2002 – 03
CSEM – Centre for Sustainability
& Environmental Management
2008- 2009
PG Certificate, Diploma, MA & MSc in Integrated Sustainable Management for Business
Validated by Middlesex University, London, UK
Middlesex Collaborative Programmes Unique Ref: 011L802
We will be better and braver if we engage and enquire than if we indulge in the idle fancy
that we already know – or that it is no use seeking to know what we do not know. - Plato
All we are given is possibilities – to make of ourselves one thing or another.
– Jose Ortega y Gasset
"Never doubt that a small group of thoughtful, committed citizens can change
the world; indeed, it's the only thing that ever has." - Margaret Mead
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Frontis Piece
Participant Name: ___________________________
In case of loss please, contact or return this handbook to the above participant at the following:
[Participant to write a return address, or contact details, in case of loss, above.]
Participant Notes:
Document Development and Control:
020829 - Module 6: Course Director’s further change of Aims to more fully incorporate social aspects.
030122 – Page 6: Pathway table diagram altered, replacing specific with numbered months.
030301 – 5.0: Altered from ‘Programme Structure’ to ‘Programme Structure and Study Duration Requirements’
Add ‘: 5.2 Duration of Study for Each Module
National rules for study hours for an MSc specify that each module should involve 135 hours (about 17 days). We have to design for an average intake. On this course we normally enrol successful senior professionals with an above average work rate. In practice, when the course is over two years, we are talking about this amount over 2 months. The intensive 4.5 days of each module + assessment morning convert to about 45 hours (about 6 normal working days). This leaves the equivalent of about 11 days for pre-reading, reading, research, practical client review, preparing and producing your paper and presentation (advised as a max of 8-12 slides for the first modules). Different participants manage their approach to this in widely different ways.’
030814 – 5.0: Altered Module C1 name to Business Strategy for Sustainable Development
030814 – 5.0: Altered Module O1 & Foundation Course to Regulation for Sustainable Development
030814 - Cover: Altered 2002-3 to 2003-2004
030814 – Academic Schedule updated for 2003-2004 & split between University dates and CSEM modules.
030921 – Redraft of Appendix: Standard Opening Research Project
031011 – 5.Self- Managed Learning Set: Delete ‘Typical’, replace e ’Model’; place ‘SML’ after ‘Self-Managed Learning’, add: ‘This new approach will be changed and developed in the light of experience’.
031020 – Minor up-dates to module reading lists, changing edition dates to most recent editions
031120 – Update of Core People Management Module to bring out focus on facilitating design of training, change management and leadership development programmes, increase direction towards learning organisation methods.
040630 – Addition of Subject Definition Appendix
041201 – Addition of new appendix with Terms & Conditions and Limitation of Warranty.
061114 – Addition of table on Enlightenment at Work Themes in introduction
090128 – Addition of Appendix: Contents Guide and Appendix: Additional Information
090210 – Addition of Appendix: Advice on writing papers for CSEM assignments
CSEM-BMP and its relationship with Middlesex University
1. THE CSEM-BMP Post-Graduate Certificate/ Diploma / MA & MSc PROGRAMME
Following considerable research and consideration, CSEM chose to have its programme validated by Middlesex University. Important factors in the decision included Professor Goulding, the Pro-Vice-Chancellor’s pioneering vision and success in establishing a national pioneering focus for work-based learning; the positive experiences of Ashridge Management College and of the Forum for the Future’s Young Scholars Programme - and finally the possibility of Programme including modular progression through to a doctorate (subject to further validation).
Students successfully completing the necessary parts of the programme will, therefore, receive a Middlesex University award of a Post-Graduate Certificate or Diploma or MA or MSc and also have right to pass through the appropriate Middlesex University graduation ceremony.
Our validating University has an important role in relation to the Centre, providing both institutional
approval and Programme validation. The University with which the Centre is in collaborative partnership
maintains continued responsibilities for the Programme, which provides assurance for the participants.
Students enrol and register as students of The Centre for Sustainable & Environmental Management and registered by CSEM with the University for their academic award.
If a student does not complete the full programme, CSEM will provide a ‘transcript’ of results and our validating body will give an official document recording any individual elements of the programme successfully completed.
Validation of the CSEM programme is mediated by the University’s School of Health and Social Sciences via which CSEM students can gain the range of benefits of the University’s National Centre for Work Based Learning Partnerships (NCWBLP), starting with the possibility (if appropriate) of building onwards to a doctorate (subject to further validation approval).
CSEM’s Link Tutor is Dr. Michael Baker, Joint Programme Director.
Middlesex’ Link Tutor is Dr. Tracey Cockerton, Associate Dean: Academic Development, Senior Manager, School of Health and Social Sciences, Middlesex University, Hendon, Town Hall Campus, Room T134, The Burroughs, Hendon, NW4 4BT. Tel: +44 (0)20 8411 5464; Email: t.cockerton@mdx.ac.uk
The role of the Link Tutors is to facilitate the smooth-running of the collaboration.
2. VALIDATING UNIVERSITY REGULATIONS
This handbook must be read in conjunction with our validating University’s Guide and Regulations
(mdx.ac.uk/regulations/). The formal ‘University Regulations’ may also be accessed via the Middlesex 24-7
website on mdx.ac.uk/24-7, under the heading ‘Assessment and Regulations’. The Middlesex 24-7 website provides a wide range of general guidance and support for students. Printed copies of the ‘Guide and Regulations’ are available from Middlesex University Libraries. Students and staff are advised to be familiar in particular with
Regulations Section F (Infringement Regulations - Academic dishonesty) and Section G (Appeal Regulations and
Procedures). The College/Institute acts in accordance with these procedures in the case of student dishonesty or a
student appeal.
3. FURTHER DOCUMENTS HELD BY CSEM for consultation by the students and staff:
a) The Middlesex University Charter for Students on Collaborative Programmes
b) The Memorandum of Co-operation for the Programme. This is the formal agreement between the University and the College/ Institute on the delivery of the Programme.
c) Quality Assurance Agency for Higher Education (QAA) Code of Practice: Collaborative Provision and Flexible and Distributed Learning.
4. SAFEGUARDS FOR OVERSEAS STUDENTS:
Since some of our mature students come from overseas, we seek to observe the relevant parts of the Higher
Education Quality Council's Code of Practice for Overseas Collaborative Provision in Higher Education (2nd
edition, 1996). Note: this is to be replaced shortly by a Code of Practice issued by the Quality Assurance Agency
for Universities in the UK.
CSEM Calendar 2008 – 2009
|Dates |Business Seminars & Workshops | |MA/ MSc Programme Modules |
| | | | |
|2008 |
| |
|July 26 – September 7: Summer vacation closure |
|September |Professional and Research Methods for SD | |Research Module (PRM) |
|16 – 19 |(4 Days) | |Assessment Deadline: October 17 |
|November |Operations and Audit for Sustainable Development (5 Days) | |Core Module (C4) |
|10 – 14 | | |Assessment Deadline: December 12 |
|December |Waste, Emissions, Land and Sustainable Development (4 Days) | |Core Module (C5) |
|16 - 19 | | |Assessment Deadline: January 16 |
| |
|Dec 20 – Jan 4: Christmas vacation closure |
|2009 |
|February |People Management & Leadership | |Core Module (C2) |
|24 - 27 |in Sustainable Development (4 Days) | |Assessment Deadline: March 27 |
|March 12 tbc |Board of Studies | | |
|March |Sustainable Life Cycle Management | |Core Module (C6) |
|24 – 27 |(4 Days) | |Assessment Deadline: April 24 |
| |
|April 11 – 19: Easter vacation closure |
|April |Globalisation, Corporate Social Responsibility & SD (4 Days) | |Optional Module (O1) |
|21 – 24 | | |Assessment Deadline: May 22 |
|April 30 |Assessment Board | | |
|May |Climate Change, Emissions-Trading & Sustainability (4 Days) | |Optional Module (O4) |
|19 – 22 | | |Assessment Deadline: June 19 |
|June 11 tbc |Board of Studies | | |
|June |People Management & Leadership | |Core Module (C2) |
|16 – 19 |in Sustainable Development (4 Days) | |Assessment Deadline: July 17 |
|July |Integration in SM (4 Days) | |Core Module (C7) |
|7 - 10 | | |Assessment Deadline: August 7 |
| |
|July 25 – September 6: Summer vacation closure |
5. Indicative Model Calendar For MA/ MSc Modules & Dissertation
|Year 1 of Two-Year Pathway |Year 2 of Two-Year Pathway |
|Month |1 |3 |
|4-Day Modules |Systems |
|(e.g.) | |
|09.30 – 12.30 |Tutorial / Workshop for previous assignment |
| |- reviewing, facilitating, shaping intervention processes and assignments |
|12.30 – 14.00 |Lunch |
|14.00 – 18.00 |Professional & Research Methods Module (Year 1 of Two-Year Pathway) |
| |- support process for developing Assignments and Dissertations. |
| |Integration Module (Year 2 of Two-Year Pathway) |
| |- continues this support process |
|18.00 – 19.00 |Break |
|19.30 – 21.30 |Evening Workshop: Extended Dialogue: Values, Issues, Resistance & SD – with experienced management|
| |/ sustainable development facilitator |
| |This should provide congenial time and space to reflect on your practice, programmes and projects |
| |– and what you are learning. |
|21.30 – 22.00 |Close |
The SML Set day will generally be structured:
This approach will be changed and developed in the light of experience.
Contents
CSEM Calendar 2008 – 2009 6
Contents 8
1. Welcome and Introduction: 10
1.1 Introduction 10
1.2 Background and Rationale 10
1.3 Who is the New Programme designed for? 12
1.4 How do I make the most of the Programme design? 12
2. The Student Experience: What the student should experience on the Programme 13
2.1 Our Starting Point 13
2.2 Does this amount to a need for enlightenment at work? 13
2.3 Student Starting Points 14
2.4 Students need to become Problem Solvers 14
2.5 Students need to become Change Masters – or close! 14
2.6 How should our graduates feel after completing a CSEM course? 15
2.7 How should the students want to act after the course? 15
3. CSEM Staff – including Contact Details & Organisation Diagram 15
3.1 Staff Roles and Responsibilities 16
4. CSEM Organisation Chart 20
5. Programme Rationale, Overall Aims/ Purpose and Objectives/ Outcomes 21
5.1 Fundamental Programme Rationale 21
5.2 Programme Overall Aims 21
5.3 Expressed as a Purpose: (for the participant) 21
5.4 Principal Outcomes (Objectives): (intended learning outcomes) 22
5.5 Second Tier Outcomes/ Objectives 23
5.6 To achieve these Aims and Objectives/ Outcomes, the Programme design includes 23
5.7 Programme Learning Outcomes & Where Learnt & Assessed 24
5.8 General Assignment Guidance 27
5.9 Preparation for Module Assignments 28
5.10 Programme Structure and Study Duration Requirements 29
5.11 Post-graduate Certificate and Diploma 29
5.12 Duration of Study for Each Module 30
6. Credit Accumulation and Work-Based Learning 31
6.1 Credit Accumulation and Transfer Scheme (CATS) 31
6.2 Accreditation for Prior Experience & Learning (APEL) 31
7. The National Centre for Work-based Learning Partnerships 32
7.1 Introduction 32
8. Sample Pathways 33
9. Postgraduate Certificate/ Diploma/ MA/MSc – Outline Content 36
9.1 Introduction 36
9.2 Assessment 36
9.3 Brief Module Descriptions 36
10. Student Involvement and Feed-back 41
10.1 Introduction 41
10.2 Role of CSEM Course Management Committee (CMC) 41
10.3 Arrangements for Student Involvement and Feedback as a validated Masters Programme 41
10.4 Role of the validating University’s Programme Board of Studies 41
10.5 Role of the validating University’s School of Health & Social Sciences’ Board of Studies 42
10.6 Student Module Feedback/ Evaluation Forms 42
11. Learning Methods and Private Study 42
12. Assessment: 43
12.1 Outline of the Programme Assessment Strategy 43
12.2 Independent Research Project / Dissertation 44
12.3 Assessment Criteria 44
12.4 The Assessment Process 47
12.5 MA/MSc ASSESSMENT AND MARKING SCHEME 49
12.6 Independent Research Project (IRP) / Dissertation Assessment Process 50
13. Guidance for the Independent Research Project: / Dissertation 52
13.1 Basic Requirements 52
13.2 Aims and Objectives 52
13.3 Supervision 52
13.4 Timing 54
13.5 Opening Stages 54
13.6 Commencement of Project & Formal Supervision 54
13.7 Choice of Subject 56
13.8 The Different Kinds of Research Open to You 57
13.9 The Amount of Work 58
13.10 Starting and Completing 58
13.11 Supervision 59
13.12 Submission, Typographical Format: and Conventions 59
13.13 IRP Contents 61
13.14 Further Help 63
14. Student Support 64
14.1 Preface 64
14.2 Outline of Elements of Student Support Programme 65
14.3 Statement of Library and Other Learning Resources 70
14.4 Other Learning Resources 72
Part 2: Module Outlines 73
Optional Modules 105
Part 3: Appendices 147
Appendix: Contents Guide 148
Appendix: Additional Information 151
Appendix: Definitions 168
Appendix: Programme Design Principles 172
Appendix: CSEM Organizational Diagnosis Introduction & Summary Sheet: 173
Appendix: Organisational Diagnosis Summary Sheet 174
Appendix: Management Levels & Capability Model 175
Appendix: Terms and Conditions and Warranty Limitation. 176
Appendix: Advice on writing papers for CSEM assignments 177
Welcome and Introduction:
“The significant problems we face cannot be solved at the same level of thinking
we were at when we created them’ Albert Einstein
It gives us great pleasure to welcome you to the CSEM Masters Programme in Integrated Sustainable Management. We hope that you will find your experience of the Programme fully meets your needs for support with your practice and is of a rich, exciting, positive, professional and personal developmental process.
We have sought to provide here the key information you need to engage successfully in the new Programme and make the most of its possibilities and opportunities throughout your studies. We hope that you will find what follows adequate, comprehensive and reasonably easy to use.
If after consulting your handbook, you are still unclear about any aspect of the Programme, please ask your
Module Tutor, Personal Tutor, Academic or Programme Director, who will be pleased to answer your query.
On occasion, you may need more detail or clarification of a particular point to do with regulations and we
would refer you to our validating body’s ‘Guide and Regulations’; these will normally be a good guide.
1 Introduction
This handbook describes the postgraduate Certificate/ Diploma/ MA/MSc in Integrated Sustainable
Management, of the Centre for Sustainable and Environmental Management, formerly the Environmental
Management Programme and Centre (EMP/C) at Brunel University, London, UK.
2 Background and Rationale
The purpose of our Programme is to meet the evolving environmental management, sustainable management and corporate social responsibility agendas for senior managers and directors of corporate business and government in the first decades of the 21st. Century.
It is part of a continuing thirty-year commitment to support the needs of Sustainable Development at the
senior levels of the organisation. It draws on the experience of the Brunel Management Programme at Brunel
University in co-ordinating a national-level collaborative response to meet evolving management needs.
It also draws on the experience of developing the Environmental Management Programme, the first broad Programme of Environmental Management training for senior corporate directors, managers and advisers in Europe in the 1990s, with over 1700 seminar participants and 40 on the related master’s degree programme.
Sustainable Development, while the subject of much media and some private attention, is if anything, further from being achieved in 2002 than in 1992, largely due to the exponential growth of industrial and consumer demands on our environment.
