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Syllabus

MX0173 Engaging critically with environmental governance practices, 15.0 Credits

Miljöstyrningens praktiker - kritiska perspektiv

Subjects

Environmental Science

Education cycle

Master’s level

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.

Knowledge equivalent to 180 credits including specialised studies comprising 90 credits within a single subject (e.g. Biology or Economics) within one of the following disciplinary domains:


- natural science
- technology
- social sciences. (e.g. sociology, psychology, economics, political science, human geography, media)

Objectives

This course enables students to develop in depth knowledge of environmental governance by critically engaging with real-world practices. During the course, students learn different theories relevant for understanding environmental governance and gain experience in applying these theories through a group project that investigates an environmental governance practice in Sweden. Throughout the project, and through close interaction and collaboration with relevant actors, students critically engage with the studied practice and explore suggestions for its improvement.

After completion of the course students will be able to:

• describe different theories relevant for understanding environmental governance in practices that involve multiple actors;
• apply theories to investigate and critically engage with environmental governance practices;
• employ qualitative research methods to collect and analyse data on environmental governance practices;
• investigate environmental governance practices through interaction and collaboration with multiple stakeholders.

Content

Subject-related content

The course consists of two main components; a theoretical and a practical one. In the theoretical component, theories relevant to understand environmental governance, with focus on practices involving multiple actors, are presented and discussed through lectures, literature studies and mandatory seminars. Students also learn how to apply these theories when investigating environmental governance practices, through relevant qualitative research methods.

In the practical component, students make use of the theoretical and methodological skills gained to investigate and critically engage with ongoing environmental governance practices through a group project, including a field trip. Examples of potential governance practices include the expansion of nature tourism and its impacts on other land uses, stakeholder perspectives on changes in urban forest management, the municipal management of water bodies or waste, etc. An important component of the group project is to interact and collaborate with actors engaged in the studied environmental governance issue. This includes preparing and facilitate activities where students can learn together with these actors, and jointly reflect on the project´s implementation, results and potential improvements to the studied practice.

Teaching formats

To further student learning and promote discussion, a variety of methods are used: lectures; literature studies, written assignments, project work, seminars, workshops, study trip, proficiency training, and presentations.

The course focuses on the following generic competencies: critical thinking, oral communication, written communication, teamwork, ability to work autonomously, and plan and manage time.

The following components are mandatory: seminars.

Collaboration with the surrounding community takes place through project work, workshops, and study trip.

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

Successful completion of the course requires:

• passed written or oral exam(s);
• active participation in mandatory activities;
• active participation in project work;
• passed written and oral presentation of project work.

For further information, please refer to the course schedule.

• 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