Department of Chemical Engineering, Unit Catalogue 2011/12 |
|
 Credits:
| 6 |
| Level:
| Masters UG & PG (FHEQ level 7) |
| Period: |
Modular (no specific semester) |
| Assessment:
| CW 100%, RS 0% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Aims: The unit aims to enable students to respond appropriately to demands that sustainable development aspects be considered in their decision-making. Learning Outcomes: After successfully completing this unit, students should be able to a) discuss the evolution of thinking and policy about sustainable development, recognising the diversity of perspectives and opinions which are relevant to the subject; and b) interpret and apply sustainable development principles in a business or industrial context using metrics, reporting and concepts of social responsibility appropriately; c) demonstrate a deep * appreciation of alternative perspectives of sustainable development including eco-centric and development-oriented perspectives. * The word 'deep' used in this context refers to an appreciation which recognises the ethical, emotional and spiritual aspects of these perspectives as well as their basis in knowledge. Skills: The distance learning element of the unit will develop the ability of students to work independently and the work carried out in groups for the case study of the residential element will develop their skills in team working and problem solving. Written and oral communication skills will be developed respectively through the preparation of the assignment for the unit and through the presentation of the case study findings at the residential school. Students will practice research skills in locating and selecting literature both at the residential school and in the preparation of the assignment. Content: 1. Introduction: This section will describe the aims of the module and introduce the student to the wide range of ideas which are talked about under the umbrella of the terms 'sustainable development' and 'sustainability'. This will be achieved by recalling the evolution of thinking about industrial and social progress and environmental awareness, describing the growth of institutions such as the UN and the development of green businesses and NGOs. The student will be introduced to current debates about the interpretation of SD and how it is to be achieved in practice. 2. Legislation and Guidance: This section will outline the basis of international law and describe some of the treaties through which governments enter into binding agreements with one another as well as identifying the principal EU and UK legislation, guidance and standards relevant to SD. It will illustrate how treaty obligations on national governments are reflected in national policies, legislation and economic incentives. The importance of guidelines and standards in achieving a consistent interpretation of important SD concepts will be stressed. 3. Corporate Social Responsibility: This section will look at CSR, essentially how organisations take account of their economic, social and environmental impacts in the way they operate - maximising the benefits and minimising the downsides. The practical basis for improving CSR performance will be described, stressing the importance of appropriate policies and individual and corporate culture. 4. Culture Change: This section will illustrate how the culture of organisations can be influenced to make them more aware of their impacts on the environment and more responsive to initiatives to reduce them. 5. Metrics and Indicators: This section will introduce the role of metrics and indicators in measuring and reporting progress against SD targets. The nature and use of indicators and their strengths and weaknesses will be considered. The difficulties and pitfalls of evaluating indicators which are relevant, meaningful and accurate will be illustrated with examples of environmental e.g. energy use, tonnes of greenhouse gas emitted in CO2 equivalents; and social indicators e.g. analysis of workforce. 6. Sustainable Development Reporting: This section will describe the steps involved in producing relevant, meaningful and informative reports to stakeholders wwhich describe and evaluate an organisation's performance in contributing to sustainable development. Residential School The Residential School will explore alternative and radically different perspectives on sustainable development and approaches to achieving it. This will be structured in terms of: * one day spend examining the poverty alleviation and human development aspects as originally identified by the Brundtland Report and subsequently addressed through institutional actions such as the setting of the United Nations Millennium Development Goals; * a second day focussed primarily on the ecocentric view of sustainable development including the Gaia hypothesis and aspects of Deep Ecology; * a third day devoted to assessing the relevance of these views to organisations and approaches to decision-making which take account of the perspectives of others or which engage their participation. The intention is to hold the residential school annually away from the University in one of a small number of locations where it can be hosted by an institution which has strongly eco-centric or development-orientated ethos. Schumacher College, Dartington, has been chosen as the venue initially because it has a suitable ethos and has been used successfully for a residential school as part of the MSc in Responsibility and Business Practice offered by the School of Management. The residential element may be taken before, after or in parallel with study of the workbooks. |
| Programme availability: |
CE50159 is Optional on the following programmes:Department of Chemical Engineering
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