Creating a Green Chemistry Lab: Towards Sustainable Resource Management and Responsible Purchasing

sustainability Project Report Creating a Green Chemistry Lab: Towards Sustainable Resource Management and Responsible Purchasing Junkal Gutierrez 1,2 , Arrate Santaolalla 1, Agnieszka Tercjak 2, Naiara Rojo 1, Dolores Encinas 1, Zuriñe Gomez-de-Balugera 1and Gorka Gallastegui 1,* 1Department of Chemical and Environmental Engineering, Faculty of Engineering Vitoria-Gasteiz, University of the Basque Country (UPV/EHU), C/Nieves Cano 12, 01006 Vitoria-Gasteiz, Spain; [email protected] (J.G.); [email protected] (A.S.); naiara.r[email protected] (N.R.); [email protected] (D.E.); [email protected] (Z.G.-d.-B.) 2Group ‘Materials+Technologies’ (GMT), Department of Chemical and Environmental Engineering, Faculty of Engineering Gipuzkoa, University of the Basque Country (UPV/EHU), Plaza Europa 1, 20018 Donostia-San Sebastian, Spain; [email protected] *Correspondence: gorkajavier[email protected] Received: 23 September 2020; Accepted: 26 October 2020; Published: 27 October 2020   Abstract: The main goal of this project was to improve the efficiency and sustainability of the chemistry teaching laboratories of the Faculty of Engineering Vitoria-Gasteiz (University of the Basque Country (UPV/EHU)). With this aim, three different actions were developed. The first two actions aspired to achieve and maintain order and maximize efficiency within the facilities. With this in mind, the first phase involved carrying out an inventory, classifying, and rearranging all the chemical products in the warehouse using a computer storage system. Secondly, 5S lean methodology was implemented in the laboratories. The final phase included the development of a protocol for a joint purchasing strategy of chemical reagents that fostered a more responsible and sustainable acquisition and management of the substances used in various departments of the UPV/EHU. This protocol plays a key role in the transition towards the Circular Economy and its importance lies in the fact that it could be extended to other departments and faculties with similar needs. This project was developed during last two academic years (2017/2019) in the frame of the Campus Bizia Lab Programme, an initiative created to address sustainability challenges within the University. Keywords: chemistry lab; circular economy; healthy environments; 5S methodology 1. Introduction In September 2015, the United Nations established “Agenda 2030 for Sustainable Development” with 17 “Sustainable Development Goals” (SDGs) and 169 targets for the year 2030. This agenda received the adhesion of 193 countries, which committed to mobilize all the necessary means to implement it. Albeit global in nature, matters related to sustainable development are best handled at the local level, and, thus, the involvement of macropolitical institutions must filter down to those levels of authority closest to the citizen. One example of this is the “EHUagenda 2030, For sustainable development”, a route map seeking to bring the work of the University of the Basque Country (UPV/EHU) into line with the planet’s biggest challenges, moving towards a verifiable, pragmatic contribution. Among other objectives, EHUAgenda 2030 goes in pursuit of a consistent integration of the specific local efforts of students, teaching staff, researchers, and administration and services personnel in connection with the SDGs. Sustainability 2020,12, 8934; doi:10.3390/su12218934 www.mdpi.com/journal/sustainability Sustainability 2020,12, 8934 2 of 15 Sustainable management and development seeks to protect human health and the health of the planet. This strategy intends to consolidate goals, such as optimizing the consumption of materials and resources or responsible management of the waste generated, paving the way for a circular economy model [1]. Nowadays, the concept of “circular economy” is trending in all fields and at all levels from children to adults (citizenship, companies, organizations and universities, among others). As reported by Scopus database (2020) [ 2 ], the exponential growth of the number of publications related to this topic from 190 in 2015 to 1300 in a short period of three years gives an idea of its magnitude. Regarding its applicability, Figure 1clearly shows the multidisciplinary level of this topic. Figure 1. Published scientific articles that contain the term circular economy: ( a ) Analyzed per year; (b) by subject area. Therefore, the absence of a standard definition for this concept is easy to understand [ 3 ]. However, an accurate definition was proposed by Kalmykova and coworkers (2018) [ 4 ]: “A circular economy is an alternative to a traditional linear economy (make, use, dispose) in which we keep resources in use for as long as possible, extract the maximum value from them whilst in use, then recover and regenerate products and materials at the end of each service life”. In