What was achieved in the 1990s was very worthwhile but far from sufficient. Prior to then, there was no management discipline to enable management to respond to the environmental agenda. There were no management textbooks – whereas now there are a number. An understanding was achieved by pioneering groups such as the Environmental Council Business and the Environment Programme, the Princes Trust’s Business in the Environment Programme and the Environmental Management Centre, of how to develop systematic management to bring about some year-by-year improvement to environmental performance.
By 1996, the International Standard for Environmental Management Systems, ISO 14001 was launched. It carried many hopes but also real (and expressed) fears, since realised, that it would lead to bureaucracy and little practical achievement.
In Britain, the election of a New Labour government coincided with the popularisation of John Elkington’s ‘Triple Bottom Line’ concept – that sustainable development needs to have sustainable financial, environmental and also social outcomes.
This excited a lot of interest and, following a decade of corporate focus on environment, legitimised a switch of attention to social and ethical aspects of Sustainable Development. It supported a continuing rise of interest in Corporate Social Responsibility and Corporate Citizenship as responses to growing social and ethical concerns.
Since then, there has been a great deal of dissemination of environmental ‘good news’, by for example in the UK, the Forum for the Future. This met an important need for keeping spirits up and for motivation. It has included, in the UK, news of practical initiatives of all kinds, from back-garden projects to the Earth Centre and the Eden Project in Cornwall.
Unfortunately, this appears to have masked an apparently widespread ‘giving up’ on the possibility of management being able to manage in such a way as to assist their organisations to achieve economically viable approaches to ecological sustainability.
The sustainable development agenda continues to include the need for corporate organisation to learn how to develop management processes and practice to significantly close the normally large gap between performance improvement and ecologically sustainable operations, activities, products and services.
The technical possibilities are starting to be understood. The US Rocky Mountain Institute () resource efficiency research, publications and initiatives, for example, point the way. Management developers now need to find ways of preparing corporate leadership and management to develop a sufficient volume of successful experience to develop confidence in being part of the solution.
At the same time, management systems approaches need to be revisited, revitalised and transformed!
Evidence has been accumulating for several years, mainly from returning environmental auditors (unhappily without ‘proof’ due to the way such evidence is obtained) that despite some good pioneering efforts, there is much low grade, bureaucratic paperwork passing as a certified ISO 14001 Environmental Management Systems EMS).
The best approaches to environmental effects/’aspects’ evaluation allow extraordinary EMS systems results. Incorporation of Natural Step criteria, for example, allows cybernetic movement to true ecological sustainability.
The Importance of the Social Dimension:
The social dimension of sustainability is very important in its own right, simply because treating people with respect and due care is right. It is also very important in providing the best conditions for success with economic and environmental sustainability. In this sense it is a synergistic condition for integrated sustainable development. Corporate Social Responsibility, the ‘social dimension’ is a current, interesting and a hot topic, coming in many shapes and forms with countless very new ‘experts’. We need to draw together the principal understandings, methods and practices, isolate the universal elements and help make this aspect practical and something that can become ‘business as usual’.
For those organisations that are trying, the job of bringing this all together, let alone facilitating the required corporate cultural transformation is large and forms a long-term task requiring inter alia, significant technical, change, leadership and systems knowledge & skills as well as personal development.
The purpose of this new Programme is to meet these needs in a way that allows for broad coverage and integration and the emergence of a new kind of leader or adviser, the sustainable management professional, with the commitment, competence, capability and standing to lead the necessary transformation.
3 Who is the New Programme designed for?
Our new Programme is specifically designed for senior corporate managers, directors, consultants or advisers who already have responsibility for environmental, corporate social responsibility or sustainable development issues, or who are designated or intending such roles.
We are particularly interested in attracting pioneers and leaders or potential leaders, and those who understand that they need to bring much to receive much.
We recognise that people in these categories may have a variety of academic, vocational and professional qualifications, as well as varied experiences, and we have set admissions criteria that will allow those without normal formal qualifications to gain admission to the Programme through being able to show required capability for learning in their earlier experience or current work.
Finally, we have designed a Young Leaders Programme and support arrangements to support a small proportion of young potential future leaders – probably with a similar profile to the Forum for the Future Scholars, with the difference that they will generally have to support themselves or find sponsorship (in which we will seek to assist). Here we are looking for those with the potential, commitment and emotional maturity that will allow them to benefit and grow significantly, without detriment to the experience of their senior colleagues on the Programme.
4 How do I make the most of the Programme design?
We set out to ensure that each module is, in brief, business-oriented, management-focused, decision-oriented, informed, practical, impartial, committed and comprehensive and holistic and complete in itself in helping with one or more of the main areas of your work.
In designing, we anticipate that it is generally unusual (except for legal, strategic or very occasionally ethical reasons) that anything will be done unless it is also good for business. So we show the business reasons for any environmental or social initiative. Usually, some creative thinking is required, bringing together what is economic with what is ecological or socially desirable. You will probably think this way already.
We have designed the Programme around meeting the needs of each business function (e.g. operations, finance, strategy), process (e.g. business planning/ budgeting/ monitoring/ reporting) and level (from strategic to shop-floor). In designing modules, we look at what is current good or best practice, what is the best current management understanding – and then what needs to be done more, better, differently or transformationally to meet the evolving environmental, social and sustainable development agenda.
You may find it useful to expand your own knowledge of ‘conventional’ functional management and good & best practice. You will probably find it very helpful to understand Elliot Jaques’, BIOSS’ and similar human and organisational capability levels models; references provided in pre-course reading list.
This will help you with your work-based assignments that include critical review of current practice at every level - and with composing Board briefing and recommendations.
Each core module of the course helps you ‘sit behind or at a different chair around the Board-room table’ – gradually allowing you to assist your organisation or client to evolve a comprehensive holistic strategy. It will help you make the most of the Programme if you keep this conscious and seek to see how the components of your studies can be integrated - form part of one picture. You may also ‘sit at the remaining chairs’, e.g. Market Research and Marketing management, by taking the remaining functional management options, whether or not you need them to make up your required two options.
You can also make the most of the new Programme by making the most of the Self-Managed Learning Set development. This allows a structured and intensive bi-monthly or monthly day with your fellow practitioners, in which a lot more learning, particularly that related to use of research tools in professional practice, leadership, integration and professional development will take.
The Student Experience: What the student should experience on the Programme
1 Our Starting Point
Sustainable management necessarily involves the organisation changing technically (e.g. deploying new technical knowledge related to material efficiency and ecologically benign products and processes, systems/ procedures, research focus, accounting conventions) and developing humanly (with knowledge beyond the boundaries of the organisation of the environmental and social burden of their organisation, taking responsibility, coping with the associated feelings, undergoing one or more paradigm[1] shifts, learning to live and lead from a personal 'stand' (for example, in the face of uncertainty as to whether sustainability is really feasible) and experiencing resistance and change of culture.
This 'change' requires personal growth (in knowledge, understanding, wisdom, capabilities, internal strength and coping with higher levels of complexity). However good the technical aspects of the course, students confronting the change towards integrated sustainable management will confront the need to grow personally (‘in order to change the world, we have to first change ourselves’). If the client organisation is to grow, then the practitioner needs to do so first.
The early cohorts coming on our earlier Environmental Management MSc (say from 1990 - 1993) were clearly pioneers or 'Early Adopters' and seemed more knowledgeable and better integrated than the general run of management courses participants. There seemed no common origin of their higher level of integration. We found that those with more integration appeared to have a lot more free energy to become effective corporate leaders. We saw the need to facilitate this possibility for all new students.
In brief, our starting point is that students need to grow to be effective leaders and advisers for the organisational change towards sustainable management. While some may come with much personal growth, most will need to consciously choose to grow, and on the course, we will seek to provide supportive conditions.
3 Does this amount to a need for enlightenment at work?
For thirty-five years CSEM has helped to pioneer the area of people and organisation development, for example, collaborating with Alan Dale (see cortijo-romero.co.uk) to offer the first business OD seminar in the UK, ‘What is OD?’. In this time we have seen many changes. Our originators in BIOSS, including Elliot Jaques and Ken Knight held a general commitment to enlightenment at work. We have shared this commitment with a number of other management development organisations in the UK including Roffey Park Institute in Sussex, the Tavistock Institute and the Chartered Institute of Personnel & Development in London and academic units at universities including Cranfield, Lancaster, Ulster and Bristol. Gemma Robertson-Smith of Roffey Park speaks also for us (Autumn 2006) in describing how over many years, many people have experienced moments of enlightenment in their management development education, describing them as life-changing, revelation, self-realisation, ‘a-ha’ moments, clarity and understanding. Facilitating this understanding and possibility has been a golden thread throughout our development.
CSEM has unfortunately preserved no written originating document concerning our founding purpose, but we probably did have something similar to Roffey’s own original founding purpose in 1946:
‘To work with organisations and their people to create a more enlightened way of working; to shed light on
organisational issues and create clarity where there is confusion; to promote creative business, enlightened working and build enlightened organisations by awakening the potential of working people.’
It seems time to go to work again and think freshly about how enlightenment can be realised more widely within work and in terms of how our organisations affect ecological and social security and sustainability. We join with Roffey in beginning to ask again what ‘a more enlightened way of working’ and ‘building enlightened organisations’ means today. We will also be engaged on a journey of discovery and exploration as to how we may help our partners and clients to make this possible for their own organisations. What knowledge, understanding and skills are required? How too may they best be communicated today?
Some indications of what it may mean today have already emerged in Roffey’s initial research:
• Trust - I trust the organisation and feel trusted
• Meaning & Purpose - I understand how I contribute to a meaningful purpose
• Social Responsibility - I am encouraged to act responsibly to the world outside
• Identification: - I can identify with my organisation and feel proud of it
• Autonomy: - I have the right balance of space, freedom and direction
• Personal Growth: - I have opportunities to learn and grow
• Support: - I feel cared about as a person
• Moments of Clarity: - I see things in new ways and experience ‘a-ha’ moments
• Inspiration: - I feel uplifted at work
• Authenticity: - I can be myself at my best
Source: Developing People, Roffey Park, Autumn 2006.
Whether these perceptions ring true in your experience or whether you have a different interpretation, CSEM will very much appreciate your input to our own enquiry and reflection in this area over the period ahead. In summary, we probably do need to engage in the journey to understand and contribute to enlightenment at work…
4 Student Starting Points
• Some students will have already accepted environmental and social improvement and sustainability as a personal mission and will be enlightened and ready to think beyond traditional barriers.
• Some candidates will have been allocated the job. It will be another task that they have to deal with alongside their existing job. For these, to be really effective, they need to experience a personal paradigm shift, and shift to real belief in the task and to environmental or sustainable development champion.
• Others may be "explorers". They are searching for something and will experience a personal paradigm shift if the information they receive is sufficiently compelling.
5 Students need to become Problem Solvers
• They need to be able first to diagnose: to identify problems along with their root causes and the ultimate consequences of these problems continuing uncorrected.
• They need to experience the possibilities, through the case studies, of successful companies, innovative products and services and even from testimonies from people who have experienced paradigm shifts and changes of view.
• They need to acquire the tools to solve problems. These may be traditional quality tools such as root cause analysis, FMEA, input-output, as well as auditing skills and incident investigation techniques and management and organisation diagnosis.
• Innovation is a theme that is stressed. Tinkering and adjusting current products and systems may never realise the step changes necessary. Some stories of innovative solutions, some creative problem solving (e.g. Synectics) and some visualisation and case study role playing activities may help to open narrow thinking.
• The assignments will provide ‘safe space’ to practice these skills.
6 Students need to become Change Masters – or close!
• Firstly they need to change themselves:
o To have commitment to sustainable development, have belief in their abilities and the need for change, be confident in their environmental knowledge and the use of the tools they have been given and gain the strength of experience.
o To have commitment to use available tools such as NLP, self-hypnosis and motivational/positive thinking that can help them discover their personal powers.
o To have requisite emotional and spiritual literacy to appreciate human and social contexts of their organisations and practice.
• Students need to be able to change others and their organisations:
“If you want the change, change the people or change the people…” industrial dictum
o You will need to show that you have a practical approach to achieving change – awareness of the issues including resistance and the reasons for it, awareness of the principles involved in change management and of the available strategies and tactics for achieving positive, inclusive and positively supported change.
o You will also need to show that you have a practical approach to developing environmental strategies, tactics, management systems, programmes, projects, processes, products and services. The knowledge and understanding you acquire (along with confidence), the frameworks, tools you have learnt to apply, and the many case studies to which you can refer can demonstrate this.
o You will need to take on and practice change management skills.
o You will need to be able to inspire and move with your language to others (practicing motivational words and arguments) and in the facts and information they provide to others (the modules will provide you with clear facts, interesting anecdotes and "trivia", good news stories and good contacts - for further support).
7 How should our graduates feel after completing a CSEM course?
• They will feel that it has been a positive journey of enlightenment.
• They will feel happy because courses are informative, worthwhile and fun.
• They will be satisfied with the value of the course in terms of the money and the self-development they will have undergone, and the support network that they now have.
• They will be impressed with the efficient and friendly staff and the knowledgeable, interesting speakers, the quality of the teaching material, the venues and the obvious application of environmental standards by the Institute (e.g. use of recycled paper, double-sided printing, electronic presentations and communications, use of reusable cutlery/crockery rather than disposable, etc.)
8 How should the students want to act after the course?
• They will voluntarily recommend courses to others
• Keep contact with the Centre
• Consider the Institute as the first port of call for advice and consultancy needs.
CSEM Staff – including Contact Details & Organisation Diagram
The CSEM team of staff who teach on the Masters Programme have considerable teaching, research and practitioner experience in the fields of Environmental Management and Sustainable Development and have generally published widely. Those who have taught on the Programme have between them, approximately 1000 man-years of relevant experience. All are chosen on the strength of their contribution to the field. All current tutors continue to practice part of their time, either within large corporate organisations and government or as environmental and sustainable management advisers.
All are committed to sustainable development and to elucidation and evolution of its realisation within the corporate and other organisations mediating the global economy, society and global life-support system. There is obviously a considerable research agenda and all teaching staff will strongly encourage and support your research interests and initiatives. Use this!
CSEM has considerable experience of directing and administering an integrated seminar/ modular masters programmes for corporate management, through the process of developing, directing and administering the Environmental Management Programme and Centre from 1990 until 1999.
We hope that you will make an appointment as necessary to discuss any issue or problem you may encounter during your programme of study or research. We set out below staff roles and responsibilities help you contact the right person.
1 Staff Roles and Responsibilities
1 Joint Programme Director
The Programme Director’s role is facilitating collaboration, maintaining direction, timing and responsiveness. He/she is responsible for the general direction, organisation, curriculum and organisational development, staff training, and conduct of the Programme. Students are required to arrange individual tutorials to discuss progress of their studies and to plan future work with the Programme Director.
Prof. Ross King, MA Hons (Oxon), Joint Founder-Director of EMC/CSEM
Tel: + 44 (0) 1923 249648 E-mail: Ross.King@.uk
Correspondence address: CSEM, 30, Cedar Road, Oxhey, Hertfordshire, WD19 4QW. Appointments at Grim’s Dyke, Old Redding, Harrow Weald, Middlesex, HA3 6SH.
