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Preliminary Course guide
for
Sustainability Opportunities –
Exploring Sustainability at the Cross-roads of Science and Society
2018 Content:
1. Practical information 2. Schedule 3. Teachers 4. Participants and groups 5. Syllabus 6. Course literature 7. Preparation for lectures 8. Project instructions 9. Preparations for the two seminars 10. Preparations for home exam 11. How to reach the first lecture hall
1. Practical information Course website: www.gmv.chalmers.gu.se/sustopp Where are the lectures halls?
See information, below the schedule, and also on the course website for more information about “How to get to the lecture halls”. There will be updates during the course. The halls for the autumn is not decided yet. Where can I buy/get the literature?
*) You have to buy the course book by Jeffrey Sachs on your own, e.g. Adlibris
See also https://www.adlibris.com/se/bok/the-age-of-sustainable-development-9780231173155 *) The other documents should be possible to download, either from your home university library or by using the link presented in the literature list. If you do not have access to some of the articles via your home university library, just send an email to [email protected] and you will have a pdf-version sent to you.
2
Who can answer my questions and help me if necessary?
Course leader Dan Strömberg 0730 79 42 46 [email protected]
Will there be a course platform?
No. The course website and email will be used for information to you. https://gmv.gu.se/forskning-och-utbildning/forskarutbildning/doktorandkurser/graduate-course--sustainability-opportunities [email protected] Your project reports and similar documents should be sent by email to [email protected] Communication within the group could be arranged by e.g. Google docs, by the group itself. An email list will be sent out, with all email-addresses to both students and teachers. How will I get my credits?
Information that you have passed all mandatory requirements will be sent out in the form of a signed Course certificate, describing the content of the course and a recommendation that the course should be valued as 10 hec. Your examiner will then have to make a decision upon this and make sure that your credit points will be registered in the “Research Ladok system”.
3
2. Schedule 2018-05-03 Date Time Title Content and practical arrangements Teachers SDG
7th of May Hall 8 Botany building
09.15-10.00
Introduction to the course
Presentation of the course Each participant present themselves shortly
DS
10.15-12.00 Sustainable Development – an overview
The story of Sustainable Development and the different definitions. Wellbeing and other indicators are introduced, normative aspects highlighted. International agreements and negotiations, etc.
MagSv…
12.00-13.00 Lunch
13.00-14.00 SDG, FN, EU Lecture Agenda 2030, SDG, SDSN, EU DS
14.00-16.00 ”Reducing Overconsumption, Reducing Overpopulation”
Population growth, Overconsumption, … FrGöt 1, 2
16.00-16.45 Start of the projects Groups, formal things, … DS
17.15- Dinner GMV arranges a dinner DS, …
8th of May Hall 8 Botany building
09.00-10.00 Sust Dev – an overview Sust Dev - continuing BeBr
10.00-11.30 Sustainability Science Research about Sustainable Development;
Sustainability as an emerging science; MaSt
11.30-12.30 Biodiversity Biodiversity MaSt 15
12.30-13.30 Lunch
13.30-16.00 Project work Define issues to address, … DS
23rd of May Hall 8 Botany building
09.30-12.30 Measures for Sust Dev Policy instruments for Sustainable Development. Good examples. From research to Policy.
AnEk + YNB
16
12.30-14.00 Lunch Picknick – provided by GMV
14.00-16.45 Global health Global health GuKr 3
24th of May Hall 8 Botany building
09.00-10.00 Project work Project work DS
10.00-12.00 Energy and Climate I Climate change, Future energy, Breakthrough for modern technologies, …
ToKå 7, 13
12.00-13.00 Lunch
13.00-16.00 Innovation and learning for Sust Dev
Learning and innovation perspectives. A broad perspective on the role of education/learning for Sust dev. How can more people become involved? Concepts like Sharing, Social entrepreneurship, etc.
ArWa 4
11th of Sep Hall TBA
09.30-11.30 Half- time project presentations
The groups present what they have achieved so far, interacting with the other groups and with the teachers present
DS + supervisors?
