and to follow the same process to develop their own understanding, thereby enabling knowledge transfer and the spread of innovative concepts. Under Business Model Research at HOWest, teams of students and startups were led through a process of ideation, concept development and presentation, at the end of which they produced posters, physical demonstration stands, smartphone apps, videos and photo/graphical reports to illustrate the development of their concept that demonstrated the business case and their understanding of its value and why it represented the sharing economy. (Documents can be supplied, not available online)
C3.2 Assessment: 
0: The applicant provided one, partially relevant example of an output, produced to support exchange of experiences/knowledge at transnational level (i.e. BREEAM assessment methodology).
C.3.3. Ability to capture learning for participants to take away: 
Following BREEAM assessments conducted across an international portfolio, I produce reports for the participants (building managers and participating support staff) detailing the meeting and workshop and also providing a summary of results and findings of the assessment, acting as a case study of the site in question, its performance against the standard and recommendations for improvements as key learning take aways for participants. These reports include various comparative illustrations of the entire portfolio to enable transnational comparison. Under the IEA task 23 research network, presentations and feedback from each event, as well as graphical illustrations and videos were produced to illustrate the discussions, findings and conclusions emerging from the event. These were featured on the task social media network to be shared across the full project network and inform further participant research and future events and finally the project report, including detailed case studies, key messages for behaviour change practitioners and stories of each project to provide easy access illustration of project findings and significance. (Documents can be supplied, not available online)
C3.3 Assessment: 
1: The applicant gave a partially relevant example (i.e. under IEA task 23 research network).
C.3.4. Ability to produce concise reports that incorporate good practices and policy messages: 
The IEA task 23 research project resulted in an overall project report incorporating project learnings and in particular policy advice drawn from successful and less successful programmes and interventions studied. I produced the Belgian part of this report, including the story of each project, its impact and wider policy implications. Each BREEAM report includes highlights of high performance aspects, thereby summarising best practice to inform others in a knowledge transfer process. The HOWest research into collaborative business models included a final report detailing the findings drawn from evaluating and studying a number of existing business models from around the globe. This report (Dutch) highlighted how local initiatives could learn from international models and incorporate them into local business conditions and environments by providing simple, widely applicable tools and models. (Documents can be supplied, not available online)
C3.4 Assessment: 
1: The applicant gave two pertinent examples (i.e. under IEA task 23 and HOWest).
Assessment: 
The applicant is not validated for C due to C1 (met 0 out of 3 criteria) and C2 (met 1 out of 4 criteria). The key expertise I bring to transnational exchange and learning is a broad understanding of the challenges, technologies and solutions, along with an in depth appreciation of political and personal barriers and incentives to adopting new practices and behaviours. I have excellent experience through performing environmental assessments (BREEAM, LEED) and contributing to international research and exchange projects (e.g. Nordic Built Future Workplace Competition, City of Bruges Future Labs, IEA Task 23: Integrating Energy and Behaviour) of interpreting different perspectives, levels of understanding and needs from transnational parties to progress through participation in knowledge exchange and learning projects.

Thematic expertise:

