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2022/2023  KAN-CCBLV1036U  Energy Transition for Sustainable Development in Emerging Markets

English Title
Energy Transition for Sustainable 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 21-02-2022

Relevant links

Learning objectives
At the end of the course, the students should be able to:
  • Define the broad and fundamental concepts underlying energy sources, energy transition/diversification, and energy policy.
  • Identify the social, economic, and political implications of energy transitions.
  • Discuss why planning for a sustainable energy transition requires consideration of the economy, education system, businesses, and public needs.
  • Examine how market forces such as supply and demand, along with their evolution, have a direct impact on the energy sector, businesses, and civil society 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.
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

Many emerging markets conventionally rely on hydropower and fossil fuels to produce energy. In light of climate change and international agreements such as the Paris agreement, the governments of several such countries are seeking to diversify their energy matrices by incorporating more renewable or green energy from nonconventional sources, including wind (onshore and offshore), solar, biomass and waste, tidal and geothermal. This is known as energy transition or diversification.


To expedite the energy transition, the governments of several emerging markets have revised their energy policy. Energy policy deals with how a country generates, stores, converts, transports, and distributes energy. However, policies for energy diversification also affect energy supply and demand, and may introduce trade-offs with international policies such as Sustainable Development Goal (SDG) 7: “Ensure access to affordable, reliable, sustainable, and modern energy”. The design and implementation of energy policies are also critically influenced by several factors, including the legal system, governmental will for public good, the national economy, and sociocultural aspects of energy sources and use.


Multinational enterprises (MNEs) can play a key role in designing energy policies for public good. In this respect, there are several approaches that aim to provide more sustainable long-term energy solutions in emerging markets by rethinking end-user access and supply. These include bottom-up approaches, collaborative agreements, and the integration of civil society into decision-making processes.


In this course, some of the strategies developed by MNEs and public organisations will be discussed in relation to energy policy in emerging markets. The theoretical areas covered by the course are, therefore, energy planning and policy, institutional theory, energy democracy, energy justice, and governance. 


Description of the teaching methods
This course aims to develop students’ skills through individual and collaborative activities designed to promote participation with regard to the sharing of opinions, experiences, views, thoughts, and knowledge. The case study approach is the principal teaching-learning strategy.

Through the case study method, students will practise and apply theory and knowledge to real-world problems. Students will collaboratively (in teams) identify and clarify the problems presented, analyse the information found on each case, formulate and evaluate options, and present and defend their recommendations.
The case study method aims to develop students’ 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
There will be regular opportunities for student feedback throughout the course, e.g. via class exercises, office hours, and in-class case study discussions, in addition to regular participation and two-way communication in lectures. Students are encouraged to make use of these opportunities to enhance their learning experience. The lecturer will also, where possible, 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


1. Becker, S., Angel, J., Naumann, M., 2019. Energy democracy as the right to the city: urban energy struggles in Berlin and London. Environ. Plan. A Econ. Space 52, 1093–1111. https:/​/​doi.org/​10.1177/​0308518X19881164.


2. Berka, A., Dreyfus, M., 2021. Decentralisation and inclusivity in the energy sector: preconditions, impacts and avenues for further research. Renew. Sustain. Energy Rev. 138, 110663. https:/​/​doi.org/​10.1016/​j.rser.2020.110663.


3. de Melo, C.A., Jannuzzi, G.D.M., Bajay, S.V., 2016. Nonconventional renewable energy governance in Brazil: lessons to learn from the German experience. Renew. Sustain. Energy Rev. 61, 222–234. https:/​/​doi.org/​10.1016/​j.rser.2016.03.054.


4. Gómez-Navarro, T., Ribó-Pérez, D., 2018. Assessing the obstacles to the participation of renewable energy sources in the electricity market of Colombia. Renew. Sustain. Energy Rev. 90, 131–141. https:/​/​doi.org/​10.1016/​j.rser.2018.03.015.


5. Ramirez, J. (2021). Governance in Energy Democracy for Sustainable Development Goals: Challenges and Opportunities for Partnerships at the Isthmus of Tehuantepec. Journal of International Business Policy. https:/​/​doi.org/​10.1057/​s42214-020-00077-3


6. Sovacool, B.K., 2021. Clean, low-carbon but corrupt? Examining corruption risks and solutions for the renewable energy sector in Mexico, Malaysia, Kenya and South Africa. Energy Strategy Rev. 38, 100723. https:/​/​doi.org/​10.1016/​j.esr.2021.100723.


7. Walker, G., Devine-Wright, P., 2008. Community renewable energy: what should it mean? Energy Policy 36, 497–500. https:/​/​doi.org/​10.1016/​j.enpol.2007.10.019.




Last updated on 21-02-2022