11.30-12.15 Lunch
12.15-14.00 Nexus – water, land, food, biomass, biodiversity
A presentation of the background for the Nexus - water, land, food, biomass, biodiversity A preparation for the seminar in November
GAO 1, 2, 6, 7, 13, 15
14.00-16.30 Half- time project presentations
Continuing: The groups present what they have achieved so far, interacting with the other groups and with the teachers present
DS + supervisors?
12th of Sep Hall TBA
09.00-12.00 Cities and transport Sustainable cities, transport, etc MaThy 11, 17
12.00-13.00 Lunch
13.00-15.00 Energy and Climate II Climate change, Future energy scenarios, Energy efficiency, Solutions for some critical industrial processes…
FiJo 7, 13
15.00-16.30 Project work Project work DS + supervisors?
9th of Oct Hall TBA
10.00-12.45 Global equity and justice A global perspective on equity and Sust Dev, focus on climate issues BeBr 10, 13, 16
12.45-13.45 Lunch
4
Lecture halls: See also the web-page for instructions about how to get to the different lecture halls!
Name Where ?
Hall 8, in the Botany building GU
The department of Biology and Environmental Sciences, Carl Skottsbergs gata 22 B
More info about how to reach the Botany building at the end of this document.
3. Teachers AnBi Anders Biel, professor, Psychology, GU AnEk Anders Ekbom, assoc prof, GMV, GU ArWa Arjen Wals, professor, Education and Learning, Wageningen/GU BeBr Bengt Brülde, professor, Philosophy, GU DS Dan Strömberg, assoc professor, GMV, GU FiJo Filip Jonsson, professor, Energy and Environment, Chalmers FrGöt Frank Götmark, professor, Biological and Environmental Sciences, GU GAO Gunilla A Olosson, professor, Global studies, GU GuKr Gunilla Krantz, assoc prof, Global Health, SA, GU HaMa Hauwa Mahdi, Univ lect, Global studies, GU, MagSv Magdalena Svanström, professor, Chemistry and Chemical Engineering, Chalmers MaSt Marie Stenseke, professor, Human Geography, GU MaThy Marie Thynell, assoc prof, Global studies, GU OJoSt Olof Johansson Stenman, professor, Economics, GU ToKå Tomas Kåberger, professor, Energy and Environment, Chalmers YNB Ylva Norén Bretzer, assoc prof, School of Public Administration, GU
13.45-16.30 Social Dilemmas and Sustainable Development
Social dilemmas, Tragedy of the Commons, including solutions to overcome dilemmas, etc
AnBi, YNB 16
10th of Oct Hall TBA
09.00-12.00 Economic growth and Sust Dev
Different perspectives and implications of economic growth are presented and discussed
OJoSt 1, 8, 12
12.00-13.00 Lunch
13.00-16.00 Global value chains Seminar with active participation from the students about all types of issues around global value chains.
MagSv, X, DS
1, 3, 8, 10, 12
20th of Nov Hall TBA
09.45-12.00 Gender equity A global perspective on equity and Sust Dev focus on gender equity HaMa 5
12.00-13.00 Lunch
13.00-16.00 Nexus – water, land, food, biomass, biodiversity
Seminar with active participation from the students about all types of issues around this nexus.
GAO, YNB ? DS
1, 2, 6, 7, 13, 15
16.00-17.00 Project work Prepare for tomorrow’s presentations DS
21st of Nov Hall TBA
09.00-12.00 Project presentations Final project presentation. 3 groups DS + supervisors?
12.00-13.00 Lunch
13.00-16.00 Project presentations Final project presentation 3 groups DS + supervisors?
19 Dec Hall TBA
On-line Home-exam Home-exam in an on-line version, which is "open" at a certain time interval. One of the tasks will be to analyse his/her own PhD work from a Sustainable Development perspective.
