Environmental Enterprise

EART29002 Environmental Enterprise 10 Semester 2 Undergraduate Level 5 Katherine Harrison Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 Within commercial, public sector, not-for-profit or non-governmental organisations, environmental scientists play a key role in ensuring that ‘sound science’ underpins decision making. Using enquiry-based learning methods and digital collaboration, students will develop an understanding of the environmental business sector and the application of the UN Sustainability Goals in relation to policy, corporate responsibility and business sector trends. Students will examine business case studies examining how decisions within business enterprises are driven. These aims will be achieved through developing an understanding of Knowledge Exchange Partnerships, university spinouts and engaging with professionals. Students will gain an insight into innovation, enterprise and project management, applying their knowledge in a digital settings and be able to communicate to a wide and varied audience. Within commercial, public sector, not-for-profit or non-governmental organisations, environmental scientists play a key role in ensuring that ‘sound science’ underpins decision making. Using enquiry-based learning methods and digital collaboration, students will develop an understanding of the environmental business sector and the application of the UN Sustainability Goals in relation to policy, corporate responsibility and business sector trends. Students will examine business case studies examining how decisions within business enterprises are driven. These aims will be achieved through developing an understanding of Knowledge Exchange Partnerships, university spinouts and engaging with professionals. Students will gain an insight into innovation, enterprise and project management, applying their knowledge in a digital settings and be able to communicate to a wide and varied audience. 1. To expose students to variety of knowledge exchange partnerships and business scenarios in relation to environmental sustainability.2. To develop a multidisciplinary approach to identify and evaluate the relationships between research, enterprise and entrepreneurship.3. To explore the application of environmental research beyond academia with reference to exemplar case studies of university spin-out enterprises, and other knowledge exchange/technology transfer activities.   <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td colspan="2" style="width: 496px">On the successful completion of the course, students will be able to: </td> <td style="width: 72px">Developed</td> <td style="width: 66px">Assessed</td> </tr> <tr> <td style="height: 59px; width: 64px">ILO 1</td> <td style="height: 59px; width: 432px">Explain the principles of sustainable development in relation to corporate responsibility and business sector trends and the UN Sustainability Goals.</td> <td style="height: 59px; width: 72px">        x</td> <td style="height: 59px; width: 66px">        x</td> </tr> <tr> <td style="height: 67px; width: 64px">ILO 2</td> <td style="height: 67px; width: 432px">Identify how environmental science can be commercialised and provide an effective approach to environmental management.</td> <td style="height: 67px; width: 72px">       x</td> <td style="height: 67px; width: 66px">       x</td> </tr> <tr> <td style="height: 76px; width: 64px">ILO 3</td> <td style="height: 76px; width: 432px">Critically evaluate, analyse and utilise information from a variety of sources to improve decision making, formulate objectives, determine strategies and plan action with reference to exemplar case studies of university spin-out enterprises.</td> <td style="height: 76px; width: 72px">       x</td> <td style="height: 76px; width: 66px">       x</td> </tr> <tr> <td style="height: 66px; width: 64px">ILO 4</td> <td style="height: 66px; width: 432px">Develop proficiency in communicating ideas effectively through digital communication, collaborative working and presentation skills.</td> <td style="height: 66px; width: 72px">       x</td> <td style="height: 66px; width: 66px">       x</td> </tr> <tr> <td style="height: 66px; width: 64px">ILO 5</td> <td style="height: 66px; width: 432px">Appraise individual and group academic and professional performance against course unit aims and intended learning outcomes, including a reflection on skills development as a basis for future employment</td> <td style="height: 66px; width: 72px">       x</td> <td style="height: 66px; width: 66px"> </td> </tr> </tbody></table>  Week 1Introduction to Course including flipped learning concept, weekly schedule Orienting/Asking Questions Week 2Revisit UN Sustainability Goals, IPCC, in relation to corporate responsibility and business sector trends Week 3Case Studies Week 4Case Studies Week 5Case Studies Week 6Case Studies Week 7Case Studies Week 8Case Studies Week 9Case Studies Week 10Case studies Week 11Presentations Week 12Reflective Appraisal  This is a enquiry-based learning course unit. It is not a conventional taught course, instead, staff guide students towards achieving the required learning outcomes through individual study and collaborative group project work. Students receive regular feedback during a programme of weekly activities, which culminate in a case study report and business proposal (no exams).Students will complete work, both in a group and individually, with the aid of facilitators to explore the environmental business sector with reference to case study businesses. Students will find, evaluate, manage and curate digital information and develop a capacity to work effectively in teams. Students will undertake a review of their professional skill development and find, evaluate, manage and curate information whilst further developing their transferable skills.Initial formative coursework forms the foundation for subsequent summative individual and group assessed work. Students will create group and individual reports and give a group presentation on their business case study as summative assessments. Finally, the students will write a professional reflective appraisal of their learning and development, reviewing their own and their peers’ performance.  3 Report 70% 7 Oral assessment/presentation 30%  <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="height: 101px; width: 102px">Assessment type</td> <td style="height: 101px; width: 85px">% Weighting within unit</td> <td style="height: 101px; width: 76px">Hand out and hand in dates</td> <td style="height: 101px; width: 85px">Length </td> <td style="height: 101px; width: 170px">How, when and what feedback is provided</td> <td style="height: 101px; width: 123px">ILO tested</td> </tr> <tr> <td style="height: 101px; width: 102px">Oral/Digital  Presentation(Group)</td> <td style="height: 101px; width: 85px">30%</td> <td style="height: 101px; width: 76px">End of Semester</td> <td style="height: 101px; width: 85px">6-8 minutes</td> <td style="height: 101px; width: 170px">Written/oral feedback will be provided</td> <td style="height: 101px; width: 123px">1,2, 3, 4</td> </tr> <tr> <td style="height: 101px; width: 102px">Case Study Report and business plan</td> <td style="height: 101px; width: 85px">70%</td> <td style="height: 101px; width: 76px">End of Semester</td> <td style="height: 101px; width: 85px">Max 4000 words</td> <td style="height: 101px; width: 170px">Written feedback will be provided when marks released</td> <td style="height: 101px; width: 123px">1, 2, 3</td> </tr> </tbody></table>  BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Geochemistr) Second Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geoch) Second Year Optional MEarthSci (Hons) Earth Industr MEarthSci EPS w IE (GeoChem) Second Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS w YA (Geochem) Second Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS w R (GeoChem) Second Year Optional Practical classes & workshops 36 0 64