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MBS EMSD syllabus 2013
    1 THE UNIVERSITY OF MANCHESTERMANCHESTER BUSINESS SCHOOLAcademic Year 2012/2013Course Code BMAN 20310Course Title Environmental Management for Sustainable DevelopmentLevel 2Degree Programmes BSc Management and Management (Specialisms), BSc International Management with American Business Studies, BSc International Management, BSc Mathematics andManagement. Member of Staff Responsible Dr Paul Dewick Other Staff Involved Seminar leader: Nichola Hutson, Manchester Business School and Sustainable ConsumptionInstitute, nichola.hutson@postgrad.manchester.ac.uk ,tel: tbc  There will be some guest lectures from external speakers also. Pre-requisites: None Co-requisites: None Dependent course units: None Semester  1 and 2 Credit Rating 20 credits Course Aims The current financial crisis, different in many ways to previous crises, may usher in a new formof capitalism that catalyses a significant change in the relationship between government,business and society. There has never been a more important time to understand howcompanies can respond to this changing business environment. The Environmental Management for Sustainable Development  course explores why and how companies canrespond to this challenge by changing what they are doing - both strategically andoperationally - to gain or maintain a competitive advantage.The course aims to motivate the students to integrate notions of sustainability into their business approach by combining a thorough understanding of the issues surroundingsustainable development and climate change with knowledge of how business can respond tothese opportunities and challenges by embedding sustainability into an organisation's strategyand operations.    2 Learning Outcomes  At the end of course, students should be able to:1. Appreciate that climate change is not disputed; human contribution is contested (a little)2. Understand the relationship between government, industry and science, and the wider connection between geo-political/economic/social trends and environmental managementfor sustainable development.3. Recognise that sustainable business strategies must yield profits.4. Understand critically the intra-organisational management tools and techniques to embed sustainability into the company‟s operations and strategy. 5. Understand critically the inter-organisational management tools and techniques to embedsustainability beyond the boundaries of the company through product value chains. 6.  Acquire research, analysis and collective organisational skills through group projects in thefirst and second semester; especially in the 2nd semester group report which requires thedesign, implementation and write-up of a substantive research project. Syllabus Lectures In semester one, weekly one-hour lectures provide students with a thorough understanding of the issues surrounding sustainable development and climate change and how it affectsbusiness.In semester two, weekly one-hour lectures in semester two provide students with knowledge of how companies can embed environmental sustainability into their organisation's strategy,operations and value chain. All ‘lectures’ provide an overview presentation of specific topics ; more detailed notes areavailable on Blackboard for reference. All lectures have some element of interactiveparticipation in the form of polls, quizzes, thought experiments, scenarios, etc. To enhanceyour employability , guest speakers are invited in to share their experiences and insights. Seminars In semester one, weekly one-hour seminars will consist of two presentations of chapters.Every student is expected to give one presentation, either individually or in a group (dependingon numbers).  All students are expected to read each week‟s chapter and to be able to discussit at the request of Nichola Hutson, the seminar leader.In semester two, weekly one-hour tutorials will be devoted to student group projects on topicsself-formulated (in discussion with Paul Dewick and Nichola Hutson, the seminar leader).Students are strongly advised to take account of  Paul‟s and Nikki‟s guidance on their groupproject.First semester seminars allow students to demonstrate their  understanding of a specific topic,to practice and get feedback on their  presentation skills , to engage in critical discussion  and to learn from their peers and the seminar leader. Second semester tutorials are basedaround an enquiry based learning teaching approach where students apply what they know  in a real scenario. The project is intended to develop your learning independence,creativity and adaptive behaviour; learning is student centred, with an emphasis on groupwork, time management and organisation.Students can also use the seminars to ask their seminar leader to clarify any issues arisingfrom the lectures.    3  Teaching approach and employability Teaching on EMSD is high quality and research led with an emphasis on authenticmastery (not just knowing what you know, but applying what you know).  The module has scored highly on student satisfaction surveys since they were introducedin 2008. In 2011/12 EMSD scored an average of  4.59 out of 5 across seventeen criteria,with a higher than average response rate from students.  Based partly on his teaching on EMSD, Paul Dewick was awarded Academic of the Year   for UG Programmes in 2010/11.  Paul Dewick was an inaugural member of  MBS Teaching Academy (2011) and is analumnus of the International Teachers Programme (Chicago, 2010).  