conclusion, the circular economy constitutes a paradigm that facilitates the transition of organizations to a more sustainable model [1]. Taking into account the close relationship between circular economy and sustainable management and development, the university sector has begun in recent years to address both terms and to engage with the ambitious challenge of introducing a shift in the order of priorities of citizenship. Some of these initiatives include the truly pioneering and innovative circular economy-oriented research and teaching programs developed by the University of Bradford, Delft University of Technology, Arizona State University, and University College London, amongst others. All of them are partners of the Ellen MacArthur Foundation, which works with higher education institutions worldwide to develop, share, and scale circular economy learning [5]. Within this framework, the UPV/EHU has also assumed the challenge to contribute constructively and critically to the promotion of the circular economy. To that end, UPV/EHU created the so-called “Campus Bizia Lab Programme” (CBLP) in 2016 to tackle sustainability challenges within the University [ 6 ]. This initiative is a follow-up to the “University Educators for Sustainable Development” project included in the European Union Lifelong Learning Programme 2007/2013 for education and training. CBLP was created under the umbrella of the Sustainability Directorate and Educational Advisory Service with the objective of promoting a close working relationship between the different members of the University: Teaching and Research Staff, Administration and Services Staff, and students, with the latter playing a pivotal role as they are the primary users of campus services [7]. The work described herein was carried out during two academic years (2017/2019) in the framework of CBLP of the UPV/EHU. The project involved three different actions, each of them reflected in an End-of-Degree project. Sustainability 2020,12, 8934 3 of 15 2. Framework The first two actions of the project aspired to achieve and maintain order and maximize efficiency by means of 5S methodology in the teaching laboratories and warehouse of the Chemical and Environmental Engineering Department of the Faculty of Engineering Vitoria-Gasteiz (UPV/EHU). As reflected in its Strategic Plan 2015/2018 [ 8 ], this institution aspires to train graduates in the principles of sustainable development, as well as in values, such as professional ethics, cooperation, commitment, and integrity, fundamental in engineers that will be catalysts of change in society. The Faculty is formed by approximately 110 teachers, 23 administration and services staff, and 850 students. Currently, it provides four-year degree programs for five different bachelor’s degrees (Mechanical Engineering, Industrial Electronic Engineering and Automatic, Computer Management and Information Systems Engineering, Industrial Chemical Engineering, and Automotive Engineering) through the participation of 15 Departments among which the Chemical and Environmental Engineering Department is included. Members of the latter Department formed the team of this project. The third activity consisted in the development a protocol for a joint purchasing strategy of chemical reagents. In order to attain this target, four partners joined this pilot project: Three Departments at the Á lava Campus and one at the Bizkaia Campus of the UPV/EHU, which were together in charge of 12 different experimental subjects with an attendance of more than 700 students per year (Table 1). Table 1. List of project partners and experimental subjects involved. Campus Centre Bachelor/Master Degree Department Subject ÁLAVA/ARABA Faculty of Engineering Vitoria-Gasteiz Industrial Chemical Engineering Chemical and Environmental Engineering Chemical Principles of Engineering Experimentation in Chemical Engineering Faculty of Pharmacy Vitoria-Gasteiz Environmental Sciences Analytical Chemistry Analysis of Pollutants Contamination Case Studies Inorganic Chemistry Chemistry I Foods Science and Technology Analytical Chemistry Chemical Analysis Inorganic Chemistry Nanotechnology Oenology Analytical Chemistry Oenology Pharmacy Analytical Chemistry Analytical Chemistry Inorganic Chemistry General and Inorganic Chemistry Forensic analysis Analytical Chemistry Toxicology Forensic Analytical Chemistry BIZKAIA Faculty of Engineering in Bilbao Advanced Materials Engineering Mining and Metallurgical Engineering and Materials Science Structure and Properties of Polymeric Materials Industrial Technology Engineering Mining and Metallurgical Engineering and Materials Science Structural Materials: in-service behaviour and fracture mechanics 3. Objectives The first two actions of this project were focused on the 5S methodology, the main goal of which is to eliminate non-value adding processes by standardizing working methods and creating a well-organized working environment [ 