Climate Change and Sustainable Business Futures (11318.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| Flexible
| UC - Canberra, Bruce
UC - TAFE NSW Northern Sydney, St Leonard's
UCI - SVKM's Institute of International Studies, Mumbai
|0.125||3||Faculty Of Business, Government & Law|
|Discipline||Study level||HECS Bands|
|Canberra Business School||Level 2 - Undergraduate Intermediate Unit|| Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Demonstrate an understanding of the concept of sustainable business;
2. Understand and critically assess the inter-relationships between businesses and their natural, social, cultural and economic environments and how these affect business's sustainable futures;
3. Understand and analyse the implications of climate change for business in Australia and globally; and
4. Evaluate planning and management strategies, policies and industry practices designed to mitigate and / or adapt to climate change and thus to produce more sustainable futures.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
PrerequisitesCompletion of 24 credit points.
Equivalent units9469 Climate Change and Sustainable Business Futures.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||Flexible||Mr Brian Weir|
|2021||UC - TAFE NSW Northern Sydney, St Leonard's||Semester 1||08 February 2021||On-Campus||Mr Brian Weir|
|2021||UCI - SVKM's Institute of International Studies, Mumbai||Global Pathways Program Semester 1||22 February 2021||On-Campus||Mr Brian Weir|
|2021||UC - Canberra, Bruce||Winter Term||01 June 2021||On-Campus||Mr Brian Weir|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||Flexible||Mr Brian Weir|
|2022||UC - TAFE NSW Northern Sydney, St Leonard's||Semester 1||07 February 2022||On-Campus||Mr Brian Weir|
|2022||UC - Canberra, Bruce||Winter Term||30 May 2022||On-Campus||Mr Brian Weir|
There is no textbook for this Unit, but a very useful book is:
Moscardo, G. et al. (2013) (eds.) Sustainability in Australian Business: Principles and Practice. John Wiley and Sons: Milton, Qld.
- There are several copies in the library available on short loan and some chapters are available through the Canvas website.
Australian Academy of Science (2015) The Science of Climate Change. Australian Academy of Science: Canberra, Australia
Barnes J, & Dove M.R. (Eds.) (2015) Climate Cultures: Anthropological Perspectives on Climate Change. Yale University Press: New Haven, USA.
Bolin, B. (2007) A History of the Science & Politics of Climate Change; The Role of the IPCC. Cambridge University Prees: Cambridge, UK
Christoff, P. (Ed.) (2014) Four Degrees of Global Warming: Australia in a Hot World. Routledge: Abingdon, Oxford, UK
Gautier, C. & Fellous, J-L. (2008) Facing Climate Change Together. Cambridge University Press: Cambridge, UK
Gergis, J. (2018) Sunburnt Country: The History and Future of Climate Change in Australia. Melbourne University Press, Melbourne: Australia
Harding, R, Hendriks, C.M. & Faruqi, M. (2009) Environmental Decision-Making: Exploring Complexity and Context. Federation Press: Annandale, NSW
Hume, M. (2009) Why We Disagree about Climate Change. Cambridge University Press: Cambridge, UK
Intergovernmental Panel on Climate Change (2014a) Impacts, Adaptation and Vulnerability. Available at www.ipcc.ch/report/ar5/
Intergovernmental Panel on Climate Change (2014b) Climate Change 2014: Mitigation of Climate Change. Available at www.ipcc.ch/report/ar5/
Jakku et al. (2016) Learning the hard way: a case study of an attempt at agricultural transformation in response to climate change. Climate Change 137, 557 - 74
Knight, E. (2013) Why We Argue about Climate Change. Redback: Collingwood, Vic
Lomborg, B. (2007) Cool it: The Sceptical Environmentalist's Guide to Global Warming. Marshall Cavendish: London
Lutz et al. (2014) Universal education is key to enhanced climate adaptation. Science 346 (6213), 1061 - 62
Machin, A. (2013) Negotiating Climate Change: Radical Democracy and the Illusion of Consensus. Zed Book: London
Makower J. (2020) What does 'climate risk' actually mean? Greenbiz 31 Aug 2020. Accessed at: https://www.greenbiz.com/article/what-does-climate-risk-actually-mean?
McKinsey Global Institute (2020) Reduced dividends on natural capital? McKinsey Global Institute: NY, USA.
McKinsey & Company (2020) McKinsey on Climate Change. McKinsey: NY, USA.
McKinsey & Company (2020) The Next Normal: Doubling Down on Sustainability. McKinsey: NY, USA.
Measham, T. & Lockie, S. (Eds.) (2012) Risk and Social Theory in Environmental Management. CSIRO Publishing: Collingwood, Vic
Mills, N. (2020) Colac's renewable organics network is turning food waste into biogas, hot water and power. ABC News 13 Dec 2020. Accessed at https://www.abc.au/news/2020-12-13/colac-renewable-organics-network-solution-to-war-on-waste/12736182.
Nucitelli, D. (2020) Fighting Climate Change: Cheaper than 'Business as Usual' and Better for the Economy. Yale Climate Connections: New Haven, USA.
Oreskes, N. & Conway, E.M. (2010) Merchants of Doubt: How a Handful of Scientists Obscured the Truth on Issues from Tobacco Smoke to Global Warming. Bloomsbury Press: NY
Oreskes, N. & Conway, E.M. (2014) The Collapse of Western Civilisation: A View from the Future. Columbia University Press: New York, USA
Painter, J. (2013) Climate Change in the Media: Reporting Risk and Uncertainty. IB Taurus & Co: London
Patterson, T., Bastianoni, S. & Simpson, M. (2006) Tourism & climate change: Two-way street or vicious / virtuous circle? Journal of Sustainable Tourism 14(4), 339 - 48.
