MN5514: MANAGING NATURAL RESOURCES
MODULE TYPE/SEMESTER: 20 credits, Semester 2, optional module MODULE CO-ORDINATOR: Dr Shona Russell (SR)
CONTACT DETAILS: [email protected]
AIM: This module examines managing natural resources with reference to three interlinked elements.
First, there will be an examination of the issues that emerge from the challenges of managing for (1) biodiversity, (2) global climate change and (3) water resources. Second, there will be an examination of management practices and approaches to addressing these challenges, including the use of
accounting technologies, certification schemes and reporting initiatives. Third, there will be a consideration of two common challenges that arise for organisations in these contexts, namely: (1) governance and management across different temporal and spatial scales; and (2) commensurability of measurement of impact. The module will also situate developments in managing natural resources in the context of transitions for sustainability.
METHOD OF TEACHING & LEARNING: The module runs in weekly two-hour lecture sessions with fortnightly two-hour seminar sessions. You are also expected to undertake independent study. A field trip will be undertaken to provide an applied context in which students might start to understand the demands that managing natural resources place on organisations. The fieldtrip is planned to take place after the Spring break.
Lectures: Thursdays 11am – 1pm in Lecture Rm 2.
Seminars: Fridays 11am – 1pm and 1-3pm in Seminar Rm 6. Seminars will run in weeks 1, 3, 5, 7, 9, and 11. There will be a drop-in session in Week 12 to support exam revision.
LEARNING OUTCOMES: By the end of this module, students should be able to:
1. Demonstrate understanding of key concepts in the management of biodiversity, water and carbon 2. Demonstrate understanding of key issues associated with management of natural resources, from
the perspective of management and organisations
3. Understand and employ a variety of applications (labelling schemes, whole systems analysis and reporting) to support management of natural resources.
CONTACT HOURS & COMMUNICATION
Office Hours: Thursdays (2-4pm). Appointments at other times can be made via email (sr65), after lectures or seminars.
Email communication: I will send any additional information concerning the module via the email
function in MMS. Please remember to check emails regularly. I will endeavour to respond to emails
within 48hours. Please bear with me if there are any delays.
WEEKLY OUTLINE Week Date of
Lecture Lecture Topic Date of
Seminar Seminar topic (* indicates student-led seminar)
1 29
January Introduction to module,
terminology and teaching ethos 30 January Introduction to seminars
2 5
Februar y
Biodiversity – key concepts and management applications
3 12
Februar y 2015
13 February Biodiversity*
4 19
Februar y
Carbon – key concepts and management applications (Guest lecturer in week 5)
5 26
Februar y
27 February Carbon *
6 5
March Water – key concepts and management applications
7 12
March 13 March Water*
Mid-semester break
8 2 April Integrating perspectives across topics
9 9 April Field trip – details to be advised 10 April Fieldtrip reflections 10 16 April Issues analysis I: governance and
management across scales 11 23 April Issues analysis 2:
commensurability of
measurement of impact (Guest lecturer)
24 April Technologies &
commensurability
12 30 April Wrap up, synthesis and revision 1 May Drop-in session
ASSESSMENTS: There are three assessments in this module:
A self-directed student project (30%) due to be submitted by 12noon on Friday 6
thMarch 2015 (week 6); and
A reflective essay on student-led seminars (20%) due to be submitted by 12noon on Friday 24
thApril 2015 (week 11) at the latest.
An exam (50%) during the semester 2 Exam Diet.
Each student will receive individual feedback on each assessment as well as a copy of general feedback
for each assessment.
RESOURCES FOR THE MODULE: Materials for the module will be available on the following virtual learning environments:
Moodle: you will find information including o module outline,
o lecture slides,
o details of seminars (including articles recommended by students), o coursework submission sheets,
o links to PGT Student Handbook,
o general feedback from coursework (when available) o essay bank of questions for exam preparation
MMS: please submit one copy of each assessment via MMS.
Electronic Reading List: master record of resources associated with the module.
