| Learning objectives |
To achieve the grade 12, students
should meet the following learning objectives with no or only minor
mistakes or errors:
- discuss the key characteristics of energy systems, waste and
recycling systems, and natural resources, food and agriculture
systems; identify their scientific, technological, business and
regulatory components; and examine their development and
interconnectedness
- develop a system-level perspective that takes an integrative
approach towards the solution of complex problems within the three
broad sustainability challenge areas covered in the course;
- apply science, technology and business management approaches
and tools covered in the course in a ‘capstone project’ to examine
a specific and real-world ‘sustainability challenge’ within one of
the three broad areas covered in the course;
- in the capstone project: present relevant facts and context of
the selected ‘sustainability challenge’; identify the key problems,
stakeholders and interactions; justify the choice of approaches and
relevant data;
- in the capstone project: use the chosen approaches to analyze
the sustainability challenge; provide tentative solutions that
combine scientific, technological, business and regulatory
elements; critically reflect upon the approaches used; and provide
suggestions for improving these approaches to better fit the
problem at hand.
|
| Examination |
|
Sustainability
Challenges 2: Specific Systems and Capstone
Project:
|
| Exam
ECTS |
7,5 |
| Examination form |
Oral exam based on written product
In order to participate in the oral exam, the written product
must be handed in before the oral exam; by the set deadline. The
grade is based on an overall assessment of the written product and
the individual oral performance. |
| Individual or group exam |
Oral group exam based on written group
product |
| Number of people in the group |
2-4 |
| Size of written product |
Max. 20 pages |
|
Definition of number of pages:
Groups of
2 students 10 pages max.
3 students 15 pages max
4 students 20 pages max
Students who wish to have an individual exam might be able to write
a term paper in the course. Please see the cand.merc. rules for
term papers for more information. |
| Assignment type |
Project |
| Duration |
Written product to be submitted on specified date and
time.
15 min. per student, including examiners' discussion of grade,
and informing plus explaining the grade |
| Grading scale |
7-step scale |
| Examiner(s) |
Internal examiner and second internal
examiner |
| Exam period |
Winter |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
Re-take exam is to be based on the
same report as the ordinary exam:
* if a student is absent from the oral exam due to documented
illness but has handed in the written group product she/he does not
have to submit a new product for the re-take.
* if a whole group fails the oral exam they must hand in a revised
product for the re-take.
* if one student in the group fails the oral exam the course
coordinator chooses whether the student will have the oral exam on
the basis of the same product or if he/she has to hand in a revised
product for the re- take.
|
Description of the exam
procedure
In the capstone project, students from the three
participating universities will work in small groups to
examine a specific 'Sustainability challenge' in one of the
three broad systems covered in the course (energy; waste &
recycling; or natural resources, food and
agriculture).
Student groups for the capstone project will be formed at the
end of session 10. Group participants will be drawn randomly
from the list of class participants, and groups will include
participants from all three universities. The selection of
the system assigned will also take place randomly at that
point.
In the report, they will be asked to present relevant
facts and context of the selected ‘sustainability challenge’;
identify the key problems, stakeholders and interactions; justify
the choice of approaches and relevant data; use the chosen
approaches to analyze the sustainability challenge; provide
tentative solutions that combine scientific, technological,
business and regulatory elements; critically reflect upon the
approaches used; and provide suggestions for improving these
approaches to better fit the problem at hand. The report is due in
early January 2017.
|
|
| Course content and
structure |
|
Business, government and civil society are facing complex
sustainability challenges that they cannot solve alone. These
challenges have financial, managerial, political, social and
environmental components, and tackling them often requires
partnerships between the private and public sectors, or
multi-stakeholder initiatives that also involve non-governmental
organizations, community-based organizations, venture capital and
universities.