9 ]. In our particular case, such an action was set in order to prevent time wasting, to reduce walking distances and, most importantly, to increase safety and prevention. Besides, the third action addressed a broader and more ambitious objective as achieving the transition to a circular economy developing a protocol for a joint purchasing strategy of chemical reagents for the entire University (UPV/EHU) that enables more responsible and sustainable acquisition and management of these substances. Sustainability 2020,12, 8934 4 of 15 4. Sustainable Efforts Make a Difference The chemical warehouses and laboratories of both Universities and Technology Centers entail a series of specific problems that provoke the waste of resources and the excessive generation of hazardous wastes. As reported by Dolgin (2018) [ 10 ], there are six main reasons that contribute to the accumulation of chemical reagents and other disused materials (Figure 2). The fact that, for whatever reason, a large amount of resources are wasted, whether in the form of laboratory equipment or chemical substances, causes an unnecessary expense for the institutions. Figure 2. Most commonly repeated reasons for which equipment and other lab issues fall into disuse in warehouses of educational centers and research facilities. Adapted from [10]. Besides, given the absence of a responsible manager with full authority to decide what to do with these kinds of materials there is a tendency to act according to the maxim that anything that is not used should be kept for a hypothetical further application. Obviously, this results in the accumulation of different substances being located in various storage areas. Consequently, what at first sight seems to be a highly beneficial practice, becomes a waste of useful warehouse space and finally an additional economic expense caused by the necessary removal of outdated equipment or expired compounds. 4.1. 5S Methodology All these inconveniences were detected in the warehouse and laboratories of the Chemical and Environmental Engineering Department at the Faculty of Engineering Vitoria-Gasteiz. Accordingly, the first action of the project (2017/2018 academic year) consisted of carrying out an inventory, classifying, and rearranging the reagents and chemical products in the warehouse, improving at the same time the methodology employed to store new reagents. Given the fact that the chemical reagent warehouse should have a structure similar to any industrial warehouse, a model based on the management technique called "5S", common in this type of environment, was proposed. The 5S lean tool is known to improve system performance and is considered to play a significant role in establishing a Total Quality Management (TQM) environment [ 11 , 12 ]. With implementation of the 5S management method (hereinafter abbreviated as 5S) in university facilities, such installations become industrial ones and commit themselves to adopt the conditions of security and organization usually found in industry. 5S, which stands for the five Japanese words Seiri, Seiton, Seiso, Seiketsu, and Shitsuke, has been traditionally used in the automotive and other industries and comprises a set of low-cost and technologically undemanding practices that aim to generate productivity improvements by creating and sustaining clean and well-organized workplaces [13]. •Step 1: Seiri—Sort Seiri involves sorting through the contents of the workplace and removing unnecessary items. This action is devoted to identifying and eliminating all unnecessary items from the workplace. In accordance with the guidelines contained in the 5S Manual [ 14 ], necessary items include those Sustainability 2020,12, 8934 5 of 15 substances that will definitely be used in the future. By the same token, unnecessary items are those compounds that are not intended to be used in the future or within a specific time period. Experience shows that the main challenge is establishing the time limit to distinguish between what is necessary and unnecessary. •Step 2: Seiton—Set in Order Seiton establishes the need to keep necessary items in designated locations for easy and timely retrieval. In this case, the work team meet to design the criteria for the organization. The criterion of frequency of use is taken as a basis, placing the more highly demanded compounds within arm’s reach, and those less required compounds in cabinets or more distant locations. •Step 3: Seiso—Shine Seiso is focused on keeping the facilities neat and clean. It should be pointed out that cleaning is not a goal in itself, but the final task accompanying any other activity carried out in the facilities. •Step 4: Seiketsu—Standardise Seiketsu enables and ensures compliance with the new standards established in the first three steps for a well-articulated and consistently organized working procedure. Procedures and schedules are written and visual management tools, such as color coding, signals (showing direction or position), labels, posters, and photos, were strategically positioned. •Step 5: Shitsuke—Sustain Shitsuke consolidates and brings together all the previous steps. It involves training and discipline to ensure that everyone follows the 5S standards. In this case, the goal is to sustain the previous four steps and intensify efforts to seek an improvement in each of them. In the particular case of the aforementioned chemical reagents warehouse, the analysis of the initial situation (Figure 3) revealed several problems, such as accumulation of reagents, excessive weight on shelves and improper storage of reagents that can cause unexpected reactions, prohibited storage, and corrosion and dirtiness, and so forth. Figure 3. Initial situation of the warehouse of the Chemical and Environmental Engineering Department at the Faculty of Engineering Vitoria-Gasteiz. 4.2. Internal Evaluation: Forecasting the Acceptance Rate of the Joint Purchasing Protocol A survey was conducted on University members assigned to Chemistry teaching labs relating to their different degrees of willingness in the application of the sustainability initiatives described in this project, as well as the numerous uncoordinated actions carried out to deal with the accumulation of chemical reagents in the warehouses. Sustainability 2020,12, 8934 6 of 15 5. Results and Discussion Figures 4and 5illustrate the overall plan executed within the warehouse. As mentioned in the previous section, the first step of 5S (Seiri, 1S) focused on the removal of unnecessary items. Accordingly, the warehouse was completely emptied and all the chemical reagents were properly checked and classified. The size of this challenge should not be underestimated, taking into account that the shelves were stocked with more than 1200 compounds. Figure 4. Sort (1S) and set in order (2S) steps of 5S methodology application. During the inventory process, 25% of the chemical reagents were discarded given their poor conditions. The increase in the volume of chemical residues generated during this phase was reflected in the corresponding invoice sent by the waste management company to the Faculty of Engineering of Vitoria-Gasteiz at the end of 2018. Figure 5. Shine (3S) and standardize (4S) steps of 5S methodology application. The amount increased 1.65-fold times in comparison with the average of the previous four years (Figure 6). The peak of residue production that occurred in 2016 is attributed to the closure of the Material Science Department. This made it perfectly clear that a storage methodology that includes periodic revisions should be established to avoid the repetition of previous episodes of lack of care. Figure 6. Costs associated with the management (light blue) and transport (including the necessary acquisition of consumables, such as bags, drums, or labels) (dark blue) of laboratory residues generated by the Faculty of Engineering of Vitoria-Gasteiz (UPV/EHU). Sustainability 2020,12, 8934 7 of 15 In this vein, it was also observed that within the category of “reagents in good conditions”, there was a surplus of some, which were not expected to be used in a near future, either because they were highly specific substances or because they belonged to former research lines. These reagents were at risk of becoming hazardous waste sooner rather than later, in which case they should be classified and treated as laboratory reagent waste (1850 € /T) by means of the Sustainability Directorate and Educational Advisory Service, an agency under the Vice-Rectorate for Innovation, Social Outreach and Cultural Activities of the UPV/EHU [ 15 ]. The associated cost of this management would be added to the purchase cost becoming a significant waste of money for the UPV/EHU. Location and identification of the chemical reagents was determined during the Seiton stage (2S). Therefore, it was necessary to follow a chemical reagents segregation chart for a proper location of non-compatible chemicals in the warehouse [ 16 ]. In addition, frequency of use, ergonomics, accessibility, and shape and/or weight issues were also taken into account. These first two steps enabled the creation of a database in which the reagent was registered with 16 specifications (e.g., chemical formula, CAS, manufacturer, purity, available quantity, or type of container), along with its location in the warehouse. With this aim, the Quartzy program was selected as an online database. To gain better control, it was decided to go one step further by computerizing the inventory of the warehouse using the Velneo application. The computerized system consisted of a device that contained the database, a barcode scanner and printer that enabled the identification of each reagent directly from the database. Thus, all reagents were labelled with a barcode. This new barcode inventory system enabled the user to determine with just one click all information about the chemical reagent and its