DS
5
Participants sorted alphabetically after first name
Name Pink = female Blue = male 18 10
Department/Univ: Chalmers 9, GU 6, Uppsala Univ 2, Skövde Univ 3, Lund Univ 3, Halmstad Univ 2, Karlstad Univ 1, Univ Liverpool 1, Linnaeus Univ 1 = 28
Email Groups
Yellow = 22 Nat/tech Sci Green = 6 Hum/Social sci
1 Abolfazl Farahani Building Services Engineering, Chalmers
2 Alex Cravcenco Chemistry and Molecular Biology, GU [email protected] 1
3 Anja Billhardt Evolutionary Biology Centre Uppsala Univ
4 Anna Apler Natural resources and Sust Dev Uppsala Univ
5 Anna Hansson Environmental and Biosciences, Halmstad Univ
6 Aura-Luciana Istrate
Urban planning Univ of Liverpool [email protected] 1
7 Dixin Wei Building Services Engineering, Chalmers
8 Elena Malz Signal and Systems, Chalmers [email protected] 6
9 Erika Ramos Psychology, GU [email protected] 1
10 Eva Lendaro Biomedical Signals and Systems, Chalmers
11 Gabriele Lombardo Chem and Chem eng, Chalmers [email protected] 2
12 Gustaf Peterson Earth Sciences, GU [email protected] 5
13 Ida Karlsson Energy Technology, Chalmers [email protected] 6
14 Iman Morshedzadeh
Engineering Science, Univ of Skövde [email protected] 1
15 Jenny Iao-Jörgensen
Risk Management and Societal Safety, Lund Univ
16 Kajsa Emilsson School of Social Work, Lund Univ [email protected] 3
17 Louise Gren Ergonomics and Aerosol Technology, LTH, Lund Univ
18 Magnus Marmgren Technology management and economics, Chalmers
19 Manuel Hertzog Chemistry and Molecular Biology, GU [email protected] 4
20
Manuela Terrinoni Immunology and Microbiology, SA, GU [email protected] 2
21 Nafise Mahdavian Product development, Engineering Science, Univ of Skövde
22 Niklas Karlsson Innovation Sci, Halmstad Univ [email protected] 4
23 Sjouke Beemsterboer
Sustainable Building, Chalmers [email protected] 5
24 Teresa Berglund Env and Life Sci, (Pedagogical sci) Karlstad Univ
25 Therese Karlsson Marine Sciences, GU [email protected] 6
26 Ulrika Söderström Archaeology, Linnaeus University, Kalmar
27 Viktor Johansson Energy technology, Chalmers [email protected] 6
28 Yu LIU Engineering Science, Univ of Skövde [email protected] 4
6
Participants sorted after groups
Name Pink = female Blue = male 18 10
Department/Univ: Chalmers 9, GU 6, Uppsala Univ 2, Skövde Univ 3, Lund Univ 3, Halmstad Univ 2, Karlstad Univ 1, Univ Liverpool 1, Linnaeus Univ 1 = 28
Email Groups
Yellow = 22 Nat/tech Sci Green = 6 Hum/Social sci
Food waste
14 Iman Morshedzadeh
Engineering Science, Univ of Skövde [email protected] 1
2 Alex Cravcenco Chemistry and Molecular Biology, GU [email protected] 1
10 Eva Lendaro Biomedical Signals and Systems, Chalmers [email protected] 1
9 Erika Ramos Psychology, GU [email protected] 1
6 Aura-Luciana Istrate
Urban planning Univ of Liverpool [email protected] 1
Chemicals and particles – impact human …
15 Jenny Iao-Jörgensen
Risk Management and Societal Safety, Lund Univ
11 Gabriele Lombardo
Chem and Chem eng, Chalmers [email protected] 2
20
Manuela Terrinoni
Immunology and Microbiology, SA, GU [email protected] 2
7 Dixin Wei Building Services Engineering, Chalmers [email protected] 2
Individual choices - travelling
3 Anja Billhardt Evolutionary Biology Centre Uppsala Univ
21 Nafise Mahdavian Product development, Engineering Science, Univ of Skövde
16 Kajsa Emilsson School of Social Work, Lund Univ [email protected] 3
13 Ida Karlsson Energy Technology, Chalmers [email protected] 3
18 Magnus Marmgren
Technology management and economics, Chalmers
Goal 11.2 Sustainable transport and travelling
22 Niklas Karlsson Innovation Sci, Halmstad Univ [email protected] 4
19 Manuel Hertzog Chemistry and Molecular Biology, GU [email protected] 4
1 Abolfazl Farahani Building Services Engineering, Chalmers [email protected] 4
17 Louise Gren Ergonomics and Aerosol Technology, LTH, Lund Univ
28 Yu LIU Engineering Science, Univ of Skövde [email protected] 4
Materials
12 Gustaf Peterson Earth Sciences, GU [email protected] 5
23 Sjouke Beemsterboer
Sustainable Building, Chalmers [email protected] 5
4 Anna Apler Natural resources and Sust Dev Uppsala Univ
24 Teresa Berglund Env and Life Sci, (Pedagogical sci) Karlstad Univ
Urbanization and energy
5 Anna Hansson Environmental and Biosciences, Halmstad Univ
8 Elena Malz Signal and Systems, Chalmers [email protected] 6
25 Therese Karlsson Marine Sciences, GU [email protected] 6
26 Ulrika Söderström Archaeology, Linnaeus University, Kalmar [email protected]
6
27 Viktor Johansson Energy technology, Chalmers [email protected] 6
7
5. Syllabus, including course idea, examination
Course Syllabus
for
Sustainability Opportunities -
Exploring Sustainability at the Cross-roads of Science and Society