Theme / Policy: 
Environmental Issues
D.1. Deep knowledge on the selected theme and related policy challenges, including up to date practice, research, etc.: 
My role as a BREEAM assessor, both for new urban construction projects and existing sites, especially large-scale retail, housing and offices, which I have actively pursued for 5 years since 2014, covers investigation of a wide range of environmental issues related to use of buildings, including energy, water and waste management, minimisation of local pollution (emissions, transport use, noise and littering) and global climate impacts, health impacts and biodiversity. As a voluntary industry benchmarking scheme, the assessments are seen as one step ahead of policy as a tool to lead innovation and development of best practices for reducing environmental impacts, encouraging their adoption and spread, simultaneously to inform policy development and to prepare the ground for uptake into policy and regulations. As an assessor the role is to support the client's learning process through use of the tool. This work is supported by knowledge gained during a Masters in Environmental Science, Policy and Planning, investigating a broad range of perspectives on the transition to sustainability, plus 10 years in sustainable design and construction. Further, I have drawn on this experience to investigate environmental impacts through circular approaches to material use both in construction and in several consumer goods sectors (food, textiles and packaging) as an expert consultant to strategy consultants Sustainability Consult, Brussels-based, but supporting a global client portfolio.
D1 Assessment: 
1: The applicant has been a BREEAM assessor for the past 5 years, also indicating knowledge on different Environmental aspects through research and project delivery.
D.2. Ability to produce thematic inputs to feed in the learning process of in projects in which you have been involved: 
As an expert contributor and researcher on the FP7 Project IREEN, I drew upon research carried out at De Montfort University's Institute for Energy and Sustainable Development where I was conducting postgraduate research towards a PhD to explore the use of app-based and social media-based communications on energy-use data to influence user behaviour towards greater efficiency. As the focus of the IREEN projects was energy-efficient neighbourhoods, the focus of my paper - written and presented at the ISPIM innovation management conference 2013 in Helsinki - was the potential to extend participation on energy efficient behaviour to neighbourhood level - in this case users (staff, students and researchers at the university, their working patterns and travel to work choices) - using social media based connections, discourse and decision-making. As a 2nd example, I myself conducted a research project on the role of leadership and example-setting as an influence in encouraging energy-efficient behaviour change among office workers at a Belgian real estate consultant as a contribution to the range of projects reviewed and compared under the IEA Task 23 research and exchange network. The research, involving interviews of staff on their travel to work and lifestyle choices following the company's transition to a deep sustainable focus, tested an application of the Nudge theory of behaviour change and provided input to the overall project findings and report. (Documents available)
D2 Assessment: 
1: The applicant gave two valid examples of research reports produced to feed in the learning process at transnational level (e.g. under FP7 Project IREEN and IEA Task 23 research and exchange network).
D.3. Ability to produce concise reports that incorporate learning from exchange & learning activities, put forward good practice: 
My participation in the IEA Task 23 research and exchange network related to the key environmental issue of energy use in buildings and how behavioural changes may lead to its reduction. The process consisted of a series of events, linked to continuous posting, discussion and feedback through a dedicated online social network (NING), in which experiences and knowledge were shared, findings, successes and failures compared and each project was evaluated from this wider perspective, enabling learnings to be shared across the networks and fed into reporting of each project. At the end of this process I was responsible for reporting on the Belgian initiatives, including key messages, theories applied and storytelling and graphic approaches used to present the key findings. As a 2nd example, I contributed to deliverables as an expert on two previous FP7 transnational project, IREEEN and ICT4E2B. Soon the former I conducted a brief research project on extending to a neighbourhood level, the use of ICT visuals and app-based communications to encourage energy-efficient building use, wrote and presented a paper at ISPIM 2013, the main conclusions of which I also summarised in the final project report. My contribution to ICT4E2B reporting took the form of participating in a moderated discourse on Linkedin.
D3 Assessment: 
1: The applicant gave two relevant examples of good practice/policy message outputs produced for city practitioners/ policy-makers (e.g. research papers under IEA Task 23 and ISPIM 2013).
D.4. Understanding of how to maximize the use of project results for benefits in capitalization, policy design, awarenes: 
Contributions to deliverables for both IREEN and ICT4E2B projects utilised engaging and simple graphical formats to communicate the key aspects and findings for uptake in policy design and general awareness raising. Carrying out evaluation, feedback and discussion on social media networks, such as LinkedIn also aided coverage and wider influence and impact, as did the presentation of IREEN research and the overall project at the popular ISPIM conference. Finally the final results and reporting of the IEA Task 23 research, including my thematic contribution, were converted into engaging storytelling ("the hero's journey"), filmed interviews and discussion to convey the key messages and policy recommendations most effectively.
D4 Assessment: 
1: The applicant provided example of capitalized project output (e.g. under IEA Task 23).
Summary Thematic expertise: 
My role as a BREEAM assessor, both for new urban construction projects and existing sites, especially large-scale retail, housing and offices, which I have actively pursued for 5 years since 2014, covers investigation of a wide range of environmental issues related to use of buildings, including energy, water and waste management, minimisation of local pollution (emissions, transport use, noise and littering) and global climate impacts, health impacts and biodiversity. As a voluntary industry benchmarking scheme, the assessments are seen as one step ahead of policy as a tool to lead innovation and development of best practices for reducing environmental impacts, encouraging their adoption and spread, simultaneously to inform policy development and to prepare the ground for uptake into policy and regulations. As an assessor the role is to support the client's learning process through use of the tool. This work is supported by knowledge gained during a Masters in Environmental Science, Policy and Planning, investigating a broad range of perspectives on the transition to sustainability, plus 10 years in sustainable design and construction. Further, I have drawn on this experience to investigate environmental impacts through circular approaches to material use both in construction and in several consumer goods sectors (food, textiles and packaging) as an expert consultant to strategy consultants Sustainability Consult, Brussels-based, but supporting a global client portfolio.
Assessment: 
The applicant is validated for D for the thematic area of Environmental Issues.

Informations

Residence location:
Belgium
Languages:
English - Mother tongue
Foreign Languages level: 
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Email:
matt.batey.be@gmail.com

Area of expertise