A WORD ABOUT THE READING LIST: This module invites you to read literature, conduct independent research, and discuss concepts and developments in practice with other class members. In addition, the module provides an opportunity for you to think about the relevance (and possibly integrate) theories and literature from other modules that you’ve taken.
There are no books that fully engage with the issues that this module addresses. As a result the ‘topic by topic’ reading list is drawn from diverse places with useful material coming from policy related literature as well as books and academic journals. Essential and recommended readings for each week are listed in the detailed outline below and in the Electronic Reading List.
Articles pertaining to module topics are published in a wide range of journals and the additional resources can be found in the University’s Library. If you find any readings or resources that you think are relevant, please contact the lecturer with details. You may find other relevant articles in the following journals:
Accounting, Auditing and Accountability Journal
Accounting, Organization and Society
Business Strategy and the Environment
Ecological Economics
Environment & Planning C
Futures
Global Environmental Change
Journal of Business Ethics
Journal of Cleaner Production
Management Accounting Research Journal
Organization
Organization & Environment
DETAILED WEEKLY OUTLINE
WEEK 1: INTRODUCTION TO MODULE, TERMINOLOGY & TEACHING ETHOS
Students who have taken MN5001 and/or SD5001 will have a general understanding of the extent to which the physical environment provides the context for human flourishing. Not all students, however, have taken these modules so we will dedicate part of this lecture to bringing everyone onto a level playing field. As a result, in this opening week we will re-introduce the context in which issues of biodiversity, water and carbon have emerged and look at the intersecting worlds of science, policy and governance as they pertain to organisations, industries and countries.
Some of the key concepts that inform work will also be introduced alongside an explicit appreciation of the extent to which the issues covered are not ‘resolvable’ in any straightforward manner. Instead managing natural resources requires an understanding of ‘wicked problems’ and competencies to support sustainability. Likewise, we will read through the assessment details, module outline and answer any questions you might have about the module and what it is to cover in lectures, seminars, readings and the fieldtrip.
The following material supports this week’s lecture and provides a useful overview of the pressures and trends facing organisations, industries, societies and ecosystems.
GEO5, more formally, Global Environmental Outlook 5 (see http://www.unep.org/geo/geo5.asp) was published in 2012. It documents the state of the earth’s environment (including over the elements covered by this module.
WWF’s Living Planet Report 2014 is a very accessible summary of environmental sustainability issues (http://wwf.panda.org/about_our_earth/all_publications/living_planet_report/).
Essential Reading
Rockstrom, J., et al. (2009). A safe operating space for humanity. Nature 461, 472-475.
Steffen, W., at al. (2015). Planetary boundaries: Guiding human development on a changing planet.
Science 1259855 Published online 15 January 2015 [DOI:10.1126/science.1259855]
Whiteman, G., et al 2013. Planetary Boundaries: Ecological Foundations for Corporate Sustainability.
Journal of Management Studies, 50(2), pp.307–336.
Other useful papers
Carpenter, P.A., & Bishop, P.C. (2009). The seventh mass extinction: Human-caused events contribute to a fatal consequence. Futures 41, 715-722.
Funtowicz, S., & Ravetz, J. (1993). Science for the post-normal age. Futures 25, 739-755.
Raworth, K. (2012) A safe operating space for humanity. Oxfam Discussion Papers. Available here http://www.oxfam.org/sites/www.oxfam.org/files/dp-a-safe-and-just-space-for-humanity-130212- en.pdf
Rittel, W., & Webber, M. (1973). Dilemmas in a general theory of planning. Policy Sciences 4, 155-169.
Wiek A., et al (2011) Key competencies in sustainability: a reference framework for academic program development. Sustainability Science 6, 203–218.