Ross King was joint Founder-Director of the Environmental Management Programme and Centre from 1990-1999, following a senior professorial level appointment as one of the core departmental directors of Warwick University and an ‘apprenticeship’ in corporate management as a senior manager and adviser for ITT/STC, Robert Bosch, a leading sector consultancy and Lucas (now TRW), where he was environmental adviser.
2 Research, Academic and Joint Programme Director
The Research and Academic Director’s role is to facilitate, benchmark and safeguard national and world-class Academic and Assessment vitality, processes, standards and independence. She/he is responsible with the Programme Director for Programme and curriculum organisation, coordination and development, academic staff training, and is separately responsible for Academic Assessment and independence. Together with the Programme Director, she/he is responsible for minimising validation requirements and costs (money and time) of the validating university, Gyosei International College and the UK overseeing Quality Assurance Agency.
Dr. Michael Baker, BSc Hons, MPhil, PhD
Dr. Baker has a proven record as an environmentalist since being part of the team (which included Professor Ian Boustead) at the Open University that pioneered Life Cycle Analysis. Dr. Baker contributes the Life Cycle Assessment: Hands-On module and long experience in examining how enterprise can complete the journey from environmental performance improvement to ecologically sustainable operations.
Tel: + 44 (0) 1923 249648 E-mail: Michael.Baker@.uk
Correspondence address: CSEM, 30, Cedar Road, Oxhey, Hertfordshire, WD19 4QW. Appointments at Grim’s Dyke, Old Redding, Harrow Weald, Middlesex, HA3 6SH.
3 Admissions/ Senior Personal Tutor and Student Counsellor
The role includes, in conjunction with the Programme and/or Academic Director, answering questions from potential students, arranging and conducting interviews (including decisions about exemption from Foundation Courses), confirming Admissions decisions, coordinating the Personal and Module Tutor system, maintaining contact with students and helping them with their problems. He/she is responsible for developing and vitalising the student support system so that it is recognised as best-in-class – and makes a profound difference in the lives of students, staff and relatives and dependents.
Peter Martin, MSc in Environmental Management.
Tel: +44 (0) 1892 538209 (m) +44 (0) 7944 242831 E-mail: Geoff.Prout@.uk
Peter Martin is a former Environmental Manager at BP and is currently a Director of Brainwaves, a management consultant, educator and developer with significant senior corporate client experience and experience of service to the profession through the Institute for Environmental Management and Assessment and the AMED Sustainable Development Network (19990 to date). Martin is Director of the People Management Core Module and is interested in fostering the emergence of an international community of sector leaders from within the New Programme.
4 Research and IRP (Independent Research Project)/ Dissertation Director
The role includes scanning globally for sustainable and management development advances that need to be woven into the New Programme, identifying requirements and conceiving, planning and organising research to advance the practice and effectiveness in facilitating the emergence of ecologically neutral industrial activity, products and services. He/she is responsible for facilitating a thriving research and an IRP and publications Programme that incidentally meets stakeholders’ fair aspirations for respect from the QAA Research Evaluation processes.
Dr. Michael Baker – see above.
5 Module Directors
Module Directors are responsible for the smooth running of their module(s). Students are advised to contact the module leader in the first instance if they are experiencing any difficulties with it.
For the present, we continue our practice of seeking normally to have one or other of the Programme, Academic or Research Directors present for every module, either as Chair, Coordinator, Joint Module Director or Module Director, for training and quality purposes.
Current Module Directors include:
Contact details for Module Directors are given in Part 2: Module Outlines.
6 Administration
CSEM Programme Office: Dawn Miller, Programme Administrator (pt) and Ross King, Programme Director, CSEM Office, 30 Cedar Road, Oxhey, Herts. by appointment. Office Hours: 9 a. m. to 5 p. m.
Tel: +44 (0) 1923 249648 E-Mail: Dawn.Miller@.uk
The Programme Administrator is responsible for
o Providing course information, interview and admission arrangements
o Ensuring that students are registered, inducted, pay fees, have their academic programme
and assessment results properly recorded, graduate with the correct award, etc.
o Coordinating the timetable and room/ resource booking
o Communicating the timetable and providing joining instructions for each module.
o Coordinating tutorial and Assessment arrangements, including returning results
o Receiving coursework for assessment, stamping and receipting it, by post if necessary
o Arrangements for course feedback and evaluation
o Receiving requests to the Programme Director for consideration of extenuating circumstances or deferment
o Providing help and advice where appropriate.
o Such other duties as will ensure smooth running of the Programme.
CSEM Organisation Chart
Programme Rationale, Overall Aims/ Purpose and Objectives/ Outcomes
1 Fundamental Programme Rationale
Exponential growth of global population, industry and business, construction and infrastructure development, resource use, consumption, emissions, waste and pollution have led to a recognition by society, politicians, government at all levels and some business leaders that there needs to be a societal transition to Sustainable Development (SD)[2]. This is seen as having environmental, social and economic aspects, environmental being urgent with exponential attrition of the earth’s life support system and the social dimension recognized now as of increasing importance, intrinsically and instrumentally. There is consequently a global market need for organizational leaders, managers and advisers who can act professionally to assist their organizations and clients to adjust to these requirements – that include but go well beyond corporate Environmental Management.
2 Programme Overall Aims
I. To meet the educational need for an international modular Masters Programme related to the growing requirements, ecological, economic, political, social and ethical, for sustainable business and organisation advisers, managers and leaders – encompassing sustainability-focused organisational environmental management.
II. To educate business managers, advisers and leaders with the capability and commitment to lead and guide their extended organizations through the whole process of adapting to operating and living more (or completely sustainably), drawing on and developing best practice.
III. To provide an international resource and support to enable corporate clients to facilitate the medium-to-long term transition to fully sustainable development.
IV. To contribute to the future by developing capability of key global organizations to become leaders of integrated sustainable management, catalysts for sustainable market sectors and emergence of global sustainability.
3 Expressed as a Purpose: (for the participant)
I. To enable corporate business leaders, managers and advisers, responsible for environmental and sustainability issues (and those preparing for such roles) to develop the capability (knowledge, understanding, skills and wisdom) and commitment to lead, advise and guide their global and national organizations and clients through the whole process of adaptation to operating and living sustainably. To facilitate them gaining the knowledge to do this in a way that is consistent with good and best business practice and that is economically, socially and culturally sustainable.
II. To provide a resource for corporate clients
in the form of an educational process that allows 'whole life-cycle' support for making the transition to sustainability, ecologically, economically, socially and personally, taking organizations through the next 10 – 20 years estimated for embedding corporate sustainable development
through empowering participants to facilitate the presently often intuitive action and collaborative research required for the transition to Sustainable Development.
Note Bene: The Programme orientation, deriving from the Brunel Management Programme and the Brunel Environmental Management Programmes’ 30 years experience of serving senior blue-chip corporate managers in seminars and workshops on specific issues - is towards experiential, client-focused, work-based, tacit action-learning – in which the learner is encouraged to find out for her/himself[3] and through collaborative investigation.
However, to meet legitimate needs for movement towards professional mastery of those who elect to use the CSEM Programme to build a Masters qualification, we support building more overt:
o Professional and Management Capability
o Knowledge and Understanding
o Professional and Leadership Skills
o Professional and Management Development.
4 Principal Outcomes (Objectives): (intended learning outcomes)
Graduates of the Programme should be able to display some significant mastery of these complex and specialised areas of management, and of related professional and technical knowledge and skills: employing advanced skills in conducting research, or organising advanced management, technical or professional activity, accepting accountability for related decision-making and people management. In brief, the outcomes involve creating the requisite understanding, skills and capability for corporate transition to integrated sustainable development. This recognises the importance of the social dimension intrinsically and instrumentally.
1. Professional Management and Leadership Capability: Students will demonstrate a significant capability for advising, guiding, making informed decisions and judgements, and leading functions, organizations and sectors (at all levels) to effect integrated sustainable management. This will include contributing to shaping the optimal economic and social context for success, under pressure and within time constraints, in a relaxed and confident manner. Students will be expected to preview and screen the business environment, redefining and extending knowledge and experience holistically to this end.
2. Knowledge and Understanding: Students will exhibit some significant mastery of the complex knowledge and understanding of available approaches, theories, processes, tools, technical competencies, techniques, problems, research, developments, advanced thinking and new insights to facilitate the emergence of sustainable businesses and sectors.
3. Professional and Leadership Skills: Students will develop competence and confidence in the requisite range of professional and leadership skills, including thinking skills, dealing with complex issues systematically and creatively, making sound judgements, recognizing and advising on ethical issues and adapting to varying business cultures and environments. This will include employing advanced skills to research, critically evaluating and proposing new approaches, strategies and methods, implementing, creating cultures and communicating clearly and acceptably to non-specialist audiences.
4. Professional Development: Students will develop self-direction and the ability to integrate knowledge and ideas from a wide range of sources in order to make judgements about the world, inter-relate practice and ideas, extrapolate, recontextualise, think intelligently and originally in tackling and solving problems. Students will be expected to act both collaboratively and autonomously in planning, and at a professional level, tolerate uncertainty in the context of an emerging body of knowledge - and contribute as vital and inspiring members of the community of leaders for fully sustainable business.
5 Second Tier Outcomes/ Objectives
1. Adequate awareness and screening of UK, EU and global regulatory systems and regulations, economic instruments, economic, social and political trends, identifying their general effects and specific implications for real corporate client(s).
2. With the above awareness, assessing corporate economic, social and environmental ‘life-cycle’ impacts and effects and risks, overall and for every organisational function and level and providing guidance for the Sustainable Development (SD) strategy that best fits the needs of the organizations’ markets and stakeholders.
3. Competence and confidence with the conventional (particularly functional) management and Environmental Science and Environmental Management, including handling a number of interactive projects, conceptualising new strategies and facilitating transformational change.
4. Comprehensive and systematic awareness of the roles of corporate functions and levels in the shift to S.D.
5. Competence in the emerging business theory and practice for transition from Environmental Management to broad and deep financial, social, ethical and (full) ecological sustainability, including systems for social and ethical responsibility e.g. SA 8000, etc.
6. Exceptional communication, motivation, enrolment and organisational learning horizontally and vertically throughout the whole cycle of adaptation.
7. More rounded, confident, capable team members, gaining and maintaining the confidence of all levels, whether within national or international organisations or environments.
8. More emotionally and humanly literate and skilful, developing and growing professionals, competent and committed to create a similar possibility for those for whom they are responsible, in the process of securing appropriate results.
6 To achieve these Aims and Objectives/ Outcomes, the Programme design includes
➢ Nine work-based assignments, covering the requisite areas for real progress during the course
➢ Leading UK (and some leading European) practitioners from industry, business, consultancy and academe contributing by directing seminars and workshops, offering case studies, new perspectives and findings – and sharing their experience of the work
➢ On-site review, audit, operations (professional-body accredited) and strategy training
➢ Nine Practitioner Workshops to support assignments and practitioner development
➢ Nine Assessment occasions to further pool knowledge and support practitioner growth
➢ Nine (at least) Action-Learning Set Sessions (Sets) to support collaborative problem-solving, team-working, and deep enquiry into Sustainable Development, values and overcoming problems of practice.
➢ A strongly embedded support system for practitioner development, mainly via facilitating Sets process
➢ Ad-hoc opportunities and possibilities for gaining relevant knowledge, understanding, skill, capability and leadership development.
7 Programme Learning Outcomes & Where Learnt & Assessed
The purpose of the table below is to ensure that, so far as is reasonably possible, we deliver on the planned learning outcomes – and for students to see where the various learning outcomes of the Programme are assessed.
Table: Learning Outcomes - Where Learnt & Assessed
| | | |
| |Principal Objectives/ Outcomes |Where Learnt, Assessed & Measurable |
| |Professional & Management Capability: |Where Learnt: |
| |Students will demonstrate a significant capability for advising, | |
| |guiding, making informed decisions and judgements, and leading |Function-by-function in all 9 module and |
| |functions, organizations and sectors (at all levels) to effect |Comprehensive Module papers |
| |integrated sustainable management. |Module activities, assignments & Professional Workshops/ presentations |
| |This will include contributing to shaping the optimal economic and |Professional & Research Methods & Skills module |
| |social context for success, under pressure and within time |Monthly Dialogue Events: covering Values, Professional Practice and |
| |constraints, in a relaxed and confident manner. Students will be |Sustainable Devlpt. |
| |expected to preview and screen the business environment, redefining|Assessed & Measurable by: |
| |and extending knowledge and experience holistically to this end. |Organisational (Work-based) Assignments |
| | |Coupled Theory Review |
| | |- see Organisational Assignment Requirements below |
| |Knowledge and Understanding: |Where Learnt: |
| | | |
| |Students will exhibit some significant mastery of the complex |Aspect-by-aspect in all 9 module and |
| |knowledge and understanding of available approaches, theories, |Comprehensive Module papers |
| |processes, tools, technical competencies, techniques, problems, |Module activities, assignments & Professional Workshops/ presentations |
| |research, developments, advanced thinking and new insights to |Monthly Dialogue Events: covering Values, Professional Practice and |
| |facilitate the emergence of sustainable businesses and sectors. |Sustainable Devlpt. |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignments |
| | |Coupled Theory Review. |
| |Professional and Leadership Skills: |Professional Skills: |
| | |Where Learnt: |
| |Students will develop competence and confidence in the requisite |‘Professional and Research Methods & Skills’ module |
| |range of professional and leadership skills, including thinking |8 other Modules’ activities & assignments & Professional Workshops/ |
| |skills, dealing with complex issues systematically and creatively, |presentations |
| |making sound judgements, recognizing and advising on ethical issues|Monthly Dialogue Events: covering Values, Professional Practice and |
| |and adapting to varying business cultures and environments. This |Sustainable Devlpt. |
| |will include employing advanced skills to research, critically |Leadership Skills: |
| |evaluating and proposing new approaches, strategies and methods, |Where Learnt: |
| |implementing, creating cultures and communicating clearly and |‘People Management & Leadership in SD’ module |
| |acceptably to non-specialist audiences. |Module activities |
| | |Both Assessed & Measurable by: |
| | |Organisational Assignments, especially presentations |
| | |Coupled Theory Review |
| |Professional Development: |Where Learnt: |
| | |Collaboration – in Induction |
| |Students will develop self-direction and the ability to integrate |‘Professional and Research Methods & Skills’ module |
| |knowledge and ideas from a wide range of sources in order to make |8 other Modules’ activities/ assignments/ Professional Workshops/ |
| |judgements about the world, inter-relate practice and ideas, |presentations |
| |extrapolate, recontextualise, think intelligently and originally in|Monthly Dialogue Events (Values, SD and Professional Practice) |
| |tackling and solving problems. Students will be expected to act | |
| |both collaboratively and autonomously in planning, and at a |Assessed and Measurable by: |
| |professional level, tolerate uncertainty in the context of an |Organisational Assignments, especially presentations |
| |emerging body of knowledge - and contribute as vital and inspiring |Coupled Theory Review |
| |members of the community of leaders for fully sustainable business.|Capstone Assignment & coupled Theory Review |
| | | |
| |Second Tier Outcomes/ Objectives: | |
| |Adequate awareness and screening of UK, EU and global regulatory |Where Learnt: |
| |systems and regulations, economic instruments, economic, social and|‘Environmental, CSR & SD Regulation’ Foundation module |
| |political trends, identifying their general effects and specific |Other 8 module assignments & comprehensive module papers |
| |implications for real corporate client(s). |Module activities, assignments & Professional Workshops/ presentations |
| | | |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignment |
| | |Coupled Theory Review |
| |With the above awareness, assessing corporate SD (economic, social |Where Learnt: |
| |and environmental) ‘life-cycle’ impacts and effects and risks, |‘Systems’ & ‘Operations & Audit’ Modules |
| |overall and for every organisational function and level and |Comprehensive Module papers |
| |providing guidance for the S.D. strategy that best fits the needs |Module activities, assignments & Professional Workshops/ presentations |
| |of the organizations’ markets and stakeholders. | |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignment |
| | |Coupled Theory Review |
| |Competence and confidence with the conventional (particularly |Where Learnt: |
| |functional) management and Environmental Science and Environmental |Foundation Modules |
| |Management, including handling a number of interactive projects, |The 9 modules’ assignments |
| |conceptualising new strategies and facilitating transformational |Comprehensive Module papers |
| |change. |Module activities, assignments & Professional Workshops/ presentations |
| | | |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignment |
| | |Coupled Theory Review |
| |Comprehensive and systematic awareness of the roles of corporate |Where Learnt: |
| |functions and levels in the shift to S.D. |Management Foundation module |
| | |9 Modules and comprehensive module papers |
| | |Module activities, assignments & Professional Workshops/ presentations |
| | | |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignment |
| | |Coupled Theory Review |
| |Competence in the emerging business theory and practice for |Where Learnt: |
| |transition from Environmental Management to broad and deep |Through inputs to all 9 modules |
| |financial, social, ethical and (full) ecological sustainability, |Comprehensive Module papers |
| |including systems for social and ethical responsibility e.g. SA |Module activities, assignments & Professional Workshops/ presentations |
| |8000, etc. | |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignment |
| | |Coupled Theory Review |
| |Exceptional communication, motivation, enrolment and organisational|Where Learnt: |
| |learning horizontally and vertically throughout the whole cycle of |Research & Project Methods Module |
| |adaptation. |Comprehensive Module papers |
| | |All 9 Module activities, assignments & Professional Workshops/ presentations |
| | |Professional & Research Methods & Skills module |
| | | |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignments |
| | |Coupled Theory Review |
| |More rounded, confident, capable team members, gaining and |Where Learnt: |
| |maintaining the confidence of all levels, whether within national |Self Managed Learning Groups |
| |or international organisations or environments. |Comprehensive Module papers |
| | |Module activities, assignments & Professional Workshops/ presentations |
| | |Professional & Research Methods & Skills module |
| | | |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignments |
| | |Coupled Theory Review |
| | |Board Sign-off for each assignment |
| |More emotionally and humanly literate and skilful, developing and |Where Learnt: |
| |growing professionals, competent and committed to create a similar |Self Managed Learning Groups |
| |possibility for those for whom they are responsible, in the process|Monthly Dialogue Events (Values, SD and Professional Practice) – input on |
| |of securing appropriate results. |emotional literacy |
| | |Module activities, assignments & Professional Workshops/ presentations |
| | |Professional & Research Methods & Skills module |
| | | |
| | |Assessed & Measurable by: |
| | |Organisational (Work-based) Assignments |
| | |Coupled Theory Review |
| | |Professional workshops and presentations |
8 General Assignment Guidance
On each module students will be expected to produce a piece of work divided into two parts, totalling approximately 2,500 words.