location in the warehouse, greatly reducing search times. Moreover, this system was also able to record the information about the entry and exit of reagents. Finally, it is important to mention that Quartzy and Velneo are compatible databases. As shown in Figure 5, in the third stage, (Seiso, 3S), both the warehouse facilities and all containers of the reagents were cleaned and the furniture in poor condition was replaced. Following that, magnetic signs and the corresponding safety pictograms (Seiketsu, 4S) were placed (Figure 5). Additionally, a reagent containment bund was also installed to facilitate reagent transfers. To complete this step, a user manual was also prepared so that any person could quickly and easily learn the operation of the warehouse and use it without problem. Finally, in order to maintain the high standards established during the process, a timetable of revisions was established. A laboratory technician was responsible for periodic reviews. Completing this work allowed us to know in detail the quantity of reagents that were housed inside the warehouse, as well as to assess their status and discard those that were not in optimal conditions. Thus, it was concluded that the problem of disorder in the warehouse was solved thus enabling the systematic search for any substance. The final result included the implementation of an efficient computerized chemical reagent storage system that allowed a better use of the resources available to the Chemical and Environmental Engineering Department and moreover, significantly facilitated the teaching work of the Teaching and Research Staffand Administration and Services Staff associated with it. However, it should be emphasized that 5S is more than simply a cleaning-up or housekeeping activity: It is the foundation block upon which a company can build its lean initiative [11]. In addition, it is a visual management tool and a structured methodology for creating best practices in a clean, organized, and efficient working environment. As such, it can assist with the elimination of frustration, stress, space limitation, and inventory management. In short, 5S is a good way to manage university warehouses and laboratories, and to create a culture of quality. In this context, 5S is clearly an effective tool for a successful formative process. Its introduction reduces laboratory risks to the lowest level possible, thereby also reducing working hours and costs (it should not be forgotten that most students have no prior experience in technical laboratories), as well as extending the space available for the location of resources. It should be noted that unlike industrial Sustainability 2020,12, 8934 8 of 15 laboratories, where productivity tends to prevail, teaching laboratories are devoted to the training of new professionals in different scientific and engineering fields. Taking the above into account and by building upon the knowledge and experience acquired during the development of the first action, the next challenge was the implementation of 5S in three different teaching laboratories (Chemical Engineering, Basic Chemistry, and Environmental Technology labs) to achieve and maintain order and maximize efficiency. This second action was carried out during the 2018/2019 academic year. In this case, the same procedure as for the warehouse was applied. To begin with, the work-team took the decision to consider the three laboratories as a single space instead of working with each of them individually. Taking into account that there was no inventory of the available material in each area, and knowing in advance that the same material was dispersed in different places, it was decided to implement the first S (sort) simultaneously in all three laboratories. By contrast, the remaining steps were applied separately in each laboratory, although it was clear that decisions adopted in each laboratory had repercussions for the others. The Seiri stage (1S) involved the complete emptying of all cabinets, drawers, and storage areas. An inventory of the contents was then carried out, classifying them according to the following criteria: Size, material (glass/plastic), quantity, and conservation status (used/new). Any unnecessary objects and waste collected were disposed of. Figure 7shows images of this first step. Figure 7. ( a ) Storage area emptying, ( b ) classification of different items, and ( c ) unnecessary material accumulated over the years. Based on the aforementioned inventory, all material was organized and a first attempt was made to assign the most suitable place for their location (Seiton, 2S). Thus, families of elements such as disposable material (e.g., filters, pipette tips, vials, or buckets), cleaning material, material related to various short-term activities carried out over the year, such as Science Week, first-year students’ welcome program or University Orientation Workshop, personal protective equipment (e.g., goggles, gloves, laboratory