Acknowledging in particular the integrated role of external speakers in the module, and thepracticality of the second semester enquiry based learning project, in 2011 EMSD washighlighted by students as an example of  best practice for ‘Employability’ . Methods of Delivery Lecture hours: 22 (22 lectures of 1 hour each per week)Seminar hours: 22 (22 seminars of 1 hours each per week)Private study: 156 Total study hours: 200 Detailed timetable SEMESTER 1: SUSTAINABLE DEVELOPMENT Semester 1 will revolve around the topics of sustainability, sustainable development andclimate change  – what they are and why they matter to business. We discuss keyenvironmental challenges of our time, drawing parallels and highlighting differences withprevious environmental crises. The main mechanisms influencing how science, governmentand business respond to environmental problems are discussed and analysed. Lectures (One hour a week) 1. Introduction to the Environmental Management for Sustainable Development course Lecture one offers a detailed introduction and rationale for selecting this module. In it wequestion our understanding of EM and SD, give an overview of the course and the peopleinvolved, spell out the learning aims and outcomes, unpack the assessment and clarify whatyou can expect in terms of feedback. 2. Sustainable economic growth Lecture two provides an introduction to global environmental problems, questioning why thenatural environment matters and asking if we can put a value on the environment. Our economic system does not currently value the environment and we look at other measures of  „sustainable growth‟ ; a hot topic after Rio 2012. We also assess our progress towardsustainability through sustainable development. It does not make for easy listening. 3. Early approaches to environmental protection They say history doesn‟t repeat itself but it rhymes. Lecture three begins to consider what we can learn from previous environmental crises: the role of organizations and government, therole of society and science. We introduce a case study of the London Fog in the 1950s anddraw some lessons from the experience.    4 4. The case for integration emerges In lecture four we continue our exploration of our response to previous environmental crises.Fast forward a couple of decades to the 1970s and all the attention was on acid rain. Again welook at the role of science, business and government and use a simple game theoreticapproach to understand the difficulties associated with tackling a problem that requires ac ollaborative solution. We plot how the case for integration led us to the current „IntegratedPollution Prevention and Control‟ policy in Europe. 5. Market based approaches to environmental protection In lecture five we explore the role of the market in reducing environmental damage and lay thefoundations for our examination of climate change. Starting with some basic concepts fromenvironmental economics we take a case study look at the EU Emissions Trading Scheme,Joint Implementation and Clean Development Mechanism initiatives to reduce globalgreenhouse gas emissions. 6. The changing role of government, industry and society Lecture six concludes our analysis of responses to previous environmental crises by looking ata case study of the ozone hole. Again we look at the interaction of science, society,government and business and use insights from game theory and cost benefit analysis tounderstand how we reacted far faster to combat ozone than we did with acid rain. We also lookacross our case studies to draw generalisable lessons explore the principles that emerged. 7. Feedback session Lecture seven offers you the opportunity to give feedback on the first part of the module,discuss issues of concern and make suggestions. There will also be a „pub quiz‟ on the first part of the module. Fingers on buzzes.... 8. The intractability of climate change Climate change will form a backdrop to our lives and the lives of future generations. Lectureeight provides an introduction to the science and causes of climate change. We look at somegeneric options for mitigation, and analyse independently some of the arguments madeagainst the credibility of climate science. ....there is quite an industry around „climatedissenters‟.   9. Climate change targets and sustainable business In lecture nine we explicitly compare climate change with the other environmental issuesdiscussed in semester one and examine how climate change will affect business activitydepending on speed/level of our response. We look at how business should be reducinggreenhouse gas emissions by 4% p.a. to 2020 to remain on (long-term) target to avoiddangerous climate change. We stress what a considerable challenge this is, and how our focus on long-term targets may be very mis-leading and risky. 10. Planning for the future One lesson from our study of climate change is that the future is inherently unpredictable.Government policy and business strategy needs to be able to anticipate a variety of possibilities, and using scenarios has become a popular method for doing this. This finalsession of semester one introduces scenarios as a technique for envisaging a low carbon (i.e.greenhouse gas) emissions future. We take a case study look at biotechnology and drawlessons from the past (the transition from gas to electricity) to consider the possible transitionto a future bio-economy.
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