1. Field of education Sustainability Science 2. Position in the educational system The course is freestanding graduate course 3. Entry requirements The student should have initiated his/her graduate studies for a PhD-degree or for a licentiate degree. Since no specific courses in environmental science or Sustainable Development is required, all students should prepare themselves for the course by reading chapter 1, 2, 3 and 6 in the course book (see literature list below). 4. Course content Background We live in a ‘systemic world’ characterized by multiple causation, interactions and complex feedback loops, yet the dominant structures in, for instance, governance, policy-making and education, are still essentially based on fragmentation rather than on connectivity, relationships and synergies. The persistent call for a more sustainable development increasingly influences policy-making, public debate, business decisions and lifestyle choices. This persistence is fuelled by major environmental, social, financial, economic and ecological disruptions (both acute and chronic) that are interconnected and characterized by high levels of uncertainty and complexity. The University of Gothenburg and Chalmers and their graduates, together with universities all over the world, will need to play a pivotal role in addressing emerging challenges manifested in the depletion of natural resources, the rise of unnatural disasters, lack of food safety and security, human-induced climate change, rising inequity, and so on. What is increasingly clear is that dealing with complex and, even wicked, sustainability challenges requires new forms of education, research and community engagement. These new forms tend to have in common: a tendency towards integrative thinking and design, the facilitation of trans-boundary alliances and creative coalitions, acceptance of indeterminacy, emergence and uncertainty, the democratization of knowledge, and a preference for contextual solutions with a planetary conscience. The fact is, however, that we still know very little about these alternatives. Course idea: Perspectives, practices and possibilities of Sustainable Development are studied, including: global to local, technological to societal, policy instruments and lifestyles/behaviors, the efficiency to systems changes, etc. Key drivers and barriers to change are analyzed, including also how the implementation of one solution can affect the other options. A major focus should be on solutions for the future. Moreover, the conditions for research about Sustainability are reflected upon. Course structure: The course consists of four main types of activities:
i) Lectures with active student participation (exercises, discussions, ...)
ii) A group project
iii) Two seminars
iv) A home-exam Course project: The students will explore sustainability challenges at the crossroads of science and society by working in interdisciplinary groups on sustainability challenges that will be analysed using the concepts, methods, theories and solution models presented during the lectures, and thereby deepen the knowledge about those.
8
The PhD-students are divided multidisciplinary groups. The report should contain: ► Overview
● Identify and discuss the major societal challenges and the needed transformative changes, within the theme ● Identify and discuss the major actors, both nationally and globally, from business, public bodies, civil society, academy, institutes, and others. ● What are the major research challenges in the field?
► Concepts and perspectives discussed during the lectures ● Identify and discuss rich-poor and inter-generational equity issues with relevance for the theme ● Economic growth and the theme? ● Identify and discuss the social dilemmas within the area. Solutions to overcome the dilemma? ● Identify and discuss the SDGs that are most relevant for the theme. Are the targets well designed? ● Comment on the necessity to apply a learning perspective, both regarding the normal education system and from a more general learning perspective
► Solutions and measures (don’t forget to apply a system perspective, when appropriate/necessary)
● Identify and discuss the major solutions and measures that are applied/available today, including both technical and other types of solutions. ● Discuss those solutions in 6), from a barriers and drivers perspective. Obstacles? Suitable policy instruments? Try to find best practices on an international scale. ● Give some examples of really novel ideas of solutions (not only technological). Tested or not tested. ● Propose an idea for a so called Solution Initiative (http://unsdsn.org)
► Miscellaneous
● Formulate one or two interesting and distinct questions, either related to the other points or not. Find relevant information, make an analysis, answer the question(s), and discuss the results. ● Apply one new “hot” concept, like e.g. nexus thinking. Discuss, within in the group, the chosen concept and its application also from a critical standpoint.