WEEKS 2 - 3: BIODIVERSITY – KEY CONCEPTS AND APPLICATIONS
The lectures will introduce key concepts concerning biodiversity and ecosystem services before an examination and discussion of international, governmental, and sectoral initiatives that aim to address biodiversity-related challenges (e.g. species loss, deforestation, pollution). Our interest lies in
understanding the current and future challenges concerning biodiversity, how this might impact on organisations, and how organisations adapt particularly when biodiversity may be integral or apparently peripheral to activities. Insights will be gleaned from discussion of three initiatives
(certification schemes, institutional arrangements and reporting) that are emerging as ways to manage the biodiversity impacts of organisations activities. Additional readings are listed below to support your research for the self-directed student project.
Essential Readings
Costanza, R., et al. (1997). The value of the world's ecosystem services and natural capital. Nature 387, 253-260.
Eden, S. (2009). The work of environmental governance networks : Traceability, credibility and certification by the Forest Stewardship Council. Geoforum, 40(3), 383-394. Elsevier Ltd.
Other Useful Papers Certification
Bostrum, M. & Klintman, M. (2008). Eco-standards, product labelling and green consumerism.
Basingstoke; New York: Palgrave Macmillan.
Chan, S., & Pattberg, P. (2008). Private Rule-Making and the Politics of Accountability: Analyzing Global Forest Governance. Global Environmental Politics, (August), 103–121.
Dempsey, J. (2012) Biodiversity loss as material risk: Tracking the changing meanings and materialities of biodiversity conservation Geoforum vol. 45, pp. 41-51
Konefal, J., 2012. Environmental Movements, Market-Based Approaches, and Neoliberalization: A Case Study of the Sustainable Seafood Movement. Organization & Environment, 26(3), pp.336–352.
Challenges & Responses
TEEB. (2010). The Economics of Ecosystems and Biodiversity: Mainstreaming the Economics of Nature:
A synthesis of the approach, conclusions and recommendations of TEEB. Available here:
http://www.teebweb.org/our-publications/teeb-study-reports/synthesis-report/#.Ujr2cX9mOG8 Convention on Biological Diversity, Global Platform on Business & Biodiversity
http://www.cbd.int/en/business/home
Winn, M.I. & Pogutz, S., 2013. Business, Ecosystems, and Biodiversity: New Horizons for Management Research. Organization & Environment, 26(2), pp.203–229.
Accounting & Reporting
Jones, M.J. (2010) Accounting for the environment: Towards a theoretical perspective for
environmental accounting and reporting, Accounting Forum, Volume 34, Issue 2, June 2010, Pages 123- 138
Special Issue of Accounting, Auditing & Accountability Journal 2013. Volume 26. Issue 5.
http://www.emeraldinsight.com/journals.htm?issn=0951-3574&volume=26&issue=5
Governance, partnerships & stakeholders
Mitchell, R., et al. (1997). Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of Management Review, 22(4), 853–886. Retrieved from http://www.jstor.org/stable/10.2307/259247
Paavola, J., et al. (2009). Interplay of actors, scales, frameworks and regimes in the governance of biodiversity. Environmental Policy and Governance, 19(3), 148–158. doi:10.1002/eet.505
Visseren-Hamakers, I., et al. (2011). Interaction management by partnerships: The case of biodiversity and climate change. Global Environmental Politics, 11(4), 89–107.
Other Resources
Other resources, including articles that illustrate some issues and debates concerning management of biodiversity…
Carbon Disclosure Project: Forests program https://www.cdp.net/en- US/Programmes/Pages/forests.aspx
TED TALK: Clay, 2010. How big brands can save biodiversity. TED Talk
http://www.ted.com/talks/jason_clay_how_big_brands_can_save_biodiversity.html
WEEKS 4 & 5: CARBON – KEY CONCEPTS AND APPLICATIONS (Guest Lecture in week 5)
The lectures on these two weeks will progressively move from a global to regional to national to organisational scale in considering how global climate change issues might be governed. Ultimately, however, our interest lies in how organisations adapt to this agenda.
A variety of topics will be addresses including:
Emissions trading and associated issues
Carbon reporting (including a consideration of adaptation reporting)
Carbon offsetting
Whole system adaptive management.