coats or oven gloves) or equipment manuals, were established and a location for each one was designated. In addition, a general rule was established whereby all units of the same type of material should remain in the same laboratory. For example, all Büchner/vacuum flasks were stored in the Basic Chemistry Laboratory, since they are mainly used during the practicals carried out therein. Consequently, sporadic users should go to this laboratory to collect the material and return it there after use. Although all decisions should be made with the aim of promoting an efficient workflow, this stage was the most complex to execute since large volumes of many different elements (more than 450 catalogued tools) were found during the first stage, thereby making the choice of the correct location for each item somewhat complicated at the first attempt. The third step was Seiso (3S, Cleaning). First, a thorough general clean-up of all the equipment, supplies, and work areas was carried out. Here too, new working rules and habits were compulsory. For example, the working-team responsible for the project had to make it abundantly clear that the work area should be returned to the conditions it was in at the start of day, including putting away Sustainability 2020,12, 8934 9 of 15 all tools, materials, and supplies used that day. There should be no doubt that it was much safer, comfortable, and productive to work in a neat and tidy work environment. Figure 8shows an example for Seiketsu, standardization stage (4S) where all risk, safety phrases, and hazard pictograms were updated following the Globally Harmonized System (GHS) [17]. Figure 8. Comparison between before and after for Seiketsu, standardization stage (4S). The last stage of the 5S strategy was Shitsuke, which is focused on maintaining standards and continuous improvement. In our case, sustainment or the maintaining of standards is probably the most difficult task of the 5S management method taking into account the high number and range of users (each with their own specific needs) working in the laboratories during the year. With the aim of maintaining and improving the lean methodology implemented, new assessment criteria and a timetable for a periodic review of the 5S status were set. Just like an audit process, having everything inventoried, clean and tidy allowed the lab users to be fully aware of the real available potential in chemical reagents and lab supplies. In addition, by means of the database created by using the Quartzy online lab management platform, access to this information was achieved quickly and intuitively by any interested person without prior instruction. The implementation of the management system was supervised and positively validated by an external certificate authority from the Quality and Innovation Unit of the UPV/EHU. To ensure the follow-up and the continuous improvement of the 5S system in order to prevent/correct non-compliances concerning the standard requirements, both the chemical reagents warehouse and the three teaching laboratories will be reviewed on a yearly basis. 5.1. Doing More and Better with Less Taking this pilot project conducted in the Faculty of Engineering Vitoria-Gasteiz as a starting point, the future goal should be to broaden this practice to the rest of the UPV/EHU centers. To this end, a joint public database would be at the disposal of members of the University listing all the available resources; incomprehensibly, despite belonging to the same university community, the use of each center’s material is currently limited to the staffof each site. In other words, the implementation of this policy of sustainable development would enable the sharing and reuse of chemicals and lab supplies. Turning this utopia into reality would result in clear economic benefits, but the most important advance would be the change in the mindset of all the actors involved, since the factors of sustainability and solidarity would become part of the decision-making equation [18,19]. Besides, we need to remain ambitious with regard to the overall project: It should not be exclusively restricted to sharing or exchanging reagents and equipment but should be taken a step further towards the joint purchase of reagents in order to achieve sustainable consumption and production [20]. Obviously, implementation of a joint purchasing strategy is not as easy task. It requires a greater degree of forecast, commitment, and coordination skills from the members of the UPV/EHU, who up to now have been only required to ensure the practical work is carried out according to the teaching guides of each subject. Humankind in general, and the University in particular, is usually driven by the adage “better the devil you know”, being a society reluctant to make any large-scale changes that require it to operate outside of a "comfort zone" firmly established over the years. As shown in Figure 9, 19% of University