5. Learning outcomes
Knowledge and understanding
To pass the course, the participants should have a far reaching understanding of:
• how the concept of Sustainable Development has been used and is used, by different types of actors and on both local and global
scales
• the practical Sustainable Development work and activities that is carried out all over the world, both by international players and in a local context
• the variety of aspects that could be addressed by the concept Global equity
• the role of economic growth for sustainable development, and how the present economic system based on continuous growth is debated today, including also modern concepts like circular economy and a sharing economy
• the solution opportunities for sustainable development that are already in the implementation phase or in the concept stage
• the Sustainable Development Goals (SDG), and the process of implementation, including indicators for follow up
• knowledge about how to find relevant statistical data for sustainable development Skills and abilities After completed course, the participants should have the ability to:
• analyze and discuss trans-, inter-, multidisciplinary approaches in the context of sustainable development
• apply the concept of Social dilemmas in the context of sustainable development
• analyze and discuss the present and future relevance of concepts like rich and poor countries, developed and developing countries
• analyze and discuss the potential of and the possibilities for citizen involvement and the role of a lifelong learning, in a Sustainability context
• analyze barriers and drivers for different solution opportunities for sustainable development, including the issue of choosing
appropriate policy instruments
Judgement and approach After completion of the course the student should be able to critically evaluate:
9
• the idea of Sustainability as an emerging science
• the usage of the trans-, inter-, multidisciplinary concepts in the context of Sustainable development
• the usage of the concept Wicked Sustainability Problems The students should also be able to have an opinion on:
• the role for Sweden, as a nation, in the implementation of the new SDGs
• the role of research for promoting Sustainable Development
• how the Sustainable development perspective relates to his/her own PhD-work
6. Literature
The course book is The age of sustainable development by Jeffrey Sachs, 2015, Columbia University Press, New York
In addition, a list of scientific articles and reports are included. See separate list.
7. Assessment
In order to pass the course, the student must receive Pass on all three parts:
i) Active participation in at least 75% of the course lectures
ii) Active participation in the project work, including written report and oral presentation
iii) Active participation in the two seminars
iv) On-line home exam
8. Grading scale
The grading scale comprises Fail (U) and Pass (G)
9. Course evaluation
A written evaluation should be performed in the end of the course.
10. Additional information
Language: English
10 hec is recommended.
6. Course literature
The course book is The age of sustainable development by Jeffrey Sachs, 2015, Columbia University Press, New York. Chapter 1,2,3,6 should be read before the course starts. The book is included in the pensum for the exam.
Suggestions for supporting literature for the project themes will be available on the course web-site. That literature will not be included in the pensum for the exam.
Literature version 1
Topic/Lecture/
…
Date Teacher
Title
Authors
Reference
Sachs’s pages are very small,
corresponds to half a page
Year
Type
Num-
ber of
pages
For
the
exam
TBA
General
Sustainable
Development
The Age of
Sustainable
Development
Jeffrey Sachs Columbia University Press
Course book
2015
Book
10
Sustainable
development –
an overview
7th of May
MagSv
The Age of
Sustainable
Development
Jeffrey Sachs Ch 1, 2, 3 and 6 2015
Book
135
-“-
What is Sustainable
Development
Kates, R. et al http://www.hks.harvard.edu/susts
ci/ists/docs/whatisSD_env_kates_
0504.pdf
Environment: Science and Policy
for Sust Dev, 47 (2005) p 8–21.