The proposed structure may follow the following outline:
1 Part 1: Theory Assignment Requirements
1. Summary & Review of relevant conventional management/ organisation theory (ies) and practice:
1. General Management
2. Functional Management
2. Summary and Review of relevant Environmental Science, Regulation & Economic instruments:
3. Summary & Review of relevant Environmental Management (/other):
approaches, theories, processes, tools, techniques, technical competencies; relevant research, developments, advanced thinking and insights
4. Review of Steps to go from Environmental to Sustainable Management & Business:
1. Environmental and Ecological Sustainability
2. Social and Ethical Sustainability
5. Theoretical Review of potential problems, solutions and their management:
1. Typical Potential Problems/ obstacles
2. Methods of overcoming obstacles (Change Management)
1. Force-field analysis
2. Commitment
3. Enrolment
4. Motivation
5. Communication
2 Part 2: Organisational Assignment Requirements
1. A Board-level Justification for work in the area in question:
1. Review of relevant life-cycle impacts, qualitative and rough quantitative
2. Summary of competitive developments in this aspects of the field
3. Review of regulatory/ market/ environmental/ social & ethical (updated ‘PEST’) and financial sustainability issues (principal ‘external & internal drivers’)
2. Organisational Diagnosis: (support for the majority needing people management/ leadership practice in order to be able to learn to effect organisational change)
1. Summary Sheet: (taking more account of the internal ‘receiving environment’)
1. requirements/ needs/ problems
2. review of systems/functions/ levels v. common diagnostic framework
2. Organisational Diagnosis (OD): (max 6 sides)
3. Summary of what each business function and level needs
3. Critical Evaluation of possible approaches and methods/ ‘intervention possibilities’: – approaches, processes, tools, techniques:
1. Highlighting possibilities for transition from Environmental Management to Management for SD
2. Summary of relevant research findings and advanced thinking and insights
4. Possibilities for dealing with the full complexity of the issues systematically and creatively:
1. Summary of possibilities for meeting needs of each function and level
1. Estimates for cost/ timing
2. Proposals and decision support steps
1. Fit with evolving sustainable management theory
2. Fit with core business, HSE systems and market developments
3. Fit with OD indications
4. Constituents of / criteria for a ‘sound judgement’
5. Consequences – and how to be managed
6. Recommendation
5. Planning & Guidance for implementation and communication:
1. Converting conflict to support, etc.
2. Overcoming obstacles
3. Project Management
9 Preparation for Module Assignments
The assignments provide the ‘workshop’ in which you accomplish much of your real learning, encountering the resistance of the workplace to the best-laid plans!
As part of your general preparation, we suggest that you widen your reading for the duration of the course and include if you do not already, a broad-sheet such as the Telegraph and/ or the Economist or New Scientist.
In addition, it will help if you read judiciously (at least once a month), the ENDS Report and/or the Environment Business Newsletter – reviewing the legal cases for relevance to your client(s).
10 Programme Structure and Study Duration Requirements
| | | |
|Title Code|CSEM PG Cert/ Dip/ MA / MSc in Integrated Sustainability Management for Business |Credit |
| | |Points |
|Part 1: CORE MODULES: (Compulsory) |
|C1 |Business Strategy for Sustainable Development (SD) |15 |
|C2 |People Management & Leadership for SD |15 |
|C3 |Systems for Sustainability Management |15 |
|C4 |Operations and Audit for SD |15 |
| |(Open course: Sustainability Audit/ Foundation: Hands-On) | |
|C5 |Waste, Emissions, Land and SD |15 |
|C6 |Sustainable Life-Cycle Management |15 |
|C7 |Integration in Sustainability Management |15 |
| |(Open course: ‘Sustainability Transformation: Hands-On’) | |
| Part 2: OPTIONAL MODULES: (two of following for MA / MSc) |
|O1 |Globalisation, Corporate Social Responsibility & SD |15 |
|O2 |Leadership for Sustainable Business |15 |
|O3 |The Market & Marketing for SD |15 |
|O4 |Climate Change, Carbon Management & SD |15 |
|O5 |Life-Cycle-Assessment: Hands-On |15 |
|O6 |Ecology & Biodiversity* |15 |
|O7 |Environmental & SD Regulation |15 |
|O8 |Environmental Impact Assessment (EIA) - in devlpt |15 |
|O9 |Practical Sustainable & Low Energy Buildings - ditto |15 |
|O10 |Energy Management and Policy - ditto |15 |
|O11 |Disaster Management and Preparedness - ditto |15 |
|O12 |Principles of Oil & Gas Exploration & SD - ditto |15 |
|O13 |Personal Development & Integration - ditto |15 |
|O14 |Environmental & Social Regulation for SD** - ditto |15 |
|O15 |Human Potential Development & Integration - ditto |15 |
|O16 |Corporate Governance, Reporting and SD - ditto |15 |
|Part 3: RESEARCH: (Compulsory for MA / MSc) |
|PRM |Professional and Research Methods |20 |
|IRP |Independent Research Project (IRP) / Dissertation |40 |
| FOUNDATION UNITS (if required) |
|ESF |Environmental Science Foundation* | |
|MF |Management Foundation | |
|ERF |Environmental and Social regulation for SD** | |
| |
|IPR and © Copyright Ross King & CSEM , June 2009, All rights reserved |
11 Post-graduate Certificate and Diploma
Students can enrol directly on either the PG Certificate or PG Diploma, gained through taking and passing
o four (4) core modules for the PG Certificate, or
o the seven core and two designated modules for the PG Diploma.
Please see diagrammatic structure on the next page.
12 Duration of Study for Each Module
National rules for study hours for an MSc specify that each module should involve 135 hours (about 17 days). We have to design for an average intake. On this course we normally enrol successful senior professionals with an above average work rate. In practice, when the course is over two years, we are talking about this amount over 2 months. The intensive 4.5 days of each module + assessment morning convert to about 45 hours (about 6 normal working days). This leaves the equivalent of about 11 days for pre-reading, reading, research, practical client review, preparing and producing your paper and presentation (advised as a max of 8-12 slides for the first modules). Different participants manage their approach to this in widely different ways.
Credit Accumulation and Work-Based Learning
1 Credit Accumulation and Transfer Scheme (CATS)
UK universities generally subscribe to a common Credit Accumulation and Transfer Scheme (CATS) approach.
The objectives include
a) A framework within which all modules have a value in terms of ‘credit points’ and students accumulate credit by passing modules in order to gain the awards of the university,
b) Universal standards for what constitutes, for example, a Post-Graduate Module, Certificate, Diploma, Masters Degree, or doctorate, and
c) Possibility for accumulation of points / modules and
d) Transfer between courses and institutions.
In practical terms, the possibility for accumulation of points and modules is the main rationale behind the modular approach of our Programme. Our clients generally want this sort of facility.
Inevitable variability between particular university schemes means that there tends to be limited realisation of the last objective.
Post-graduate level is normally termed ‘level 4’. Modules may be delivered in different ways, e.g. intensive seminars, weekly classes, field-based study or distance-learning. CSEM generally meets the needs of senior managers and business leaders through intensive seminars, but will offer modules in other ways to meet particular client needs.
CSEM Modular Post-Graduate Cert./ Dip and MA/MSc Credit/ Award Schema
|Components |Credit Points |Academic Award |Professional Award |
|1 Module | 15 |Single Course Certificate | |
|2 Modules | 30 |2 x Single Course Certificates |IEMA* Foundation Certificate |
| | |(for modules C3 & C4) |IEMA Certificate |
|4 Modules | 60 |Post-Graduate Certificate | |
|9 Modules | 135 |Post-Graduate Diploma | |
|IRP/ Dissertation | 60 | | |
|9 Modules + IRP/Dissertation | 195 |MA/ MSc |MA/ MSc |
* IEMA. The Institute for Environmental Management and Assessment, the main relevant professional body, tbc.
Extending Studies beyond Masters qualification – in planning for validation
|14 Modules + | | |Similar value to Parnaby Doctoral |
|extension to dissertation |360 |PhD (in planning for validation) |Programme |
Further details will be provided during the course about further study towards PhD
The CATS approach generally allows students, with prior approval, to switch between modes of study (e.g. from full to part-time), to interrupt or delay study, etc.
2 Accreditation for Prior Experience & Learning (APEL)
Sometimes it is possible to credit studies at other universities, or award credit for prior learning earned in some way.
In such cases, a student will often need to study for (say) a minimum of 60 credits for an MA/MSc or 40 credits for a Post-Graduate Diploma.
Applicants with extensive professional experience may seek APEL, by developing a portfolio, instead of comparable taught components of their programme, to be agreed through Middlesex University.
The National Centre for Work-based Learning Partnerships
Modular progress to PhD
1 Introduction
Middlesex University’s National Centre for Work-based Learning Partnerships (NCWBLP), has pioneered credit accumulation approaches that allow progression from an MA/MSc to a doctorate. The Forum for the Future chose NCWBLP as their validation partner for their successful Scholars Masters Programme and have students now progressing by this route to their doctorates.
Many of our clients need a work-based pathway to a doctorate, and also continued support through more of the long ‘life-cycle’ of corporate culture change to adapt to sustainable development.
The NCWBLP 360-Point PhD scheme allows for the possibility of achieving a taught doctorate by adding taught modules and extension of the research for the Independent Research Project. It is possible also to gain some accreditation for prior experience and learning.
CSEM linkage with The National Centre for Work-based Learning Partnerships approach offers all this and more. Recognising that in their work, people carry out tasks and activities that frequently involve the acquisition of knew knowledge and skills, NCWBLP provides and validates programmes that essentially allow people to reflect on, critique and record their learning process – and achieve academic credit. This is done through Work Experience Projects (WEP) and Work Based Dissertation (WBD).
The WEP relates to learning and application of concepts to the work during the course of the programme. Students will negotiate with their tutor and employer the nature and content of the project. Students will be expected to record and critique the main achievements of the project and how they overcame challenges. Assessment will be by a written report appraising the project, together with a critical self-appraisal of personal performance, including a review of the contribution of the organisation. Particular care is taken to ensure that there is no overlap between claims for prior and present learning.
The WBD requires the preparation and submission of a major piece of work that demonstrates the students ability to work independently in the field of the programme, and to produce a piece of work that is sustained, critical and insightful. The dissertation should show the student’s understanding of policy analysis as applied to a specific topic in their field. The essence of the assessment of this module is the expectation that it will recommend developments and strategies in the future for the organisation and/ or the field of study.
These additional approaches and possibilities are of interest to CSEM and our students. We would be pleased to hear views from Programme participants – and would then have to seek arrangements with NCWNLP/ Middlesex University that would normally take an annual academic cycle.
It is also the case that the Centre has long recognised that there is a need for a more comprehensive academically accredited education and recognise that this would correspond to a modular doctoral programme.
Sample Pathways
Note before: the names of modules are for illustration; students have full choice on designated modules
One-Year Pathway:
Key: Work-based projects SD = Sustainable
/ assignments Development
It is a reasonable question to ask how realistic is it that a student in the workplace could complete the programme in one year. The answer is that this pathway is generally for those
charged with facilitating a concentrated assessment and accumulation of on-site capability. The sponsoring organisation is expected to provide an explicit recognition of the demands
of the Programme and confirm its support for the student to meet all such demands.
Two-Year Pathway:
Key:
Work-based projects SD = Sustainable Development
/ assignments
Two-Year Pathway: continued
Key: Work-based projects SD = Sustainable Development
/ assignments
Postgraduate Certificate/ Diploma/ MA/MSc – Outline Content
1 Introduction
This Postgraduate Certificate/ Diploma/ Masters is a seminar-based Programme, made up of five-day intensive seminars, generally followed by an assignment applying what has been learnt to their work situation in a specific company. The student will bring the results to an intensive tutorial, providing up to a twenty-minute oral presentation, then revising the assignment before assessment.
There is one five-day hands-on intensive on site in a suitable organisation, related to audit and operations. Where and if possible, other modules, for example, the Waste, Emissions & Land, and the Strategy module are run on site.
Each seminar or workshop has pre-reading and the cycle, which can include an exam, is typically of four weeks.