The following resources provide a sense of the scales on which global climate change concerns are governed: the International Panel on Climate Change publications; material found on the Department of Energy and Climate Change website (http://www.decc.gov.uk/) and the reviews by the Committee on Climate Change (www.theccc.org.uk/). In addition, you should read a copy of the Scottish Climate Change Act (2009) and associated government policy pages as this will form the basis of class
discussion. You can locate the Act via the Scottish Government website – just search for its title.
Essential Readings
Ascui, F., & Lovell, H., (2011),”As frames collide: making sense of carbon accounting”, Accounting, Auditing and Accountability Journal, 24(8), pp. 978 – 999.
Bebbington, J., & Larrinaga-Gonzalez, C. (2008), “Carbon trading: accounting and reporting issues”, European Accounting Review, 17(4), pp. 697-717.
Bowen, F., & Wittneben, B., (2011), “Carbon Accounting: negotiating accuracy, consistency and
certainty across organisational fields”, Accounting, Auditing and Accountability Journal, 24(8), pp. 1022
– 1036.
Stechemesser, K. & Guenther, E. (2012), “Carbon accounting: a systematic literature review”, Journal of Cleaner Production, 36, pp. 17-38.
Other useful papers
Berkhout, F., 2012. Adaptation to climate change by organizations. Wiley Interdisciplinary Reviews:
Climate Change, 3(1), pp.91–106.
Busch, T., and Hoffmann, V., (2007), “Emerging carbon constraints for corporate risk management”, Ecological Economics, 62, pp. 518-528.
Pellegrino, C. & Lodha, S. (2012), “Climate change accounting and the Australian mining industry:
exploring the links between corporate disclosure and the generation of legitimacy”, Journal of Cleaner Production, 36, pp. 68-82.
Wahyuni, D. & Ratnatunga, J., 2014. Carbon strategies and management practices in an uncertain carbonomic environment – lessons learned from the coal-face. Journal of Cleaner Production, pp.1–10.
Whiteman, G. & Vos, D. de, 2011. Business strategies and the transition to low‐carbon cities. Business Strategy and the Environment, 265(September 2010), pp.251–265.
We will also examine the rationale of the Carbon Tracker Initiative – see, http://www.carbontracker.org/
WEEKS 6 & 7: WATER – KEY CONCEPTS AND APPLICATIONS
Water resource management is a vast topic that spans allocation of water, drought, pollution, flooding and provision of water and wastewater services. The lectures in this session will focus on (i) how organisations, particularly corporations, are engaging with water ranging from improving water efficiency and managing water-related risks, to the use of water footprinting tools and disclosure initiatives; and (ii) how water utilities are making sense of concepts and challenges, including climate adaptation plans in order to begin to identify the links between the topics.
Essential Reading
Egan, M., 2014. Making water count: water accountability change within an Australian university.
Accounting, Auditing & Accountability Journal, 27(2), pp.259–282.
Hepworth, N. (2012). Open for Business or Opening Pandora’s Box? A Constructive Critique of Corporate Engagement in Water Policy: An Introduction. Water Alternatives, 5(3), 543–562.
Other Useful Papers Challenges & Responses
WWAP (World Water Assessment Programme) 2012. The United Nations World Water Development Report 4: Managing Water under Uncertainty and Risk. Paris: UNESCO.
http://www.unesco.org/new/en/natural-sciences/environment/water/wwap/wwdr/
The latest UNESCO report on water provides a detailed overview of various water issues and
approaches to water management that involves numerous organisations and disciplines. The report
distinguishes between responses within and outside the water sector. This is valuable in order to
consider the contributions of management disciplines to managing water resources.
Governance and corporate engagement
Burnett, M. & Welford, R., 2007. Case study: Coca‐Cola and water in India: episode 2. Corporate Social Responsibility and Environmental Management 304(July), pp.298–304.
Chalmers, K., et al. (2012). Regulatory theory insights into the past, present and future of general- purpose water accounting standard setting. Accounting, Auditing & Accountability Journal, 25(6), 1001–1024.