2005
Article
13
-“-
The Anthropocene:
From global change
to planetary
stewardship
Steffen, W. et
al
AMBIO 40 (2011) 739-761 2011
Article
23
SDG, FN, EU
7th of May
DS
The Age of
Sustainable
Development
Jeffrey Sachs Ch 14 p 481-511 2015
Book
31
Transforming our
world: the 2030
Agenda for
Sustainable
Development
UN https://sustainabledevelopment.un.
org/post2015/transformingourworl
d
2015
report
35
Population
growth
7th of May
FrGöt
The Age of
Sustainable
Development
Jeffrey Sachs P 121-5, 157-9, 182-4, 206-14 2015
Book
19
-“-
The interaction of
human population,
food production, and
biodiversity
protection
Crist et al. Science 356 (2017) 260-64
2017
Article
4
Sustainability
Science
8th of May
MaSt
The Age of
Sustainable
Development
Jeffrey Sachs P 271-74 2015
Book
4
-“-
Structuring
sustainability science
Jerneck A et al Sustainability Science 6 (2011)
69-82
2011
Article
14
-“-
Constructing
sustainability science:
…
Miller, T.R. Sustain Sci 8 (2013) 279–293
2013
Article
15
Biodiversity
8th of May
MaSt
The Age of
Sustainable
Development
Jeffrey Sachs Ch 13 2015
Book
34
Assessing nature’s
contributions to
people
Diaz, S.,
Pascual, U.,
Stenseke, M.,
et al.
Science, 359(6373), 270-272 2018
Article
3
Measures for
Sust Dev
23rd of May
AnEk, YNB
The Age of
Sustainable
Development
Jeffrey Sachs Ch 5 p 139-180, p 385-391, 414-
445
2015
Book
79
-“-
Planetary
Opportunities: A
Social Contract for
….
DeFries et al BioScience 62 (2012) 603-606 2012
Article
4
11
-“-
Policy Instruments
for Climate Change:
…
Stavins, R.N. www.rff.org/files/sharepoint/Wor
kImages/Download/RFF-DP-97-
11.pdf
1997
article
28
-“-
Conceptualizing the
Tools of Government
in Urban Network
Governance
Vabo S.I.
Röiseland A.
International Journal of Public
Administration, 35 (2012) 934 –
946
2012
article
13
Global health
23rd of May
The Age of
Sustainable
Development
Jeffrey Sachs Ch 9 2015
book
42
What is global
health?
Beaglehole, R.
& Bonita, R.
Global Health Action 3 (2010)
5142-
2010
article
2
Conceptualising
global health:
theoretical issues
and their relevance
for teaching
Rowson, M et
al.
Globalization and Health 8 (2012)
36
2012
article
8
Towards a common
definition of global
health
Koplan, J.P. et
al.
Lancet 373 (2009) 1993-95 2009
article
3
Sex lines of action to
promote health in the
Agenda 2030 for
Sustainable
Development
WHO www.who.int/gho/publications/wo
rld_health_statistics/en/
WHO report, chapter 1 p 1-24
2017
report
24
Innovation and
learning for
Sust Dev
24th of May
ArWa
The Age of
Sustainable
Development
Jeffrey Sachs P 79-86, Ch 8 p 251-274 2015
book
32
-“-
Beyond unreasonable
doubt – education
and learning for
sustainability in the
anthropocene
Arjen Wals https://arjenwals.files.wordpress.c
om/2016/02/8412100972_rvb_ina
uguratie-
wals_oratieboekje_v02.pdf
2015
lecture
32
Energy and
Climate I
24th of May
ToKå
The Age of
Sustainable
Development
Jeffrey Sachs Ch 12 2015
book
53
Energy technology
perspectives 2015
IEA www.iea.org/publications/freepub
lications/publication/ETP2015.pdf
p 8-17, 27-37, 68-83, 90-91
2015
report
36
Energy and
Climate II
11th of Sep
FiJo
The Age of
Sustainable
Development
Jeffrey Sachs Ch 12 2015
book
53
Energy technology
perspectives 2015
IEA www.iea.org/publications/freepub
lications/publication/ETP2015.pdf
p 8-17, 27-37, 68-83, 90-91
2015
report
(36)
Nexus – water,
land, food,
biomass,
biodiversity
11th of Sep
GAO
The Age of
Sustainable
Development
Jeffrey Sachs Ch 10 2015
Book
37
Optional
readings for the
From industrial
production to
Dyball, R. J. of Environmental Studies and
Science, 5 (2015) 560–572.