2 Assessment
Students’ learning on each module is assessed by assignment and/or coursework and/or an exam. There is an Independent Research Project (IRP) or dissertation of 10,000 words that may commence as early as the fifth seminar for suitable candidates
3 Brief Module Descriptions
1 Module C1: Business Strategy and for Sustainable Development (SD)
The course looks at the various current meanings and models of Sustainability, including its most recent metamorphosis into the current concept of Sustainable Development, with a view to arriving at a more focused and rigorous conception, taking account of the increasing recognition of the importance of the social dimension
It presents a strategy for an individual organisation to plan the process of becoming sustainable, and spells out some of the detailed implications in terms of the organisation’s main inputs and outputs.
It then shows how a sustainability focus can be applied to the normal strategy development process of a business and explores the issues of implementation, integration and the “political” pressures surrounding them.
2 Module C2: People Management & Leadership in Sustainable Development
The course systematically reviews the different potential contributions of HRM / People Management in a business, to progress towards sustainable development. It goes beyond people development for environmental management, and addresses the requirements for including CSR and progress beyond environmental performance improvement.
It introduces students to knowledge and processes used in planning and designing environmental and social (CSR) sustainability awareness education, change management, leadership development and culture change, and gives them the opportunity to create their own outline designs for a real organisation.
It explores the change-agent and leadership skills that may be required, and identifies the nature and potential of learning organisation, whole systems, appreciative and attractive management approaches as particularly supportive of ease of movement towards sustainable business.
3 Module C3: Systems for Sustainable Management
An intensive induction into Environmental and Accounting Management Systems (MS), universal Review/Audit processes and skills, a universal Impacts Evaluation Process for revealing ecological and business risks – and the most economic steps to EM improvement and SD. It exposes the inefficiency in separation of accounting, operational, sales, quality, health and safety, Environmental Systems and Sustainability initiatives. It examines how Impacts or Effects Evaluation Processes (part of the EMS Planning phase) can be extended for ecologically Sustainable Development. It introduces current theory and practice in environmental performance measurement and reporting.
4 Module C4: Operations and Audit for Sustainable Management
Normally held on an industrial site, the course may be run with a major case study. It introduces a universal Review/Audit process and a universal Impacts Evaluation Process for revealing ecological and business risks – and the most economic steps to EM improvement and SD. It provides hands-on experience of technical and managerial auditing, universal audit skills, carrying out evaluation processes, report writing and presentation to Board-level management. It gives direct experience of researching, devising and providing executive guidance on facilitating progress at the level of operations.
5 Module C5: Waste, Emissions, Land and Sustainable Development
The course looks at the various types of waste and air/ water emissions and land management and the major issues arising. It provides a common, step-by-step approach to assessing these issues ecologically, legally, in terms of business implications, good and best practice (including contingency planning). It examines Integrated Prevention Pollution and Control (IPPC) - and its adaptation for Sustainable Development. It presents a pathway for movement from environmental management to ecologically sustainable development, exploring issues of implementation and integration and initial steps.
6 Module C6: Sustainable Life-Cycle Management
Following a general overview of the total life cycle of industrial products, the course focuses in turn on the areas of product and packaging design and development, purchasing and the total supply chain, logistics and transport at all stages of the life cycle.
In each area the course reviews current practice and the factors that determine it as well as the environmental impacts occasioned by these practices.
Specialists from the emerging disciplines of Sustainable Design, Environmental Purchasing Policy/Supply Chain Management, and Environmental Transport and Logistics, describe the latest theoretical and practical developments in finding sustainable alternatives for environmentally damaging aspects of the life cycle. These are illustrated by case studies from business.
7 Module C7: Integration in Sustainable Sustainability Management
The course reviews the various external facets of the environment (natural, political, economic, social, technological, and paradigmatic) in terms of their requirements for integration, casting light on the costs and benefits of alternative strategic and tactical responses. It establishes the similarities of function at the human, organisational, social/economic and ecological levels and the implications for integration, sustainable management and sustainable business. It reviews current knowledge and research (including field research) on practice with regard to the various potential organisational aspects for integration.
These will include amongst others: functional responses to sustainability, e.g. policy and design processes; core management and other systems, particularly environmental and new social systems; various levels’ responses; TQM, Excellence, EQFM and other business models; executive and HR sustainability. The course assists with developing full cost justification and examines possible programmes, projects and action for profitably embedding integration within the organisational values, culture and ‘business as normal’.
8 Module O1: Globalisation, Corporate Social Responsibility and SD
The course develops understanding of globalisation as a development of growing intensity over the last two decades and the parallel rise of corporate social responsibility, examining both in the context of sustainable development. The underlying economic forces for globalisation are elucidated by exploration of global shifts in key industries. The social consequences, impacts and issues are examined in relation to CSR and SD.
It presents a strategy for assessing the implications for a specific organisation and an approach for developing an integrated strategy, encompassing a viable response to achieve reconciliation between CSR, SD and Globalisation.
9 Module O2: Leadership for Sustainable Development
The course provides powerful but simple and commonly recognized models of human behaviour and leadership. It uses case studies together with the participants’ own experience to develop a common model and vision of best practice and an explanation for frequently observed shortcomings. Students work together in small groups with experienced facilitators to identify their own strengths and weaknesses in the context of this model. They identify the situational requirements of a specific organisation. They then practice those skills they wish to improve while developing a specific action plan for implementation on return to work, both in regard to their organisations and their own further development.
10 Module O3: The Market Research & Marketing for in Sustainable Development
The course reviews what we know about Green Consumers and customer from available Market Research, including demographics. Who they are, what they feel, how they have evolved and where they are going. It examines the scope of Green penetration, examining consumer spending, sector-by-sector, including trends and projections. It considers Green Consumers/ customers in terms of their potential influence including for critical change to market norms. It reviews international social, environmental and ethical responses to SD, of which Green consumption is an aspect, the regulatory drivers for Greening of marketing. It considers ethical investment criteria as a guide to green purchasing criteria. It reviews relevant developments in thinking about products and SD; including ‘BioThinking’, selling services, design for re-use. It considers possible new models of Marketing, New Product Development and Marketing Communications. It considers the basis for a new Green/SD brief for Marketing Strategy. It includes planning for an EM &SD Marketing Strategy.
11 Module O4: Climate Change, Emissions Trading and Sustainable Development
The course is designed to meet corporate management's need for briefing on the requirements of Emissions Trading, due for launch in 2001by the UNFCCC United Nations Convention on Climate Change, under the Kyoto Protocol. It covers the essentials of man-made Climate Change, the workings of the UNFCCC and Emissions Trading. It examines the UK, European and US responses, the potential corporate costs and opportunities - and provides a framework to assess the implications for a specific organisation and develop a strategy to integrate this knowledge into corporate management/leadership at every level.
12 Module O5: Life-Cycle-Assessment (LCA): Hands-On
The course looks at the various current meanings and models of LCA, the historical uses and abuses, with a view to arriving at a more practical conception of a tool for Design for the Environment (DfE).
It presents a step-by-step approach consistent with the ISO 14000 Series of Environmental Standards and relevant professional standards. It includes practical examples of Life-Cycle Projects and explores how the methodology can be extended to meet the needs of Sustainable Development - and at what cost. This provides the basis for considering application within a specific organisation. The course then provides direct experience of carrying out an LCA, preparing and presenting results to management.
The Hands-On activity is normally carried out in respect of a real project for a real client.
13 Module O6: Ecology & Biodiversity
The course is designed to meet management's need for best current scientific knowledge regarding the 'receiving environment' and its vulnerability - and the major environmental threats (and time-scales) arising from corporate activity. It provides a primer in environmental science, introducing what an environmental manager needs to know. While a high density of critical information is offered, the design includes workshop to allow a paradigm shift by the participants. Faced by an overwhelming factual basis for imminent environmental danger and crises around the earth, participants will be given the means to process this information and move through being daunted and paralysed - to acceptance, transformation and orientation to action.
Finally, they will have the opportunity to assess the implications for a specific organisation and develop a strategy to integrate this knowledge into corporate management/leadership at every level.
14 Module O7: Environmental, CSR and Sustainable Development Regulation
The course reviews the system in which environmental law is created in Europe, the United Kingdom and in the UN, drawing out the common international aspects. It shows how the legal system works - why, and its limits. It briefly reviews the development of environmental law, current and future trends. Environmental regulations are then examined by standard types and by medium (e.g. waste, air, water, land, nuisance), step-by-step, e.g. reviewing application, penalties and the implications of case law. The course illustrates what to look for on site, the relevant regulations and their requirements. Social regulations are reviewed similarly, illustrating the possibilities for integrated assessment. The module then examines approaches to dealing with disclosure and events with legal implications. Finally, it examines the emergence of international protocols (having the force of law) - pressures on corporate organisations for a strategic response in the direction of taking on sustainability as an end.
15 Module PRM: Professional and Research Methods & Skills
The course is designed to meet management's minimum need for clear and well considered professional and research skills in the probable roles that students will occupy presently or in the future – while meeting students’ needs for a map and compass in regard to the knowledge, understanding and skills that they need to meet expectations and challenges in their professional role. It provides systematic knowledge and understanding of requisite professional and research approaches, methods, methodologies[4] and skills appropriate to the professional role, work-based assignments and a major independent research project. While a high density of critical information is offered, the design includes a workshop and role-play to allow assimilation of a positive professional but compassionate perspective. Coverage includes approach to professional practice, cognitive, emotional, project, leadership, research and methodological skills. The module process seeks to foster sufficient knowledge, understanding and skills to allow confident and easy choice of work-based topics and commencement of the dissertation.
The design allows the module to be run in separate days, from near the beginning of a cohort, to support students with their assignments and current non-MA/MSc work. For example, the first day can include developing ideas for research, quantitative and qualitative methods and baseline research. This provides a start and data flow and 4-6 weeks later the basis for collaborative discussions and more input, and the commencement of research for the dissertation, etc.
16 Module IRP: Independent Research Project (IRP)/ Dissertation
This requires the preparation of a major research project, leading to a finished write-up of 10,000 words, demonstrating your ability to work independently in the field of the Programme. You will need to develop a learning agreement between yourself, your employer and the Centre, which reflects the aims, objectives and requirements of the research.
Please refer to the section on Assessment for more key information and to the IRP/ Dissertation section which provides a discrete guide
Student Involvement and Feed-back
1 Introduction
The Centre, with its origin as the Brunel Management Programme - providing approximately thirty years of senior corporate management training, has a well-tuned awareness of the vital importance of participant involvement and feedback. The Centre has, for these purposes, its own systems. In providing a validated Masters programme, the Centre also supports the systems of its validating partner university (see below).
2 Role of CSEM Course Management Committee (CMC)
This is the Centre’s principal management committee for the PG Cert/ Diploma/ MA/MSc and is the Centre’s way of involving students formally in the management and development of the Programme. This Committee meets bi-monthly or as needed. Membership includes the Programme Director, Academic Director and Assessment Coordinator, Admissions and Senior Personal Tutor, Management Accountant, Programme Secretary and a student representative generally elected from each cohort.
3 Arrangements for Student Involvement and Feedback as a validated Masters Programme
In providing a validated Masters Programme, under national rules, the Centre is required to gather systematic feedback from students on their opinion of the way in which the Programme is delivered. This can be collected by one or more methods: questionnaires, group discussions and individual comments. It is then provided for annual monitoring surveys and periodic reviews of the subject area or programme. The action taken by the teaching team on the feedback is also monitored.
4 Role of the validating University’s Programme Board of Studies
The purpose of the Board of Study is to provide an official validating University forum for discussion between you and staff involved in all aspects of your Programme.
You elect student members of the Board at the start of each term/academic year to ensure that all the various interests on the Programme are adequately represented.
Each Programme holds regular Boards of Study. The membership includes:
• Student representatives
• Programme leader
• Academic staff aligned to the delivery of the Programme or modules
• Support services representatives
Your student representative represents the module or year group and is responsible for notifying the Board of issues which have been brought to them by you. You should be aware of the function of the Board of Study, and should ensure that representatives are alerted in good time to matters of concern, or to suggest initiatives.
Minutes are made of the discussion and decisions of each Board meeting, and these are circulated to members with outcomes. The minutes are included with the Programme Quality/Annual Monitoring Report for consideration by the University. The points raised at the meeting are carefully recorded for issues arising, and the action taken upon them. Minutes are also posted on the CSEM website at
5 Role of the validating University’s School of Health & Social Sciences’ Board of Studies
Meets twice a year. This consists of the Dean of School (Chair), Academic Group Chairs, Curriculum Leaders, elected representatives of other staff, representatives of other Schools (if relevant), a representative of ILRS (Information, Learning and Resource Services), student representatives, Director of Curriculum, Learning & Quality, Director of Research, Assurance Coordinator and Director of Resources and Administration. The purpose is to consider the outcome of annual monitoring and evaluation at School level and advise on action; the development of programmes; and to ensure the determination, and monitoring, of University and School academic policy, thereby promoting quality assurance.
6 Student Module Feedback/ Evaluation Forms
On completion of each module, students are requested to complete one or two module evaluation forms, as well as engaging, in a verbal evaluation of the module with the Module Director. The forms are completely anonymous. The evaluation of each module is included in the Centre’s and the Middlesex School of Social Science’s annual report. We may request that you fill in a standard Middlesex module evaluation form to assist compiling of comparable information.
You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality/annual monitoring process. The whole feedback process will also be reviewed on a regular basis, to ensure that that it is effective in helping provide a good quality experience for students.
Learning Methods and Private Study
“Fail to prepare, prepare to fail” – RAF dictum
The students will normally experience lectures, presentations, seminars, workshops, tutorials, day visits, and on-site training (particularly with the Audit & Operations module which is run live on site). Participation is encouraged at all times. To maximise the breadth and depth of material covered and the learning experience, the programme draws upon visiting speakers chosen for their specialist skills and experience and in most cases for their contribution to developing the field.
Students will normally be expected to need a minimum of three hours each week in private study for every hour in scheduled input sessions. Module tutors will structure student reading around a number of key references, although students will be expected to read more widely when preparing their coursework and assignments. Private study time is included in the totals for Work Based Learning on advice from our validating institution.
The module tutors are expected to include a wide variety of teaching and learning methods in the design of their modules to meet the various learning styles of the students.
Assessment:
1 Outline of the Programme Assessment Strategy
1 Modules
The MA/MSc Programme supports participants’ learning on each module and formal assessment by means of coursework in the form of written assignment(s), presentations or other evaluations.
The written assessment for each Module is normally in the form of a Board-level position paper, regarding an
actual, real organisation, with recommendations for improvement, applying to the facet considered in the previous module.
You are assessed on the paper and a 10-15 minute presentation to your Learning Group, by a suitably experienced and positive assessor, on the morning before the next module. This Assessment is Against an explicit 5 level qualitative scale in the Course Handbook where there are, we hope, helpful guidelines for the assessment - that can be disregarded when you can do better.The aim of this format is to be appropriate, practical, relevant, efficient and productive for the Programme's target group - senior functional directors, managers and their advisers.
Students’ learning on each module is supported and formally assessed by means of coursework in the form of written assignment(s), in course report or evaluations. Draft Assignments will be presented at a tutorial/ workshop and then presented for assessment at quarterly or six-monthly Assessment Days. Assignments are of 2,000 - 3,000 words and require preparation of presentation materials for assessment. Presentations are normally of 15 - 20 minutes.