Paulson, H.M. (2015) Short-termism and the threat from climate change. McKinsey & Company: New York, USA
Pelling, M. (2011) Adaptation to Climate Change. Routledge: London
Pinkse, J. & Gasbarro, F. (2016) Managing physical impacts of climate change: an attentional perspective on corporate adaptation. Business & Society 1 - 36
Rickards, I.& Howden, R. (2012) Transformational adaptation: agriculture and climate change. Crop & Pasture Science 63, 240 - 50
Schneider, S.H., Rosencranz, A., Mastrandrea, M.D. & Kuntz-Duriseti, K. (2010) Climate Change Science and Policy. Island Press: Washington DC
Stoknes, P.E. (2015) What We Think About When We Try Not to Think About Global Warming. Chelsea Green Publishing: White RiverJunction, USA.
U.S. Global Change Research Program (2009) Climate Literacy: The Essential Principles of Climate Science. Global Change Research Program: Washington, USA.
Walker, B. (2019) Finding Resilience: Change and Uncertainty in Nature and Society. CSIRO Press: Canberra, Australia.
Walker, B. & Salt, D. (2012) Resilience Oractice: Building capacity to Absorb Disturbance and Maintain Function. Island Press: Washington, USA
Watts et al. (2018) The 2018 report of the Lancet Countdown on health and climate change: shaping the health of nations for centuries to come. Lancet 392, 2479 - 514
Weaver et al. (2013) Improving the contribution of climate model information to decision-making: The value and demands of robust decision frameworks. WIREs Climate Change 4, 39 - 60
Weir, B. & Mummery, J. (2018) Business perceptions and responses to climate change and adaptation: Evidence from a case study of the Canberra Region. Paper presented at the CA18 Climate Adaptation Conference, Canberra ACT, July 2018.
World Health Organisation (2017) Climate Change and Health. World Health Organisation: Geneva: Switzerland
Whetton, P., Karoly, D., Watterson, I., Webb, L., Drost, F., Kirono, D. & McInness, K. (2014) Australia's climate in a four degree world. In Christoff, P. (Ed.) Four Degrees of Global Warming: Australia in Hot World. Routledge: Abingdon, Oxford, UK. pp 17 - 32
Wright, C. & Nyberg, D. (2015) Climate change, Capitalism and Corporations. Cambridge University Press: Cambridge: UK
Submission of assessment items
Extensions & Late submissions
All assignment work will be submitted via UCLearn, as above, except for the recorded group video presentation. As indicated, the submission of this exercise will be through sharing an unlisted YouTube presentation or similar with the unit lecturer. We will discuss and demonstrate how to do this in a unit workshop.
Special assessment requirements
To pass this unit, students must BOTH:
- Attempt each assessment item; and
- Achieve an overall score of 50% or more.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
This is an intensive unit and in that sense, a lot of material is condensed into and presented across a short number of weeks. Watching lectures and participating in workshops and tutorials is important to success in the unit. Please note the time committment associated with an intensive unit.
Please note that some 'online' lectures will be recorded and released in advance. This is asynchronous. Some lectures will be livestreamed and recorded so that students unable to attend can follow the material. Please follow the class schedule to note which classes are asynchronous and which are livestreamed and recorded.
Workshops are expected to be discussion-based and offer the opportunity for skill development. They are all synchronous (livestreamed). Each workshop will have a theme and there will be an opportunity for students to ask questions for clarification and discussion with respect to lecture material. Workshops will be recorded.
Tutorials are either face-to-face or online. Please note the expectations associated with assessment item 2, as tutorial participation is an assessed item in the unit.
Required IT skills
Basic word processing is expected.
We will run through the process for submitting the group presentation in a workshop through a YouTube channel.
This unit involves online meetings in real time using the Virtual Room in your UCLearn teaching site. The Virtual Room allows you to communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, go to the Virtual Room in your UCLearn site and 'Join Course Room'. This will trigger a tutorial to help familiarise you with the functionality of the virtual room.
With all online classes, it is expected at the beginning of the lecture, workshop and tutorial that you turn on your camera. This is good and appropriate busines practice. You can turn your camera off once discussions commence, but it is also good practice to turn your camera on to ask question, seek clarification or contribute to the discussion. Merely typing comments into the chat function is not good professional practice.
Work placement, internships or practicums
All written work must meet the Faculty 'Good Essay Guide' requirements in your written submissions and presentations.
A copy of the Guide is available on the Unit Canvas site.
- Winter Term, 2021, On-Campus, UC - Canberra, Bruce (202757)
- Semester 1, 2021, On-Campus, UC - TAFE NSW Northern Sydney, St Leonard's (202595)
- Global Pathways Program Semester 1, 2021, On-Campus, UCI - SVKM's Institute of International Studies, Mumbai (202508)
- Semester 1, 2021, Flexible, UC - Canberra, Bruce (204012)
- Winter Term, 2020, On-Campus, UC - Canberra, Bruce (197704)
- Global Pathways Program Semester 1, 2020, On-Campus, UCI - SVKM's Institute of International Studies, Mumbai (198816)
- Semester 1, 2020, On-Campus, UC - TAFE NSW Northern Sydney, St Leonard's (197687)
- Semester 1, 2020, On-Campus, UC - Canberra, Bruce (197688)