2015
Article
13
12
seminar, see
directly below
this table*)
biosensitivity: The
need for a food
system paradigm shift
Reframing the food-
biodiversity challenge
Fischer, J. et
al.
Trends in Ecology & Evolution 32
(5) (2017) 335-345.
2017
Article
11
Epilogue: global food
security, rhetoric, and
the sustainable
intensification debate
Kuyper, T.W.
& Struik, P.C.
Current Opinion in Environmental
Sustainability 8 (2014) 71-79.
2014
Article
9
The water-energy-
food nexus: Is the
increasing attention
warranted, from
either a research or
policy perspective?
Wichelns, D. Environmental Science & Policy
69 (2017) 113–123.
2017
Article
11
Cities and
transport
12th of Sep
MaThy
The Age of
Sustainable
Development
Jeffrey Sachs Ch 11 2015
Book
37
? TBA
Global equity
and justice
9th of Oct
BeBr
The Age of
Sustainable
Development
Jeffrey Sachs P 27-33 Ch 2, 4, 5, 7 2015
Book
140
-“-
Rawls’s Law of
Peoples
Beitz C Ethics, 110 (2000), 669-696 2000
Article
28
Social
Dilemmas and
Sust Dev
9th of Oct
AnBi, YNB
The Age of
Sustainable
Development
Jeffrey Sachs Page 216-17 2015
Book
2
-“-
The Tragedy of the
Commons
Garrett Hardin Science 162 (1968) 1243–1248 1968
Article
6
-“-
Revisiting the
Commons: Local
Lessons, Global
Challenges
Ellinor Ostrom
et al
Science 284 (1999); 278-282
1999
Article
5
-“- Conceptualizing the
Tools of Government
in Urban Network
Governance
Vabo, S. I. &
Røiseland, A.
International Journal of Public
Administration, 35 (2012) 934 –
946
2012
Article
13
Economic
growth and
Sust Dev
10th of Oct
OJoSt
The Age of
Sustainable
Development
Jeffrey Sachs Ch 1, 2, 3, 214-217
Ch 5
2015
Book
140
-“-
Report of the
commission on the
measurement of
economic
performance and
social progress
Stiglitz, J.E.,
Sen, A. and
Fitoussi, J.-P.
http://ec.europa.eu/eurostat/docu
ments/118025/118123/Fitoussi+C
ommission+report
Page 1-18 Exec Summary
2009
Report
18
Global value
chains
10th of Oct
MagSv
Global value chain
analysis: a primer
Gereffi, G. &
Fernandez-
Stark, K.
Duke Univ
https://gvcc.duke.edu/wp-
content/uploads/Duke_CGGC_Gl
obal_Value_Chain_GVC_Analysi
s_Primer_2nd_Ed_2016.pdf
2016
report
27
13
*) Optional readings for the Nexus seminar:
Barthel, S., Crumbley, C. & Svedin, U. 2013. Bio-cultural refugia – safeguarding diversity of practices for food security and
biodiversity. Global Environmental Change 23: 1142-1152.
Bennett, E.M. et al. 2016. Bright spots: seeds of a good Anthropocene. Frontiers in Ecology & Environment 14 (8): 441-448.
Blay-Palmer, A., Sonnino, R. & Custot, J. 2016. A food politics of the possible? Growing sustainable food systems through
networks of knowledge. Agriculture and Human Values 33:27-43.
Chapell, M.J. & La Valle, L.A. 2011. Food security and biodiversity: can we have both?
Agriculture and Human Values 28:3-26.
Olsson, E.G.A. 2018. Peri-urban food production as means towards urban food security and increased urban resilience. In:
Routledge Handbook of Landscape and Food. Eds. J. Zeunert & T. Waterman. 2018. Taylor & Francis Group. London and New
York. pp. 197-212. PDF-file available on the course web-site
7. Preparation in advance for lectures
You should read the literature before the lecture.
Some teachers may want to also give you a task or exercise to prepare in advance. Information about that will be distributed later.
In front of the two seminars, you should prepare. More information later.