Egan, M., 2014. Progress towards institutionalising field-wide water efficiency change. Accounting, Auditing & Accountability Journal, 27(5), pp.809–833.
Kemp, D., et al. (2010). Mining, water and human rights: making the connection. Journal of Cleaner Production, 18(15), 1553–1562.
Hills, J. & Welford, R., 2005. Case Study: Coca-Cola and Water in India. Corporate Social Responsibility and Environmental Management, 12, pp.168–177.
Lambooy, T. (2011). Corporate social responsibility: sustainable water use. Journal of Cleaner Production, 19(8), 852–866. doi:10.1016/j.jclepro.2010.09.009
Footprinting, Accounting & Auditing
Barrington, D.J., et al. 2013. The role of water auditing in achieving water conservation in the process industry. Journal of Cleaner Production, 52, pp.356–361.
Hazelton, J. (2013). Accounting as a human right: the case of water information. Accounting, Auditing &
Accountability Journal, 26(2), 267–311.
Marinho, M., et al., 2014. Water conservation as a tool to support sustainable practices in a Brazilian public university. Journal of Cleaner Production, 62, pp.98–106.
Other Resources
Special Issue of Water Alternatives published in 2012. Issue 5, Volume 3.
For examples of voluntary and corporate initiatives that engage with water issues see CEO Water Mandate www.ceowatermandate.org and the Water Disclosure Project by the Carbon Disclosure Project https://www.cdproject.net/water
WEEK 8: INTEGRATING PERSPECTIVES: THE ROLE OF ACCOUNTING TECHNOLOGIES
Organisations’ operations often require tools and practices to integrate perspectives and look across key issues to inform decision-making. This week’s lecture will consider the role of accounting
technologies in supporting management of natural resources. This will be followed by a case study discussion of the sustainability assessment model as an example of an accounting technology that informed organisational approaches to managing trade-offs. Time will be available to discuss the self- directed project, student-led seminars and prepare for the fieldtrip.
Essential Reading
Bebbington, J., (2009), “Measuring sustainable development performance: possibilities and issues”,
Accounting Forum, 33(3), pp. 189-193.
Bebbington, J., et al. (2007), “Accounting technologies and sustainability assessment models”, Ecological Economics, 61(2-3), pp. 224-236
Frame B., & Brown, J., (2008) “Developing post-normal technologies for sustainability”, Ecological Economics, 65, pp. 225 – 241.
Frame, B., & Cavanagh, J. (2009). Experiences of sustainability assessment: An awkward adolescence.
Accounting Forum 33, 195-208.
Other useful papers
Akerman, M., and Peltola, (2012) “How does natural resource accounting become powerful in policy making? A case study of changing calculative frames in local energy policy in Finland”, Ecological Economics, 80, pp. 63 – 69.
Bebbington, J., (2007), Accounting for Sustainable Development Performance (Elsevier: London).
Bebbington, J., et al. (2012) “The Production of Normativity: A comparison of reporting regimes in Spain and the UK”, Accounting, Organizations and Society, 37(2), pp. 78-94
Frame, B., & O’Connor, M. (2011). Integrating valuation and deliberation: the purposes of sustainability assessment. Environmental Science & Policy 14, 1-10.
Frame, B., & Bebbington, J., (2012) “National sustainable development strategies for New Zealand and Scotland: A comparison”, International Journal of Sustainable Development, 15(3), pp. 249-276.
WEEK 9: FIELD TRIP PLANNED – NO READING ASSIGNED
More details will come once the module has commenced on this trip.
WEEK 10: ISSUES ANALYSIS (I) – GOVERNANCE AND MANAGEMENT ACROSS SCALES Managing natural resources intersects with consideration of natural resource management,
environmental governance and sustainability science. This week’s lecture will explicitly consider the interplay between governance and management of natural resources in order to consider the roles and responsibilities (mandatory and voluntary) of organisations. In addition, we will discuss approaches to integrate and connect the topics examined in weeks 2-7 and consider the economic, environmental, cultural and social implications of these initiatives with regards sustainability and equity for prosperity and wellbeing of humanity and ecosystems.
