Print Syllabus

Syllabus

MX0149 Engaging critically with environmental governance practices, 15.0 Credits

Att förstå samhällets miljöstyrning utifrån ett kritiskt konstruktivt förhållningssätt

Subjects

Environmental Science Environmental science

Education cycle

Master’s level

Modules

Title	Credits	Code
Theory and methods for critical engagement	5.0	0202
Group project work on env. governance practices	5.0	0203
Individual research project	5.0	0204

Advanced study in the main field

Second cycle, has only first-cycle course/s as entry requirements
Master’s level (A1N)

Grading scale

Language

English

Prior knowledge

Knowledge equivalent to English 6 from upper secondary school.

Equivalent to 180 credits and specialized studies comprising 90 credits within one of the following subjects/disciplinary domains: natural sciences, technology or social sciences.

Objectives

Communication is crucial for environmental governance practices. These practices include, among others, managing natural resources, organising collective action, coordinating multi-stakeholder initiatives, and creating arenas for public deliberation. The aim of this course is to develop in depth insights into how environmental governance is carried out in practice. In order to understand environmental governance and how it can be assessed and improved, students critically explore ongoing governance practices and suggest improvements together with environmental governance actors such as citizens, professionals and organisations. By taking this course, students are expected to develop their knowledge on a number of social constructionist theories. They will also improve their facilitation skills and refine their ability to collect and analyse empirical data in a way that is useful for both research and practice.

After completion of the course the student will be able to:

• describe different theories suitable to critically understand environmental governance in practice;

• describe qualitative research methods that can be used to investigate, assess and suggest improvements to an ongoing environmental governance practice;

• demonstrate understanding of the use of theory to critically reflect on an ongoing environmental governance practice and vice versa;

• arrange and facilitate activities where they can learn together with other actors and jointly reflect on the results of an investigative project.

Content

The course has two main components; a theoretical and an experiential/practical component. In the theoretical component, theories relevant to environmental governance, for example social practice, discourses, symbolic interactionism, power or framing, are presented and discussed through lectures, literature studies and seminars. Qualitative research methods for example interviews, focus groups and participant observations, including analysis of empirical material through coding are also presented and discussed. Each student writes a short paper on these theories and methods and reviews a paper written by a course mate.

In the experiential/practical component, students conduct an investigative project of an ongoing environmental governance practice or case (e.g. the municipal management of water bodies, the coordination of actions by grassroots organisations, or the mediation of conflicts between multiple stakeholders). As part of their investigative project, students carry out field visits and use the learnt theories and research methods to collect and analyse empirical material. Throughout the process of the investigative project, students interact and critically engage with governance actors involved in their case. Findings and insights from their investigative project are compiled in a written report and presented to relevant actors in a learning activity (e.g. workshop, seminar or webinar) that students design and facilitate. It is expected that the results of the investigative project will be useful for research and include some kind of assessment of the studied practice as well as suggestions for improving it.

Grading form

The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.

Formats and requirements for examination

Examination through:

• individual written exam.

Requirements to pass the course are:

• passed written exam

• passed, active participation in the investigative project work including the report;

• passed, active participation in literature seminars;

• passed paper and peer-review a paper of a course mate.

• If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.

• The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.

• If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.

• For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.

Other information

• The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.

• If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.

Responsible department

Department of Urban and Rural Development