English   Danish

2021/2022  KAN-CCBLV1036U  Energy Transition for Development in Emerging Markets

English Title
Energy Transition for Development in Emerging Markets

Course information
Language English
Course ECTS 7.5 ECTS
Type Elective
Level Full Degree Master
Duration One Semester
Start time of the course Autumn
Timetable Course schedule will be posted at calendar.cbs.dk
Min. participants 40
Max. participants 50
Study board
Study Board for BSc and MSc in Business, Language and Culture, MSc
Course coordinator
  • Jacobo Ramirez - Department of Management, Society and Communication (MSC)
Main academic disciplines
  • Corporate governance
  • Globalisation and international business
  • Political leadership and public management
Teaching methods
  • Blended learning
Last updated on 17-02-2021

Relevant links
Learning objectives
At the end of the course, the students should be able to:
  • Understanding global warming and climate change risk implications and opportunities to business for sustainable development.
  • Explain the strategic importance of protect, respect and provide access to remedy to vulnerable people in relation to renewable energy investments.
  • Critically assess relevant theories on strategic management, corporate governance and institutional theory in relation to climate change and energy transition investments in emerging markets.
Course prerequisites
Students are required to have a basic knowledge and understanding of business strategies in emerging markets, renewable energy and SDGs, in order to participate effectively in this course.
Examination
Energy Transition for Development in Emerging Markets:
Exam ECTS 7,5
Examination form Home assignment - written product
Individual or group exam Individual exam
Size of written product Max. 10 pages
Assignment type Case based assignment
Duration 48 hours to prepare
Grading scale 7-point grading scale
Examiner(s) One internal examiner
Exam period Autumn
Make-up exam/re-exam
Same examination form as the ordinary exam
Description of the exam procedure

The students will be requested to analyze, discuss and provide solutions to a case, based on the course’s literature.

 

Note: The exam case will be posted on Learn 24 hours before the exam begins

Course content, structure and pedagogical approach

Energy democracy and decarbonization strategies are becoming a priority for an increasing number of governments in the effort to reach clean energy commitments such as the Paris Agreement and Goal 7 (“Energy for All”) of the Sustainable Development Goals (SDGs) to mitigate climate change.

 

Multinational enterprises (MNEs) and public organizations can play a key role in fulfilling international policy regarding the 2030 Agenda in production of clean and sustainable energy. However, energy production is a source of disputes across the world, particularly in emerging markets (EM). Elite actors, such as governments and firms, argue that investing in renewable energy (RE) contributes to sustainable development of energy systems and reduce CO2 and Greenhouse Gas Emissions. However, RE perpetuate ongoing injustices and instigate new injustices. Vulnerable groups such as indigenous people can trace injustices in low-carbon investments to a historical continuity of oppression and repression by elite groups.

 

Strategies developed by MNEs and public organizations will be discussed in relation to RE investments in EM. The theoretical areas covered by the course are, therefore: Institutional theory, Governance in Energy Democracy and Strategic Management. 
Description of the teaching methods
This course aims to develop the students’ skills through individual and collaborative activities, which are designed to promote students’ participation in sharing their opinions, experiences, views, thoughts and knowledge. The case study approach/method is the principal learning strategy for the teaching-learning process.

Through the case study method, the students will practice and apply theory and knowledge to real-world problems. The students, collaboratively (in teams), will identify and clarify the problems presented, analyze the information found on each case, formulate and evaluate options, present and defend their recommendations.

The case study method involves the development of critical thinking, information analysis, and problem-solving skills. One of the principal objectives of this learning strategy is that the students assume a key role in the learning process.
Feedback during the teaching period
Student feedback will occur regularly throughout the course, e.g. via exercise classes, office hours and in-class case study solving. Students are encouraged to make use of those to enhance their learning experience, of course in addition to regular participation and two-way communication in lectures. The lecturer will also strive to be readily available for a one-to-one dialogue in both lecture breaks and following each lecture session.
Student workload
Lectures 30 hours
Exam 48 hours
Preparation 128 hours
Expected literature

Jenkins, K. 2018. Setting energy justice apart from the crowd: Lessons from environmental and climate justice. Energy Research & Social Science, 39: 117-121.

 

Ramirez, J. (2020). Governance in Energy Democracy for Sustainable Development Goals: Challenges and Opportunities for Partnerships at the Isthmus of Tehuantepec. Journal of International Business Policy.

 

Ramirez, J. (2019). Contentious Dynamics Within the Social Turbulence of Environmental (In)justice Surrounding Wind Energy Farms in Oaxaca, Mexico. Journal of Business Ethics.

 

Sovacool, B. K., & Dworkin, M. H. 2015. Energy justice: Conceptual insights and practical applications. Applied Energy, 142: 435-444.
Last updated on 17-02-2021