Essential Reading
Bebbington, J., and Larrinaga, C. (2014), “Accounting and sustainable development: an exploration”,Accounting, Organizations and Society
Okereke, C., et al. 2009. Conceptualizing climate governance beyond the international regime. Global Environmental Politics, 9(1), pp.1–60.
Geels, F. (2010). Ontologies, socio-technical transitions (to sustainability), and the multi-level perspective. Research Policy 39 (2010) 495–510
Other useful papers
Goeminne, G. (2011). Has science ever been normal? On the need and impossibility of a sustainability
science. Futures 43, 627-636.
Jerneck, A., et al. (2011). Structuring sustainability science. Sustainability Science 6, 69-82.
Kastenhofer, K., Bechtold, U., & Wilfing, H. (2011). Sustaining sustainability science: The role of established inter-disciplines. Ecological Economics 70, 835-843.
Kates, R.W., et al. (2001). Sustainability Science. Science 292, 641-642.
Komiyama, H., & Takeuchi, K. (2006). Sustainability science: building a new discipline. Sustainability Science 1, 1-6.
Lidskog, R. & Elander, I., 2010. Addressing climate change democratically. Multi‐level governance, transnational networks and governmental structures. Sustainable Development, 41(April 2009), pp.32–
41.
Rauschmayer, F. et al., 2009. Examining processes or/and outcomes? Evaluation concepts in European governance of natural resources. Environmental Policy and Governance, 19(3), pp.159–173.
Rykkja, L.H., Neby, S. & Hope, K.L., 2013. Implementation and governance: Current and future research on climate change policies. Public Policy and Administration, 29(2), pp.106–130.
Smith, T.M. & Fischlein, M., 2010. Rival private governance networks: Competing to define the rules of sustainability performance. Global Environmental Change, 20(3), pp.511–522.
Wiek A., Withycombe L., Redman C., (2011) Key competencies in sustainability: a reference framework for academic program development. Sustainability Science 6,203–218.
WEEK 11: ISSUES ANALYSIS – COMMENSURABILITY OF MEASUREMENT & IMPACT (Guest Lecturer – Professor Carlos Larrinaga)
The lecture will introduce a framework to discuss one of the (often overlooked) challenges that arise in the measurement and management of organizations’ use of natural resources: commensuration.
Commensuration is a process that creates relations among things that are fundamentally different (such as water or carbon, or water availability in different space/time). Commensuration is inherent to any attempt of measuring and managing natural resources and has a number of pros and cons that will be explored with the help of the following references. I suggest to start with Funtowicz & Ravetz (1994) to have a flavour of the measurement challenges in this context and then continue with one of
Espeland & Stevens’ papers for a way to think about those challenges. Then, you can pick one of the remaining papers for an extension of those arguments. My favourite is Mackenzie.
Aslaksen, I., & Myhr, A.I. (2007). "The worth of a wildflower": Precautionary perspectives on the environmental risk of GMOs. Ecological Economics 60, 489-497.
Espeland, W.N., & Stevens, M. (1998). Commensuration as a social process. Annual Review of Sociology 24, 313-343.
Espeland, W.N., & Stevens, M.L. (2008). A Sociology of Quantification. Archives Européennes de Sociologie 49, 401-436.
Funtowicz, S.O., & Ravetz, J.R. (1994). The worth of a songbird: Ecological economics as a post-normal science. Ecological Economics 10, 197-207.
Lohmann, L. (2009). Toward a different debate in environmental accounting: The cases of carbon and cost-benefit. Accounting, Organizations and Society 34, 499-534.
MacKenzie, D. (2009). Making things the same: Gases, emission rights and the politics of carbon
markets. Accounting, Organizations and Society 34, 440-455.
Samiolo, R. (2012). Commensuration and styles of reasoning: Venice, cost–benefit, and the defence of place. Accounting, Organizations and Society 37, 382-402.