Typically an Assignment might ask students to analyse the situation in a collaborating corporate organization (such as their employer’s) in terms of the module’s theme, applying in a real situation, all or most of the material taught in the module, and make proposals for improvement.
Part of the assignment may ask students to review and analyse the emerging body of knowledge, theory or practice in the particular aspect of the field.
2 Integration Module / Assignment following completion of other Modules
Following discussions with our validation partner we have included a module, an assignment and presentation that we believe will add usefully to the students’ learning experience.
The purpose is to assist the student with their understanding of how to lead and manage an integrated approach to these issues.
The student will be expected to develop an assignment to demonstrate either capability to integrate the various different facets of the taught programme or to explore and develop knowledge, understanding and/or skills in respect of integration of one or more facets. This is regarded as a ‘keystone’ module, specifically designed to allow the ‘pulling together’ of knowledge from prior modules and that also provides the opportunity for expanding knowledge, understanding and capability in regard to different aspects of the subject.
3 Rationale
The Programme structure - modules generally based on examining what is needed of each organisational function and level, supports a student gradually developing an understanding and Sustainable Development strategy for the whole of her/his organisation in the multiple contexts of the global environment.
However, contemporary organisations frequently identify that they are at risk from fragmentation and inefficiency of approach due to the succession of new concerns, initiatives and developments they have had to absorb in recent years, both technically and managerially.
Working function-by-function, while very practical and valuable, does not necessarily offer the opportunity to examine how Sustainable Development can be best integrated into strategy and operations.
2 Independent Research Project / Dissertation
See below, in 12.6, following the large yellow MA/MSc Marking Scheme Table.
In brief, our approach while quite conventional and aligned with that of our validation partner, tends to direct the student towards performing real independent research that will result in development of new knowledge.
3 Assessment Criteria
All assessments will be double-marked and will be overviewed by an independent external examiner
Criteria used will be in accordance with our validating university’s schema on page 107 of the Guide and Regulations:
| |KNOWLEDGE |UNDERSTANDING |SKILLS |
|1-3 |Comprehensive in depth and breadth. |Ability to extrapolate and inter-relate theory and|Consistently demonstrates a high level of|
| |Knowledge of current research including |practice. Critical analysis of research approach |competence in the range of skills |
| |different theories and discourse. |and research context of the subject. Outstanding |required (eg literacy, qualitative and/or|
| | |ability to analyse material and synthesize |quantitative methods, research, |
| | |concepts. |communication, professional practice |
| | | |etc). |
|4-7 |Substantial in depth and breadth. Current and|Ability to engage theory with practice. |Substantially demonstrates a high level |
| |relevant. |Substantial understanding of research skills and |of competence in the range of skills |
| | |research context of the subject |required. |
| | |Capability of analysing contradictions and | |
| | |synthesizing concepts. | |
|8-12 |Accurate, up-to-date and relevant in |Clear grasp of concepts and ability to relate |Demonstrates a satisfactory level of |
| |reasonable depth and breadth. |theory to practice. Demonstrates a fair ability to|competence in the range of skills |
| | |analyse and synthesize topics. |required |
|13-16 |Generally accurate; acceptable in depth and |Basic grasp of concepts but a limited ability to |Meets the basic skills required. |
| |breadth. |relate theory to practice. Demonstrates an | |
| | |acceptable ability to apply, correctly, a given | |
| | |analytical framework. | |
|17-20 |Inaccurate or inadequate. |Failure to comprehend relevant concepts and an |Does not demonstrate sufficient of the |
| | |inability to relate theory to practice. Little or |necessary skills. |
| | |no critical analysis. | |
1 Student Responsibilities
Student responsibilities for submission of work for assessment include:
1) Production of work for assessment: The student has sole responsibility for the production, including any
costs and submission within specified deadlines of work required for assessment.
2) Timing: All work should be submitted by required deadlines.
3) Template: Use the CSEM Assignment template and required font. Download the template from the CSEM website at
Stay in the CSEM required font, i.e. Ariel Narrow, with 12 point text.
4) Format: All assessed work should be submitted as a Word file. Until further notice use Word 2003 (.doc) format.
5) Virus Checking: You are required to use an agreed form of virus-checking software, current to the date of the submission of your work or communications. If a virus is passed on in contravention of this safeguard then CSEM reserves the right to reduce the mark awarded by 25%.
6) Retention of Copies: Assessed work will not be returned to students. You are responsible for keeping copies of your work to ensure against hard drive crashes and PCs or media being lost or stolen.
7) Receipts: You should request a delivery receipt and a receipt from the Programme Secretary (by email) for each piece of work and should retain this as proof of submission.
8) Delivery: Work for assessment should normally be sent by email to the Programme Secretary Dawn.Miller@.uk
9) Deferral of Assessment: Students wishing to defer an assessment should send a written request for approval to the Module Director, with copies to the Academic Director and the Programme Administrator at the above address, at least one week in advance of the deadline. This constitutes provision for self-deferral under the validating University’s regulations.
Under these regulations, ‘students who fail to attend for formal examination without good
cause, once any provision for self-deferral is exhausted, will be failed in the module concerned’ [Section H1.7].
Students who ‘fail to submit assessed work by the due deadline, once any provision for self-deferral is
exhausted, will be failed in the module concerned unless a deferral of assessment has been agreed by
the Campus Assessment Manager’.[Section H1.7]
10) Extenuating Circumstances: If there are any circumstances beyond your control e.g. illness, that are likely to prevent you meeting an assessment deadline, or are likely to detract from your performance, you must notify the Academic Director & Programme Director at the earliest opportunity (see section on extenuating circumstances in the Middlesex Guide & Regulations).
11) Late Submission Penalties: Late submission without prior formal agreement by the Programme of Academic director will normally result in failure in the component or the module concerned.
2 Student responsibilities for conduct in developing Assignments and Coursework include
1) Use of reference material: In preparing coursework, as a postgraduate, you are expected to show evidence of wide reading in and around the subject, by following up suggested and discovered text and journal references – and using your initiative to search the literature. We expect you to correctly reference material in the text of your coursework, using standard conventions – quoting the source in full in the bibliography at the end of the work. Refer to the information on referencing in the Appendix on the IRP – or simply consult the reference list of any academic journal article if you are unclear about what is expected.
2) Plagiarism and Unfair Advantage:
Please refer to MU Guide and Regulations for the definitive requirements and regulations.
In brief plagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism extends to cover one's own work previously assessed or published which is also required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by CSEM and the University to be a serious offence. CSEM and the University will take serious action against any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material, ideas, theories, formulae, etc are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus learning resource centres. Detailed information can be obtained at mdx.ac.uk/24-7/announce/plagiarism.htm.
4 The Assessment Process
Once the course work is received, you will need to be familiar with the assessment process:
1) Maintenance of Quality and Fairness: Written work for assessment will be double-marked. This is then subject to moderation by an external examiner appointed to safeguard the quality and fairness of the assessment decisions. As an additional safeguard, CSEM appoints an Academic Director who has responsibility for assessment. Grades for individual modules are formally agreed at an Assessment Board, meeting twice a year.
2) Return of Assessed Work: Assessed coursework needs to be retained & will not be returned to students.
3) Feedback on Coursework: The module tutor will however send a feed-back comments form. This will aim to give you an idea of the standard of your work and to help you make improvements. Personal feedback is available from your module tutor and you will have the opportunity to discuss your progress towards your target award with the Academic and Programme Director.
4) Obtaining a Pass: In order to pass any of the Modules or the IRP, students must obtain a minimum of 13-16 (see Assessment Criteria above). The Certificate, Diploma or Masters degree is awarded to students who achieve at least a Pass level in four, nine modules or both the modules and the Individual Research Project (IRP) for the MA or MSC
Recognition of Meritorious and Excellent Performance: The award of a Masters Degree may be with Merit or Distinction. In general terms, a Merit is awarded to students who achieve an average mark across the modules and dissertation approximating to 5 – 7 on the 20-point scale above. In general terms again, a Distinction is awarded to students who achieve an average mark of 1 - 3 on our validating university’s 20-point scale. For simplicity we have adopted this approach that is a little more complex than a percentage, but has qualitative advantages; please refer to pages 73-74 of the Guide and regulations.
A Post-Graduate Diploma is awarded at Merit or Distinction levels to students who complete the modules
at Merit or Distinction levels but do not take, complete or pass the IRP.
A Post-Graduate Certificate is awarded at Merit or Distinction levels to students who take, complete or
pass 4 Core at Merit or Distinction levels, but complete or pass fewer than 9 Modules in total.
An individual Module Certificate may be awarded at Merit or Distinction levels for any module to students
who are unable or chooses not to complete the course, at the discretion of the Assessment Board.
5) Requirement for the award of Master of Science (MSc): The award of Master of Science is made at the discretion of the Assessment Board, provided that at least one designated science module is taken and passed and the IRP is on an approved scientific topic and adopts a scientific approach agreed by the Academic or Programme Director and the external moderator.
6) Reassessment: All students are allowed one reassessment in failed modules. Tuition for such modules is at the discretion of the Centre. An assessment fee will normally be required. Please consult with the Administrator. Reassessed marks may be no greater than the unit pass mark. A student will not normally be allowed to resubmit more than once. A student who fails three of the core modules will normally be required to seek reassessment on four to obtain a Certificate or all seven to be eligible for a Diploma.
7) The Choice to Condone: In exceptional cases, the Assessment Board may condone one marginal failure (after reassessment), provided that there are compensating marks elsewhere.
8) Appeal Against Assessment Board Decisions: Students have the right of appeal against Assessment Board decisions on grounds set out in Middlesex University’s Guide & Regulations. Do note that the academic judgement of assessors cannot be ground for appeal. If you believe that you may have grounds for appeal you should discuss them at once with your academic adviser and obtain Middlesex University’s formal appeal literature from the Academic Registry based at the Enfield Campus.
9) Alternative ‘Exit’ Routes: A student enrolled for the MA/MSc may exit with one or more a single course certificates, a Postgraduate Certificate (4 modules), or a Postgraduate Diploma (9 modules).
5 MA/MSc ASSESSMENT AND MARKING SCHEME
| |
|C1 |
|O1 |
|PRM |Professional and Research Methods & Skills |20 |
Introduction to the Institution
CSEM follows Middlesex University regulations and procedures except where CSEM has its own regulations and procedures. See and
Institution to insert relevant information.
This should include reference to the institution’s regulations and procedures.
Introduction to the University
• The School/Institution should include the following information:
• Named cContacts at the University of Middlesex and institutionCSEM
Middlesex University Link Tutor: Dr Tracey Cockerton
CSEM Link Tutor: Dr Michael Baker
• Relevant University website:s
• Outline rRespective responsibilities of the University of Middlesex and CSEMpartners (as per Memorandum of Co-operation).
See:
The Programme
The Programme is validated by Middlesex University. This means that if you successfully complete all parts of the Programme you will receive the Middlesex University qualification of PG Certificate, Diploma, MA or MSc in Integrated Sustainable Management for Business [qualification title] and may if you wish attend the appropriate Middlesex University graduation ceremony. You will enrol at CSEM[Institution].
The Programme is supervised by the University's School of Health and Social Sciences [school], Dean of School: Jan Williams [name], Campus: Enfield, [campus] Address: Middlesex University, Queensway, Enfield, Middlesex, EN3 4SA, [address] Telephone: +44 (0)20 8411 5426 (office contact) [no] Fax [no] (for overseas collaborations give overseas UK code).
Certificates
Details of the information which will appear on the certificate is available in the Middlesex University Learning and Quality Enhancement Handbook - and set out in the Regulations Section E - mdx.ac.uk/regulations/
Transcripts
You will be issued with a transcript verified by Middlesex University. A transcript will list each module you have taken, stating the academic year in which the module was taken, the module credit rating and grade. Where appropriate, it will also state the award and where appropriate, the classification and title.
Introduction to the School
Include: relevant School websitesFor details about the School of Health and Social Sciences see
Accessing your own records including your timetable
Institution to insert relevant information here or refer to relevant institutional publication.To access your records contact Dawn Miller, Dawn.Miller@.uk
Your timetable is included as the calendar on page 6 of this handbook.
Electronic mail (delete if not appropriate)
Institution to insert relevant informationCSEM encourages the use of email for all written communications and discourages the printing of emails. Relevant email addresses are given throughout this handbook.
Communication with Students
Institution to insert relevant informationAs a participant in a CSEM programme it is your responsibility to keep CSEM informed of any changes to your contact details. Send details of any changes to Dawn.Miller@.uk
We prefer that when you have an issue to deal with that you contact the person who can deal with it. In the first instance consult this handbook to determine who you need to contact. If you are unable to determine who to contact, ask Dawn Miller for assistance in determining who to contact. As a last resort you can contact one of the Programme Directors.