8. Project instructions In the course, you will explore sustainability challenges at the crossroads of science and society by working in interdisciplinary groups on sustainability challenges that will be analysed from a range of disciplinary and societal/sectoral vantage points. The PhD-students are divided into six multidisciplinary groups (≈ 5 per group). The groups should choose a major challenge/problem that need transformational change to solve it. The topic must involve a broad range of aspects, like e.g. social, health, environmental, economic, gender, etc. Since the chosen challenge is a major one, it is possible to analyze it both from a local and a global perspective, and on different time scales. A major focus should be on solutions, of different types, like technical solutions, lifestyle changes, system changes, incremental or radical
Preliminary!
Measuring and
Analyzing the Impact
of GVCs on Economic
Development
WTO, World
Bank, etc.
Page 1 – 14: Exec summary
https://www.wto.org/english/res_e
/booksp_e/gvcs_report_2017.pdf
2017
report
14
Selected
sustainability aspects
for supply chain data
exchange: …
Fritz, M. et al. Journal of Cleaner Production 141
(2017) 587-607
2017
article
21
Gender equity
20th of Nov
HaMa
The Age of
Sustainable
Development
Jeffrey Sachs P 127-29, 244-49 2015
book
9 X
-“-
Rethinking
Development,
Sustainability, and
Gender Relations
Feldman, S. Cornell Journal of Law and
Public Policy, 22 (2013) 649-666
2013
article
17
X
Nexus – water,
land, food,
biomass,
biodiversity
20th of Nov
GAO
See list above
14
changes, etc. and barriers and drivers for the most interesting solutions should be identified. Learning and education perspectives, gender and other equity issues, and social dilemmas at different levels should be discussed, when relevant. The idea with the project is to deepen your knowledge about the concepts, theories, issues, solution models, etc. that is discussed at the lectures. The lectures in the course cannot cover all interesting perspectives of sustainable development, so the projects will certainly contribute to this. The group should present an idea for a project on the 8th of May, and will get proper feedback on the 11th of Sep. When the topics for the, projects are fixed, the available teachers will be distributed among the project groups. Dan S is taking care of many of the practical issues, and will also tutor the groups, with email or on-line meetings. When the topics are defined, supervisors (from the group of teachers) will be connected to the group. The report should contain:
► Overview ● Identify and discuss the major challenges and the need for transformative change. ● Identify and discuss the major actors, both nationally and globally, from business, public bodies, civil society, academy, institutes, and others. ● What are the major research challenges in the field? Any specific knowledge missing?
► Concepts and perspectives discussed during the lectures ● Identify and discuss rich-poor, inter-generational, gender equity issues with relevance for the theme ● Economic growth and the theme? ● Identify and discuss the social dilemmas within the area. Solutions to overcome the dilemma? ● Identify and discuss the SDGs that are most relevant for the theme. ● Comment on the necessity to apply a learning perspective, both regarding the normal education system and from a more general learning perspective
► Solutions and measures (don’t forget to apply a system perspective, when appropriate/necessary)
● Identify and discuss the major solutions and measures that are applied/available today, including both technical and other types of solutions. ● Give some examples of novel radical innovative ideas about solutions (not only technological). Tested or not tested. ● Discuss the solutions, from a barriers and drivers perspective. Suitable policy instruments? ● Find some really good examples/best practices in Sweden or elsewhere..
You should use the competences and experiences in the group. The idea is not to just distribute the different points above, between you in the group, and then work on your own with “your points”. The discussions in the group are vital. However, you also have to find efficient working methods as well, in order to be able to solve all those tasks. There are also sessions in the schedule reserved for work in the project groups, together with support from supervisors. The report's length should be approximately 15-20 pages (at least 15 pages, excluding references). Deadline for sending the report (in word or pdf) to [email protected] is at 09.00 on the 21st of November. Written feedback will be sent out to each of the group members, a couple of weeks later. There will be two oral presentations per group; one halftime and one in the end of the course. The halftime presentation should be 15 min per group, excluding discussion. The presentation in the end of the course should be 30 min, excluding discussion.
9. Preparations for the two seminars Preparation for the Nexus – water, land, food, biomass, biodiversity:
15
To be decided and distributed Preparation for the Global value chains: To be decided and distributed
10. Preparations for home exam
Read the course book and the articles/reports according to the literature list.
Prepare yourself to be able to analyze your PhD-project with the concepts, theories, methods, etc., included in the course.
11. How to reach the first lecture hall