WEEK 12: WRAP UP & SYNTHESIS
This week is dedicated to reviewing the module material in preparation for the exams.
SEMINARS (WEEKS 1, 3, 5, 7, 9 AND 11)
Lectures and seminars are spaces in which to make sense of issues with lecturers and peers. In this module, there will general and student-led seminars to enable you to discuss literature and empirical examples in order to integrate understandings, examine approaches, and competencies required to engage with sustainability (see Wiek et al 2011). Listed below are details about each seminar format and key readings for each seminar.
General seminars (weeks 1, 9 and 11)
I will lead the discussion in week 1 with reference to two articles and case study organisation. We will also allocate groups and topics for future student-led seminars. Time will be dedicated in week 9 to discuss insights from the fieldtrip and links to the module. In week 11, we will discuss
commensurability and its implications for the management of natural resources.
Student-led Seminars (weeks 3, 5, and 7)
You are required to work in groups to design and facilitate one student-led seminar on a topic of biodiversity, carbon or water. This will contribute to the reflective essay assignment due in week 11 (see below for further details).
The seminar must address the seminar topic with reference to 1. the key reading for the topic (listed below),
2. one academic article (of your choice and NOT on the reading list) and
3. at least one empirical example from sectors, including agriculture (beverage); agriculture (food); energy; forestry; infrastructure; mining or pharmaceuticals.
Choosing readings: Groups will be allocated during the week 1 seminar. Seminars will last up to 2hours.
This means that every other week will be set-aside for you to read the literature and prepare for the seminars. Groups are expected to notify tutorial members of the additional article one week before their seminar. This means that a group that is discussing a topic in week 5 must email me (sr65@st- andrews.ac,uk) with details of the additional article by the Thursday of week 4. I will then circulate details to the rest of the class and post details on Moodle. Both student facilitators and other students must read the articles prior to the seminar reading group discussions.
Designing the seminar: You are free to design the seminar in whatever way you wish. For example, those leading the seminar may wish to facilitate a discussion on key themes emerging from both academic articles, which informs an interactive exercise that draws on empirical examples. Your preparation may incorporate the following steps (remember these may run in parallel):
1. Read through the material carefully, at least twice. Take copious notes 2. As a group, choose a reading and case study organisation
3. Send Shona details of your chosen reading one week before your seminar
4. Individually/as a group, brainstorm ideas and write a seminar facilitation plan (key discussion points, possible exercises, case study organisation)
5. Meet the rest of your group regularly
6. If required, meet with Shona during office hours to discuss your plan, key concepts, and your aims for the student-led seminar
7. After the seminar, write your reflections (individually or as a group)
It is often useful to use one or more of these exercises to stimulate discussion with seminar participants. The techniques listed are sometimes best used in combination.
Silent seminar Everyone writes ideas and questions on a sheet of paper for five minutes and then passes it to their left. When you receive a paper, you have five minutes to
comment on the author’s ideas, ask related questions, and pass it on.
Facilitated
brainstorming Facilitator comes up with specific questions or challenges and records the group’s ideas on the board
Fishbowl Designated group alternate their discussion in the centre of the room. Observers are attentive to the context, the course of the conversation and the group dynamics.
Panel Facilitators and/or willing students act as a panel that presents some basic ideas or assigned view then fields questions from the audience. This may involve role playing.
Game A quiz, Pictionary or other format designed by facilitators Talk show Stage a talk show in which the class is the audience.
Accompanying materials: Please submit a completed seminar facilitation plan and any presentation slides prepared for your student-led seminar to Shona Russell upon completion of your seminar. See below for a copy of a template seminar facilitation plan.
Formative Feedback: You will receive some formative feedback about your student-led seminar and will cover the following points:
Used notes a prompts only
Made good eye contact
Spoke at responsible pace and was clear/audible
Engaged students in discussion with reference to themes, organisational case study and/or interactive exercise
Materials well prepared without excessive information
Materials integrated well into discussion
SEMINARS: TOPICS & KEY READINGS
Listed below are key readings that provide a starting point for student-led seminars.