There is an increasing need, and demand for, managers and
employees who have specialist skills, but who can also operate in
multi-disciplinary teams. They need to have developed a common
language and understanding with specialists in other fields so they
can bridge the gaps between science, technology and business
solutions to sustainability. Many scientific discoveries,
technological developments or business innovations on
sustainability fail because of the lack of understanding from each
of these fields of the complex challenges that are involved.
Business plans fail because of lack of understanding of their
technological complexities; scientific breakthroughs are abandoned
because they are miscommunicated to the public or the political
system; technological innovations end up financially
unfeasible.
'Sustainability Challenges 2: Specific Systems and Capstone
Project' builds upon 'Sustainability Challenges 1'
to examine specific challenges within three broad
systems: Energy; Waste & recycling; and Natural
resources, food and agriculture. Lectures will be combined with
group work and a Capstone Project. In the Capstone
Porject, small groups of students will
examine a specific challenge (within one of the three
broad systems covered in the course)
and provide tentative solutions.
Sustainability Challenges 2 is taught by faculty members
and includes students from CBS, KU and DTU (see details below). The
aim is to provide a new generation of specialist professionals with
the relevant skills to properly operate and communicate in
multi-disciplinary teams that seek to tackle and find innovative
solutions to the complex sustainability challenges society and
business face.
Format
An introduction, 9 sessions of 3x45 min, and 2
sessions of 3x45 min for in-class group supervision for
the capstone project
Draft content
-
Session 1: Introduction
-
Sessions 2-4: Energy systems
- Energy demand & decarbonization; the size of the challenge;
global and Danish perspectives (@KU)
- Technological solutions and system thinking for alternative
energy and energy optimisation (@DTU)
- Business and the governance of carbon emissions: global,
transnational, national and local solutions (@CBS)
-
Sessions 5-7: Waste and recycling systems
- Waste and biorefining (@KU)
- Recycling and reuse: a circular economy approach (@DTU)
- Waste as a valuable resource: business models,
innovation & entrepreneurship (@CBS)
-
Sessions 8-10: Natural resources, food and agriculture
systems
- Sustainable food systems (@KU)
- Sustainability assessment of natural resource use (@DTU)
- Market approaches to the sustainability of natural resources:
standards, labels and certifications (@CBS)
-
Sessions 11-12: in-class supervision on Capstone
Project
|
| Teaching methods |
• lectures, group work and simulation
exercises
• group work on capstone project |
| Student workload |
| lectures and group work in class |
30 hours |
| in-class project supervision |
6 hours |
| class preparation and capstone project work |
170 hours |
|
| Further Information |
|
This course is mandatory for students wishing to obtain
the COSI ‘Joint Certificate in Sustainability:
Science, Technology and Business' (CBS/KU/DTU)
The certificate is assigned by a joint COSI committee from the
three participating universities. To obtain the certificate,
students need to pass the two SC1 and SC2 courses.
For more info on this initiative, please see:
http://cosiuni.weebly.com
CBS students not seeking to obtain the joint certificate
can also take SC1 or SC2 as self-standing
electives.
|
| Expected literature |
|
Preliminary literature list:
- Andersen, AH (2012) Organic food and the plural moralities of
food provisioning. Journal of Rural Studies 27:
440-450
- Auld, G. (2014) Confronting Trade-Offs and Interactive Effects
in the Choice of Policy Focus: Specialized versus Comprehensive
Private Governance. Regulation and Governance 8.1:
126-48.
- Bjørn, A., Hauschild, M.Z. (2013) Absolute versus Relative
Environmental Sustainability. Journal of Industrial
Ecology 17, 321-332
- Bocken, N.M.P.; Short, S.W.; Rana, P.; Evans, S. (2014) A
literature and practice review to develop sustainable business
model archetypes, Journal of Cleaner Production, 65:
42-56.
- Boons, F. and Lüdeke-Freund, F. (2013) Business models for
sustainable innovation: state-of-the-art and steps towards a
research agenda, Journal of Cleaner Production,
45:9–19.
- Bulkeley , H., Newell, P. (2015) Governing Climate
Change. Routledge. Chapters 1 and 3.