Programme Specification and Curriculum Map for PG Certificate, Diploma, MA & MSc in Integrated Sustainable Management for Business
Programme Specification
[pic]
|1. Programme title |Integrated Sustainable Management for Business |
|2. Awarding institution |Middlesex University |
|3. Teaching institution |CSEM – the Centre for Sustainable and Environmental Management |
|4. Programme accredited by | |
|5. Final qualification |PGCert/ PGDip/ MA/MSc |
|6. Academic year |2008/09 |
|7. Language of study |English |
|8. Mode of study |Part time or Full time |
|9. Criteria for admission to the programme |
| |
|A satisfactory first degree or other demonstration of ability to work at a postgraduate level. |
| |
| |
|10. Aims of the programme |
|The programme aims to: |
| |
|Meet the educational need for an international modular Masters Programme related to the growing requirements, ecological, economic, |
|political, social and ethical, for sustainable business and organisation advisers, managers and leaders – encompassing |
|sustainability-focused organisational environmental management. |
| |
|Educate business managers, advisers and leaders with the capability and commitment to lead and guide their extended organizations |
|through the whole process of adapting to operating and living more (or completely sustainably), drawing on and developing best |
|practice. |
| |
|Provide an international resource and support to enable corporate clients to facilitate the medium-to-long term transition to fully |
|sustainable development. |
| |
|Contribute to the future by developing capability of key global organizations to become leaders of integrated sustainable |
|management, catalysts for sustainable market sectors and emergence of global sustainability. |
|Notes: |
|Student Career Development: All students will be provided with knowledge and opportunities to facilitate their growth towards roles |
|that require higher levels of capability. |
|Cultural Sensitivity: The course design recognizes that Sustainable Development must include support for cultural and societal |
|diversity and uniqueness and supports and encourages student development to encompass this recognition in their future management |
|roles. |
|Fostering Young Leaders: We will include providing a modest percentage of space on the course for those with high potential |
|capability and who are committed to such roles. |
|11. Programme outcomes |
|A. Knowledge and understanding |Teaching/learning methods |
|On completion of this programme the successful student will have |Students gain knowledge and understanding through reading, |
|knowledge and understanding of : |listening, small group work, on-site practice, assignments, |
|Sustainable Development (SD) |tutorials, presentations. |
|Conventional Environmental Management | |
|The basics of conventional management |Assessment Method |
|The minimum required scientific, technical and toxicological |Students’ knowledge and understanding is assessed by coursework, |
|information for effective management decision-making |work reports and assignments, presentations and their |
|Relevant UK, EU & international regulation |dissertation. A non-assessed keystone integration report is |
|Core processes to move from Environmental Management to |presented to the students’ peers and tutors at an annual |
|management for SD |conference. |
|Business functions, processes and levels | |
|Conditions for human and organisational development | |
|B. Cognitive (thinking) skills |Teaching/learning methods |
|On completion of this programme the successful student will be |Students learn cognitive skills through analysing and criticising |
|able to: |text-book theory and real organisational environmental management.|
|Undertake Analysis |In putting together comprehensive Board position papers they learn|
|Think Critically thinking |integration, needing to relate the organisation to its |
|Integrate Holistically integration |environments. Long-term memory develops through ongoing discussion|
|Improve Long term Memory |groups on implementation and in preparation for a capstone |
|Think Reflectively Thinking |integration assignment at the end of the modules. |
|Deductive Deduce Logically | |
|Inductive Induce Logically |Assessment Method |
| |Students’ cognitive skills are assessed by evaluation of their: |
| |analysis of their subject and subject organisations, |
| |critique of theory and observations |
| |competence at integrating the various facets of the course – |
| |itself based on the functional facets of organisation |
| |ability to extend their repertoire of management knowledge, theory|
| |and skills as they proceed through the Programme. |
|C. Practical skills |Teaching/learning methods |
|On completion of the programme the successful student will be |Students learn practical skills through applying each module to a |
|able to: |real organisation, reviewing and developing Board-level |
|Undertake Site Environmental Review/ Audit |recommendations. |
|Implement Environmental Management Systems implementation | |
|Review & Develop Organisational Strategy Review & development |Assessment Method |
|Develop Sustainable Systems development |Students’ practical skills are assessed by the same process and |
|Integrate Company systems Systems integration |seeking where possible to have an additional assessment of |
|Review ofManage Product Life Cycles Management (Logistics, LCA, |practicality from a Board or similar level member of the |
|Design, Purchasing & Supply Chain) |organisation concerned. |
|Implementing the basics of environmental management | |
|D. Graduate Skills |Teaching/learning methods |
|On completion of this programme the successful student will have |Students acquire graduate skills through practical review of each |
|the following graduate skills: |of the programme areas, developing critical reviews for their |
|Environmental & CSR Review |organisations and presenting and defending their recommendations, |
|Top Management advisory |strategies and tactics. |
|Capacity to develop and present professional position papers | |
|Organisation of a comprehensive cross-organisational strategy |Assessment method |
|Provide leadership for SD |Students’ graduate skills are assessed by module assessments, the |
|Facilitation |overview assessment and where possible feedback from an internal |
| |tutor in the subject organisation. |
|12. Programme structure (levels, modules, credits and progression requirements) |
|12. 1 Overall structure of the programme |
|The course is studied over two to five years part-time and there is provision for a one-year full-time pathway for later use. The |
|course is based on week-long modules, with 7 core modules and 2 designated modules. |
|Each module has a credit value of 15 credits but modules may be subdivided into smaller units (e.g. 7.5 credits) according to the |
|Subject and nature of learning. Each 15 credit module represents approximately 135 hours of student learning, endeavour and |
|assessment including up to a maximum of approx. 70 hours of teaching. |
|Four modules will allow access to a Post-Graduate Certificate and nine to a Post-graduate Diploma. The addition of the dissertation |
|allows the student to obtain and MA or MSc. |
|Innovative features of the course include: |
|Two modules allowing access to all initial qualifications of the main professional body, the Institute of Environmental Management |
|and Assessment (see below). |
|A focus on integration of the various facets of organizational development for Sustainable Development, reinforced by a ‘capstone’ |
|module and assignment at the end of the other modules, specifically designed for this purpose |
|A distinctive feature of the course is a sustained practice designed to assist in developing and demonstrating requisite management,|
|leadership and policy development skills. The course is amongst the first to meet the need for Sustainable Development professionals|
|12.2 Levels and modules |
|Level 4 |
|COMPULSORY |OPTIONAL |PROGRESSION REQUIREMENTS |
|Students must take all of the following: |Students must also choose at least 2 from | |
| |the following: | |
| | | |
| | | |
|12.3 Non-compensatable modules |
|Module level |Module code |
| | |
| | |
|13. A curriculum map relating learning outcomes to modules |
|See Curriculum Map attached. |
|14. Information about assessment regulations |
|Assessment regulations for the programme follow those set out in the Middlesex University Regulations. In addition, assessment |
|regulations for the Programme are set out as follows: |
|First and Second Marking |
|Each assignment is assessed by first and second markers, where so far as possible, the first marker is the Module Leader (CSEM |
|‘Course Director’) and the second marker a Module Contributor or a Joint Programme Director. Each marks ‘blind’ and then discusses |
|and agrees a proposed mark. If requested, a copy of each agreed paper is sent at time of this result to the External Examiner to |
|facilitate this role. |
| External Examiner |
|All relevant papers and proposed grades are forwarded to the External Examiner, at a suitable interval ahead of an Assessment Board.|
|CSEM generally prefers to accord with the External Examiner’s assessment, except where unrealistic, and the agreed list of proposed |
|marks goes forward for approval/ confirmation at the next Assessment Board. |
|Assessment Board |
|The Assessment Board generally follows the Middlesex University Regulations. |
|CSEM may withdraw papers from the agenda where they are incomplete or for other circumstance where there is good cause to believe |
|that to do otherwise would lead to an injustice. |
|15. Placement opportunities, requirements and support |
|There are no placement requirements on this programme. |
|16. Future careers |
|During the period of their study on this programme many students achieve significant career advancement both in terms of roles and |
|responsibilities and in terms of salary. |
| |
|17. Particular support for learning |
|Induction programme |
|Full Programme and Module Handbooks (also available online) |
|Module information and learning/support material on online learning resource (Oasis) |
|Library and learning centre resources, with extensive online facilities |
|Postgraduate room in Sheppard library |
|In-module and on-programme guest lectures, plus ‘Distinguished Lecture Series’ of company CEOs and chairmenspeakers |
|English Language and Learning Support provided in Sheppard Library |
|Designated weekly ‘office hours’ for drop-by guidance plus other one-to-one meetings at appropriate points with teaching staff |
|Each student is placed in a Self-Organised learning group/ action-learning set, formed usually from her/his cohort. CSEM supports |
|students, inter alia, through a monthly evening meeting and facilitation process. |
|At each monthly meeting the group has the opportunity to be involved in an extended dialogue on values, sustainable development and |
|implementation. |
|The students can access their module tutors at any time. A non-assessed tutorial system supports learning. Assessment days allow |
|finished work to be shared and presentational skills developed. |
|A strong Personal Tutor scheme supports approximately quarterly, one-to-one reviews of academic progress and needs, as well as |
|supporting a regular an occasion for pastoral and professional support. |
|18. JACS code (or other relevant coding system) |F810, F850, N200 |
|19. Relevant QAA subject benchmark group(s) |Business and Management |
|20. Reference points |
|The following reference points were used in designing the Programme: |
|• Relevant Subject benchmarks? |
|• University Learning and Teaching policies and strategy? |
|• Requirements of professional body? Yes - The Institute of Environmental Management & Assessment |
|• Other? |
|Nine years’ development of the earlier Environmental Management Programme and Environmental Management MSc in 1994 |
|–1999. CSEM has also had the experience of meeting the Environmental and Sustainable Management over 1500 senior corporate managers,|
|directors and advisors since 1990 and this provides a vital reference point in designing the Programme. |
|We have also used the design principles evolved during thirty years of the Brunel Management Programme, of which CSEM is the |
|legatee. In brief, these criteria include that the design is business-focused, management-focused, informed, practical, informed, |
|policy and decision-oriented, impartial, committed, integrated and systemic. |
|We have continued to design to meet the needs of each business function at board level and below – while in this new Programme |
|addressing the gap between management for environmental improvement and management for sustainable development. Finally we have |
|explicitly recognised the need to include leadership development. |
|Requirements of The Institute of Environmental Management & Assessment. |
|The QAA Business and Management subject benchmark for type 3 programmes. |
|21. Other information |
|Further information is given in the Student Handbook. |
| |
Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the student programme handbook and the University Regulations.
Curriculum map for Integrated Sustainable Management for Business
This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.
All programme learning outcomes are developed to level 4. Ticks are entered in cells where the most focused or explicit work towards achievement of a particular outcome takes place. Because any postgraduate curriculum is (or should be) an integrated and interactive learning experience, work towards the stated outcomes takes place across modules, with learning reinforced in the various different study contexts in which students are involved.
Programme learning outcomes
|Knowledge and understanding |Practical skills |
|A1 |Sustainable Development (SD) |C1 |Undertake Site Environmental Review/ Audit |
|A2 |Conventional Environmental Management |C2 |Implement Environmental Management Systems implementation |
|A3 |Basics of conventional management |C3 |Review & Develop Organisational Strategy Review & development |
|A4 |Scientific, technical and toxicological information |C4 |Develop Sustainable Systems development |
|A5 |UK, EU & international regulation |C5 |Integrate Company sSystems integration |
|A6 |Processes to move from Environmental to Sustainability Management |C6 |Review Manage Product of Life Cycles Management |
|A7 |Business functions, processes and levels |C7 |Implementing the basics of environmental management |
|A8 |Conditions for human and organisational development | | |
|Cognitive skills | |
|B1 |Undertake Analysis | | |
|B2 |Think Critically thinking | | |
|B3 |Integrate Holistically Integration | | |
|B4 |Improve Long term Memory | | |
|B5 |Think Reflectively Thinking | | |
|B6 |Deductive Logically | | |
|B7 |Inductive Logically | | |
All programme learning outcomes are developed to Level 4.
|Module Title |Module Code|Programme outcomes |
| | |A1 |A2 |
|6 |Corporate Citizenship |20 yrs |Revealing |
|5 |Strategic Intent |10 yrs |Weaving |
|4 |Strategic Development | 5 yrs |Modelling |
|3 |System/ best practice | 2 yrs |Connecting |
|2 |Service | 1 yrs |Accumulation |
|1 |Quality | 0.25 |Touch/ feel |
Appendix: Management Levels & Capability Model
Used for guiding Centre and Product Development
|Time-span |Organisation |Description of Work |Required Human Capability |
|Up to: |Type | | |
|50 years | | | |
| |Trans-national |Create major social institutions and |Previewing: contributing to the future by playing an|
| |Corporation |shape organisational culture/values in |active part in bringing new configurations of |
|VII |‘Corporate |relation to global needs. Maintain |nations, markets, ideologies, social institutions |
| |Prescience’ |systems capable of developing, |into being Developing world-wide strategic options. |
|(Strategic) | |establishing, operating and dismantling |Creating business units via growth, mergers, |
| | |Level V units. |acquisitions, joint -venture. Working in a collegial|
| | |Global environment. |way. |
|20 years | | | |
| |Groups; Corporation |Interpret organisational strategy and |Revealing: generating a range of perceptions of |
| |‘Corporate |objectives. Make judgements about the |complex Level V systems and filtering the social, |
| |Citizenship’ |world environment in order to select |political and economic contexts in which they |
|VI | |options and determine priorities. Filter |operate. Viewing peer relationships as collegial. |
|(Strategic) | |environmental instabilities for business |Creating trans-national networks – intellectual, |
| | |units in order to give them a semi-stable|economic, social. Screening the environment to |
| | |context. |identify and influence developments that might |
| | |International environment. |affect projects. |
|10 years | | | |
| |Business Unit |Manage a business unit within corporate |Weaving: making relationships between previously |
| |(Corporate Division)|policies and contribute to creation of |unrelated material. Creating general rules and |
| |National Company |corporate strategies. Create culture |redefining fields of knowledge and experience. |
|V |‘Strategic Intent’ |through vision/ mission. |Engaging with an open context and deciding when it |
|Tactical / | |Working within a national environment. |should be closed. Operating a complex 5 level |
|Comprehensive | | |system, modifying its boundaries and coping with |
| | | |second and third order consequences arising. Seeing |
| | | |elements explicitly as inter-dependent; to change |
| | | |one part is to change the whole. |
|5 years | | | |
| |General Management: |Co-ordinate given activities of operating|Modelling: maintaining contact with what currently |
| |Division, Function |units and consider and develop |exists and detaching to conceptualise something |
| |‘Strategic |alternative operating processes to |completely different – not a modification but a |
| |Development’ |maximise efficiency. Translate mission |point of departure. Contrasting and comparing |
| | |into practices and procedures appropriate|alternative operating systems and alternative modes |
|IV | |top operational efficiency. |of deploying or modifying them. Maintain a patterned|
|Tactical / | | |structure within which hypotheses are tested. |
|Comprehensive | |Environment includes networks within /out|Handling a number of interactive projects, each |
| | |organisation |adjusted in relation to the others. Networking |
| | | |within and without organisation in relation to |
| | | |function. Beginning of collegial thinking? |
|2 years | | | |
| |Operating Unit |Adjust, modify and fine-tune an operating|Connecting: extrapolating from given rules and |
| |(mutual recognition)|system in order to cope with changing |handling ambiguity by creating new connections with |
| |Department |trends and make the most of the |defined systems. Moulding operating tasks and |
|III |‘Best Practice’ |particular operating system. |methods into a system of direct work and fine-tuning|
|(Operational) | | |that system to cope with changing trends. Making |
| | |Environment = system |plans, balancing future requirements against current|
| | | |activities, holding other options in reserve, should|
| | | |original plans be ineffective. |
|1 year | | | |
| |First-line |First line management of a group of |Accumulation: generating different perceptions of a |
| |management |operatives who are producing the outputs.|given situation; organising perceptions in alternate|
| |Section | |ways; handling ambiguity by polarising. Putting |
|II |(mutual knowledge | |together a programme of operating tasks in order to |
|(Operational) |system) |Internal environment which is somewhat |accumulate knowledge about their aggregation and to |
| |‘Service’ |unpredictable |change the programme in the light of the given |
| | | |situation. Working on a case-by-case basis, in an |
| | | |environment dealing with others. |
|3 months | | | |
| |Direct Output |Responsible for direct operating tasks. |Touching and Feeling: seeing the world through a few|
| |‘Quality’ | |focused dimensions and engaging directly with |
|I | |Largely predictable environment of |physical objects, serving people, one task at a |
|(Operational) | |self-product |time. Following one assigned plan to a goal; |
| | | |overcoming obstacles by direct-trial-and-error |
| | |© Copyright Sheila Rossan, BIOSS ‘94 |judgements as met en-route |
Appendix: Terms and Conditions and Warranty Limitation.
CSEM and Ross King do not warrant the Programme, in whole or in part, to operate without failure for three main reasons.
1. It is delivered by human beings to human beings in a highly interactive and responsive mode developed from quarter of a century of experience by the Brunel Management Programme in training practicing managers. This is normally a highly productive and reported as meeting the needs of practitioners. It is supported by research on optimal learning approaches. However, inevitably, it cannot meet all needs all of the time and will sometimes not meet specifications, objectives, outcomes or goals.
2. The Programme is designed to be both at the experimental leading edge of its field and comprehensive – and inevitably the latter will be an early formulation and will sometimes be arguably, simply wrong – in the light of increased experience and knowledge.
3. Unlike a technical product, the Programme is implemented by participants in complex and evolving circumstances beyond the supervision or control of the Centre.
Accordingly
1) In any use of learning taken from the Programme in critical or life critical situations or applications where a failure could cause injury or loss, the learning should only be incorporated in systems or processes designed with appropriate fault/ failure tolerance, redundancy or back-up features.
2) CSEM and Ross King recommend and request that participants take an adult approach and review all that they encounter on the Programme, testing it against other facts, approaches, theories, life examples and their experience as processed in adult mode.