Week 1 Introduction to the seminar
This week we begin to discuss these concepts and approaches as they can shape what might be seen as possible responses to issues such as biodiversity loss, water scarcity and climate change. In addition, we will allocate groups and topics for each week; discuss the student-led seminar format; and reflective essay assignment. Please come prepared to ask any questions about the student-led seminars.
Raworth, K. (2012) A safe operating space for humanity. Oxfam Discussion Papers. Available here http://www.oxfam.org/sites/www.oxfam.org/files/dp-a-safe-and-just-space-for-humanity-130212- en.pdf
Whiteman, G., Walker, B. & Perego, P., 2013. Planetary Boundaries: Ecological Foundations for Corporate Sustainability. Journal of Management Studies, 50(2), pp.307–336.
Week 3: To what extent does certification save biodiversity loss?
Eden, S. (2009). The work of environmental governance networks : Traceability, credibility and certification by the Forest Stewardship Council. Geoforum, 40(3), 383-394. Elsevier Ltd.
doi:10.1016/j.geoforum.2008.01.001
Week 5: How might carbon accounting support climate action?
Stechemesser, K. and Guenther, E. (2012), “Carbon accounting: a systematic literature review”, Journal of Cleaner Production, 36, pp. 17-38.
Week 7: Why might corporations engage with water management?
Hepworth, N. (2012). Open for Business or Opening Pandora’s Box? A Constructive Critique of Corporate Engagement in Water Policy: An Introduction. Water Alternatives, 5(3), 543–562
Week 9: Field trip Reflections
This week’s seminar will be left open for us to discuss your observations and reflections on the fieldtrip and to make connections with insights from the literature and lectures.
Week 11: Is commensurability possible?
MacKenzie, D. (2009). Making things the same: Gases, emission rights and the politics of carbon
markets. Accounting, Organizations and Society 34, 440-455.
ASSESSMENTS
There are three assessments for this module. Each assessment relates to a selection of learning outcomes. A mixed approach is taken as no single assessment can be expected to reflect your achievements in the range of knowledge, skills and understandings appropriate to this class.
EXAM: There will be a two-hour exam in the Semester 2 Exam Diet where you will be expected to answer two questions from five possible questions. Please see the Essay Bank on Moodle for example questions.
COURSEWORK: Two assessments are:
A self-directed student project (30%) due to be submitted by 12noon on Friday 6
thMarch 2015 (week 6); and
A reflective essay (20%) due to be submitted by 12noon on Friday 24
thApril 2015 (week 11).
SELF-DIRECTED STUDENT PROJECT
This project is designed to move your perception from looking at products as arising from the intersection of a set of processes aimed at the ‘consuming self and markets’ to products being the outcome of a set of material and social relations that have environmental, social and ecological
impacts. In particular, the assessment is aimed at you understanding the environmental ‘backstory’ of a product to enable an exercise in “metacognition … the activity of stepping back and thinking about your own thinking” (Crawford, 2009, p. 99).
1This project therefore requires the following to be completed:
1. Select a product that is subject to sort kind of certification practice that has an ecological basis (see http://www.ecolabelindex.com/ for an outline of labels that are known to exist). You will need to clear your choice of product with the module team by the end of week 2; and
2. Prepare a report on the product that incorporates the following sections.
Part I (10%) Describes the process by which the product comes into being and its significant constituent physical parts
Identify the main geographic spaces across which/from which the product emerges
Identify key environmental sustainability issues of the product by process and/or location of supply chain (or any other system of classification that makes sense) Part II (10%) Outline the history of the certification scheme and the institutional players which
are part of the certification
Describe the process by which certification is obtained
Part III (10%) Critically evaluate if the certification scheme achieves what it claims in relation to the product of your choice (you need to be explicit about the basis for your evaluation).
The aim of this work is to provide you with a context within which to develop a student-led piece of work for which there is relatively little detailed lecture coverage (but see weeks 2 & 3). The project,
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