- Bulkeley, H. et al. (2013) Climate justice and global cities:
mapping the emerging discourses. Global Environmental
Change 23.5: 914-925.
- Chum, H. et al. 2014. Energy Systems. Chapter 7. In Climate
Change 2014: Mitigation of Climate Change. IPCC. Cambridge
University
Press.
https://www.ipcc.ch/pdf/assessment-report/ar5/wg3/ipcc_wg3_ar5_full.pdf
- Creutzig, F., E. Corbera, S. Bolwig and C. Hunsberger C. (2013)
Integrating Place-Specific Livelihood and Equity Outcomes into
Global Assessments of Bioenergy Deployment. Environmental
Research Letters 8.3: 035047
- Darnhofer et al (2010) Conventionalisation of Organic Farming
Practices: From Structural Criteria Towards an Assessment Based on
Organic Principles. Sustainable Agriculture 2.3:
331-349
- Dovers, S.R., and J.W. Handmer (1992) Uncertainty,
sustainability and change. Global Environmental Change
2.4: 262-276.
- Dryzek, J.S., and H. Stevenson (2011) Global democracy and
earth system governance. Ecological economics 70.11:
1865-1874.
- Ellen McArthur Foundation (2012) Towards the Circular Economy.
UK
- European Commission (2015) Web site: Moving towards a circular
economy
http://ec.europa.eu/environment/circular-economy/index_en.htm
- Fleurbaey, M, Kartha, S, Bolwig, et al. (2014) Sustainable
Development and Equity. Chapter 4, Sect. 4.2.2 and Sect. 4.6. In
Climate Change 2014: Mitigation of Climate Change. IPCC. Cambridge
University Press.
- Gregg, J. (2015) Future Diet Scenarios and Their Effect on
Regional and Global Biofuel Potential. Article under review.
- Hatanaka, M., Bain, C., Busch, L. (2005) Third-party
certification in the global agrifood system. Food Policy
30: 354–369.
- Holloway L et al. (2007) Possible Food Economics: a
Methodological Framework for Exploring Food Production–Consumption
Relationships. Sociologia Ruralis 47.1: 1-19.
- Hvass, K.K. (2014), Post-retail responsibility of garments – a
fashion industry perspective, Journal of Fashion Marketing
& Management 18.4: 413-430.
- IPCC AR5 Summary Report for Policy Makers
http://www.ipcc.ch/pdf/assessment-report/ar5/syr/AR5_SYR_FINAL_SPM.pdf;
- McDonough, William, and Michael Braungart (2010) Cradle to
cradle: Remaking the way we make things. MacMillan.
- OECD/IEA. Nordic Energy Technology Perspectives.
2013.
http://www.nordicenergy.org/wp-content/uploads/2012/03/Nordic-Energy-Technology-Perspectives.pdf
- Parajuli et al. (2015) Biorefining in the prevailing energy and
materials crisis: a review of sustainable pathways for biorefinery
value chains and sustainability assessment
methodologies, Renewable and Sustainable Energy
Reviews, 43: 244-263
- Richardson et al. 2011 Denmark’s Roadmap for Fossil fuel
Independence
http://www.thesolutionsjournal.com/node/954
- Smith, P. et al. (2014) Agriculture, Forestry and Other Land
Use (AFOLU). Chapter 11 in Climate Change 2014: Mitigation of
Climate Change. IPPC and Cambridge University Press, pp.
811-922.
https://www.ipcc.ch/pdf/assessment-report/ar5/wg3/ipcc_wg3_ar5_full.pdf
- STREAM materials (more info forthcoming)
- What a Waste,
https://www.wdronline.worldbank.org/handle/10986/17388 pages
1-33
- Zaman, G., and Z. Goschin (2010) Multidisciplinarity,
interdisciplinarity and transdisciplinarity: Theoretical approaches
and implications for the strategy of post-crisis sustainable
development. Theoretical and Applied Economics 12.12:
5-20.
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