MSc Environmental Governance
Year of entry: 2018
Course unit details:
Key Debates in Environmental Governance
|Unit level||FHEQ level 7 – master's degree or fourth year of an integrated master's degree|
|Teaching period(s)||Semester 1|
|Available as a free choice unit?||Yes|
This unit introduces students to the concept of environmental governance, and the main current debates around the environment. It will consider ‘governance’ in the broadest sense, including how the environment is controlled, manipulated, and regulated (and the contestation of these processes) by a range of actors and institutions, and the cognitive and normative ideas that underpin this process. The unit will explore a broad range of approaches that span the political spectrum from left to right, in addition to considering more contemporary debates within the field. Abstract theoretical and conceptual material is intended to complement case studies of real world issues and applied policy examples from other course units, and to prepare students intellectually for future research.
- Understand the dominant approaches to environmental governance.
- Interrogate and apply the main critiques of dominant approaches to environmental governance.
- Link contemporary environmental debates to academic debates
The unit will equip students with the necessary grounding to appreciate how different political and philosophical systems can be used to organise environmental regulation. The over-riding rationale of the unit is to provide students with the ability to recognise and critique the strengths and weaknesses of different approaches to environmental governance. The unit is delivered primarily through structured seminars, student presentations, and debates in order to facilitate student engagement with ideas and concepts.
Teaching and learning methods
The unit will be delivered through lectures, seminars, bogging, and students readings of key texts. All materials are available on Blackboard. Questions regarding the course should be posted on the discussion board so that all students can benefit from the answers.
Seminar (PowerPoint) presentation (in class) 20 min presentation (30%)
Public Debate contribution + in class contribution during semester (20%)
Week-by-week detailed oral feedback on: presentation skills, presentation content, and presentation style.
written (on line) on final essay
Verbal Feedback on ‘public’ debate
Key readings, week-by-week readings, ‘grey literature’ links to real world current issues, web lectures.
|Scheduled activity hours|
|Independent study hours|
|Maria Kaika||Unit coordinator|