3) CSEM & Ross King recommend that participants translate what they learn into action via an action research or collaborative research mode, working with target groups who are enrolled in the process.
4) CSEM and Ross King general policy does not recommend the use of its programme or products in business or life critical applications, situations or processes, where a failure, defect or misapplication may directly threaten injury, life or loss. The user of CSEM and Ross King’s Programme or products in life or business critical conditions assumes all risk of such use and indemnifies CSEM and Ross King against all damages.
CSEM and Ross King shall not be liable for technical or editorial errors or omissions contained in any Programme or product; nor for incidental or consequential damages resulting from use, application, learning from or performance from CSEM material or conveyed. All parts of CSEM and Ross King documentation are protected by copyright law and all rights are reserved. CSEM and Ross King’s documentation may not, in whole or in part, be copied, photocopied, scanned, reproduced, translated or reduced to any electronic or machine-readable form without prior consent in writing from CSEM or Ross King.
Appendix: Advice on writing papers for CSEM assignments
This appendix is written in the form of an assignment.
Assignment: 500 word paper on writing papers for CSEM assignments.
Writing Papers
Dr Michael Baker
7 February 2009
Contents
[Not required for 500 word paper. List provided as example of using Word heading styles & table of contents.]
Contents
Introduction
Answer the Question set
Use the CSEM Assignment template/required font
Assume no prior knowledge
Structure
References and Bibliography
Using MS Word, if possible
Word Count
Proofreading
Summary
References
Annex 1: Business Case
Introduction
Business needs to make profit
Profit is revenue less costs
Show increase in revenue or reduction in costs
Reducing risk reduces probable costs
Abbreviated form in CSEM paper
Annex 2: Mind Mapping
Introduction
On paper or using software
FreeMind - free mind mapping software
Using FreeMind
Creating the Mind Map for this Paper
Annex 3: Using MS Word
Introduction
Measuring Word Count
Page break for new pages instead of blank lines
Tab stops instead of multiple tabs
Indents instead of line breaks and white space
Heading styles and tables of contents
Citations, References and Bibliographies
Word 2007
Annex 4: Check List
Introduction
This paper is about writing assignments for the Centre for Sustainability and Environmental Management (CSEM 2009).
Answer the Question set
It is vital that you answer the question set. Read and understand the question. Read it at least three times. If you do not understand it seek guidance. Also confine your answer to the question asked, but do answer the whole question. For example, if the question asks for a brief business case, then include one. See Annex 1.
Use the CSEM Assignment template/required font
Download from CSEM website at
Stay in the CSEM required font, i.e. Ariel Narrow, with 12 point text.
Assume no prior knowledge
Write for the intelligent layperson, but assume that they know nothing about the subject.
Write out acronyms (words formed from the capital letters of other words) in full the first use you use them. For example see CSEM above.
Explain all specialised terminology, and/or provide references for full explanations.
Structure
A paper should have a clearly defined beginning, middle and end.
What are the main topics you need to cover? Use short phrases to describe these topics. These phrases are the headings for your paper.
One way to set up the structure for your paper is to create a Mind Map. See Annex 2.
Once you have a structure, distribute your word count across the topics.
References and Bibliography
Reference where all of the information you use came from. Err on the side of too many than too few references. To even inadvertently not reference is plagiarism and subject to severe penalties.
I strongly advise using the Harvard referencing system (Allen 2008).
As a rule of thumb (Parker 1983) give a reference every other paragraph.
A second rule of thumb is that all references should appear in your bibliography and all entries in your bibliography should be referenced at least once.
Using MS Word, if possible
MS Word provides a tool for measuring word count. Select text | Tools | Word Count...
Use page breaks rather than excess blank lines for new pages.
Use tab stops instead of multiple tabs to align text.
Use indents instead of line breaks and white space for hanging indents.
Use heading styles rather than bold formatting to be able to insert an automatic table of contents.
[Use Word 2007 referencing to add citations and sources and create a bibliography.]
Lowe (2007). See Annex 3.
Word Count
Does the assignment have a word count? If so keep within the word count or lose marks.
For CSEM assignments coming within 10% of the target word count is acceptable.
If the target word count is insufficient for your purposes, consider putting some of your text into appendices. Appendices are not assessed and do not count towards the word count.
Proofreading
As we tend to become blind to errors in material we have written, it is always advisable to have someone else proofread your paper (Anderson 2005). At a very minimum, critically re-read your paper.
Summary
By way of a summary, when you have finished your paper check the following:
• Spelling
• Structure
• Sufficient references
• Bibliography: contains all references, every item referenced
• Acronyms spelt out on first use
• Terminology explained
• Diagrams, Pictures, Tables, Appendices: all referenced
• Word Count
See Annex 4.
Word Count: 549
References
Allen, Stephanie (2008) Referencing: a Guide for University of Liverpool Online Students. [Online] Liverpool: University of Liverpool. Available from: (Accessed 7 February 2009).
Anderson, Laura Killen (2005) McGraw-Hill's Proofreading Handbook. Chicago: McGraw-Hill Contemporary. ISBN 007145764X.
Buzan, Tony (2006) Mind Mapping: Kickstart Your Creativity and Transform Your Life. Harlow: BBC Active. ISBN 0563520345.
CSEM (2009) CSEM-BMP Modular Masters in Integrated Sustainable Management for Business. [Online] Oxhey: CSEM-BMP. Available from: (Accessed 7 February 2009).
Lowe, Doug (2007) Word 2007 All-in-One Desk Reference For Dummies. Hoboken: For Dummies. ISBN 0470040580.
Parker, Tom (1983) Rules of Thumb. Boston: Houghton Mifflin. ISBN 0395346428.
Annex 1: Business Case
Introduction
This is very brief introduction to writing Business Cases.
Business needs to make profit
A business can have many different aims, for example, “billions more barrels from Prudhoe Bay” (Reuters, 22/02 2008), but it needs to make a profit – which may also be its aim.
Profit is revenue less costs
Profit is obtained when the revenue received for the goods or services that the company produces exceeds the costs (including overheads) involved in producing those goods or services.
Show increase in revenue or reduction in costs
To show a business case you will need to show that the proposed action will increase revenue while reducing or keeping costs constant, or reduce costs while increasing or keeping revenue constant, or that any increase in costs is outweighed by a larger increase in revenue (the investment situation)
Reducing risk reduces probable costs
Some proposed actions will lead to reductions in risk. Reducing risk should either lead reduced insurance premiums if the risk is insured, leading to lower costs, or if uninsured will lead to lower probable costs.
The Strategic Case
There are some situations where the business case is strategic. If the business does not take a particular action, then it or a product line will not fit with a changing market-place and there will be negative business consequences. This is particularly relevant since sustainability and environmental management are strategic
Abbreviated form in CSEM paper
Typically a business case is a complete document that contains not only the rationale for taking a given action but also sufficient background information. In the context of writing a business case to justify action in a CSEM assignment, most, if not all of the relevant background information will be contained elsewhere in your paper. It is not necessary to repeat this information in your business case.
When you are asked for a Business Case in a CSEM assignment you are being asked “Why should the top team take this action? What is in it for us?”
Annex 2: Mind Mapping
Introduction
Mind mapping (Buzan, 2006) provides a means of organising your thoughts on a subject in such a way that it is easy to see overall structure while being able to add much detail.
On paper or using software
Mind maps can be written on paper, or you can use mind-mapping software (see below). Here is an example of a hand written mind map, an early version of the mind map for this paper.
Below is an example of a software generated mind map. This is a further development of the mind map above and is the final mind map produced while developing this paper. If you compare it to this paper you will see a strong correlation. However there are some minor differences which occurred after the mind map was completed as the paper was being written. Once a mind map has been completed and the paper has been started, there is usually no need to keep the mind map up to date with minor changes in the paper.
[pic]
FreeMind - free mind mapping software
FreeMind is free mind mapping software. It can be downloaded from
As of writing this paper the latest stable version is 0.8.1. A new version (0.9.0) is under development with many new features.
FreeMind is written in Java and will operate on any platform that has the Java runtime engine installed. The Java runtime engine is available free from
Using FreeMind
Once installed FreeMind is easy to use and has adequate built in help. The following brief tutorial should get you up and running with FreeMind.
Creating the Mind Map for this Paper
As a tutorial introduction to FreeMind, here are some simple steps to take to recreate the mind map for this paper.
When you first open FreeMind it appears with an initial node titled New Mindmap.
[pic]
Click on the node and replace the title with Writing Papers, then press the Return key, or click somewhere else on the screen.
[pic]
To insert the first sub-node use the Insert key on your keyboard and write Introduction then press the Return key.
[pic]
With Introduction selected (hover your mouse over Introduction), use the Return key on your keyboard to create a new sub-node, type Answer the question set, and press the Return key.
[pic]
Repeat this process, remembering to use the Return key twice between nodes, for:
• Word Count
• Structure
• References and Bibliography
• Assume no knowledge
• Using MS Word
• Proof Read
• Summary
• References
• Appendix 1: Business Case
• Appendix 2: Mind Mapping
• Appendix 3: Using MS Word
• Appendix 4: Check List
[pic]
Re-arrange the nodes to put some of them to the left of the main node. Nodes can be moved by dragging. When you drag one node to another the second node will be shaded on the side that the first node will be moved to. Drag Introduction, hover over the left of Writing Papers and drop (let go of the mouse key).
[pic]
Repeat this process for:
• Answer the question set
• Word Count
• Structure
• References and Bibliography
• Assume no knowledge
• Using MS Word
• Proof Read
• Summary
[pic]
To create a further layer of sub-nodes repeat the same process. First select Introduction by hovering the mouse over it, press the Insert key on your key board, then type: About writing papers for, and press Return:
[pic]
To complete the About writing papers for: sub-node, press Insert again, type CSEM Masters Programme, press Return twice, type Your organisation, and press Return.
[pic]
To complete the Introduction sub-node, hover over About writing papers for: press Insert, type In form of 500 word assignment, and press Return.
[pic]
I’ll leave it up to you to complete the remaining nodes using the same processes.
FreeMind maps are saved in mm format. For the adventurous this is a text file (XML) that can be edited with any text editor such as notepad. If you do, be sure to make a backup first.
FreeMind maps can also be exported in a number of formats including html, png and sxw. Html is the format used for web pages. Png is a graphics format and was the format used to export the illustrations in this Annex. Sxw is a format used by Open Office Writer.
Open Office Writer is a component of the free alternative to Microsoft Office – Open Office. Open Office works under many different operating systems (including Windows, Mac, Unix and Linux) and is available from:
The initial version of this paper was exported as a sxw file, opened in Open Office, saved as a doc file then opened in Microsoft Word. Before exporting the lower level nodes were folded in by clicking on Introduction and all of the other nodes at the same level.
[pic]
The reason for doing this was to have the visible nodes appear as headings and the folded nodes appear in the sxw document as content under each heading.
Annex 3: Using MS Word
Introduction
There are many excellent books on using MS Word, including Lowe (2007).
The following are a few tips on using Word that are useful for writing papers.
There has been a major interface change between Word 2003 and Word 2007. To aid the transition between the two I use the free Classic UI (User Interface) add-in available from as the Ribbon Customizer Starter Edition.
The following descriptions are for both the Classic UI and for Word 2007.
Measuring Word Count
Word provides a word count tool that by default counts all of the words in a document. However to count the words in just part of a document, first select the part to be counted, then access the word count tool.
|Classic UI |Word 2007 |
|Tools | Word Count... |Review | Proofing | Word Count |
Page break for new pages instead of blank lines
When you want text to start on a new page it is highly advisable to use a page break rather than inserting multiple blank lines. If you use multiple blank lines then change something earlier in your document that reduces the number of lines, the first line of you new page will jump back onto the previous page. Had you used a page break this would not have happened.
|Classic UI |Word 2007 |
|Insert | Break | Page break |Insert | Page Break |
An alternative to using a page break is to format paragraphs to keep then with the next paragraph. This will force the paragraphs onto a new page if there is not sufficient space for them all at the foot of the current page. To use this, select all of the paragraphs (one or more) that you want to keep with the next paragraph, then:
|Classic UI |Word 2007 |
|Format | Paragraph... | |Home | Paragraph | Show the Paragraph dialog box |
|Line and Page Breaks | Keep with next | OK |Line and Page Breaks | Keep with next | OK |
Tab stops instead of multiple tabs
In much the same way as it is safer to use a page break instead of multiple blank lines, it is safer to use tab stops than multiple spaces or tabs. To set a tab stop have the ruler be visible:
|Classic UI |Word 2007 |
|View | Ruler |View | Show/Hide | Ruler |
Then click on the ruler where you want each tab stop. You can also re-position tabs by dragging them along the ruler, or remove them by dragging them off the ruler.
To set tab stops on several lines at once, first select all of the lines, then set (or move) the tab stops.
The type of tab stop to be added can be changed by clicking on the icon at the left hand end of the ruler bar. The available types (in order) are: Left Tab, Centre Tab, Right Tab, Decimal Tab (Word 2007 has more options). The types are in a continuous loop so if you miss the one you want, just go round the loop again.
A Left Tab is the default and causes the left hand edge of the text following the tab to be aligned with the tab stop.
A Centre Tab causes the centre of the text following the tab up to the next tab or end of line to be aligned with the tab stop.
A Right Tab causes the right hand edge of the text following the tab up to the next tab or end of line to be aligned with the tab stop.
A Decimal Tab causes a decimal pointed number following the tab to be aligned with the tab stop.
Indents instead of line breaks and white space
If you want to create a paragraph with a hanging indent, use hanging indent paragraph formatting. To set a hanging indent drag the hanging indent slider on the ruler bar. The hanging indent slider is the upward pointing triangle at the left hand end of the ruler bar.
Heading styles and tables of contents
If you format all of the headings in your paper with Heading styles then you will be able to insert an automatically generated table of contents. This has the big advantage of ensuring that the titles in your table of contents match your heading titles.
To set a heading style select the heading and
|Classic UI |Word 2007 |
|Select the required Heading level (ie Heading 1) from the drop down list|On the Home tab in the Styles section select the required Heading level.|
|(to the left of the font drop down list). | |
To insert a table of contents, place the insertion point at the point where you want your table of contents and
|Classic UI |Word 2007 |
|Insert | Reference | Index and Tables |References | Table of Contents | Table of Contents |
|Table of Contents | (set any options you want) | OK | |
Citations, References and Bibliographies
Word 2007 provides features for recording citations and references, and from these creating a bibliography in a very similar way to creating a table of contents. See the online help for details on how to use these features – search in help for “create a bibliography”. However to use these features you need to save your document in docx format which is not compatible with earlier versions of Microsoft Office.
Word 2007
CSEM has not yet completed the transition to Word 2007. Until we have please submit all assignments in Word 2003 (doc instead of docx) format.
Annex 4: Check List
The following is a Proofreading checklist developed for participants in the CSEM-BMP Masters programme in Integrated Sustainability Management for Business (CSEM 2009). However none of the items are programme specific and it could be used for proofreading any paper.
|Item |Description |Comment |
|Spelling |Has the whole document been spell checked? | |
| |Has the whole document been read for spelling errors that a spell checker won’t find | |
| |such as “their” instead of “there”? | |
|Structure |Does the paper have a clear and adequate structure? | |
| |Is the structure of the paper evident from clear headings? | |
| |Do the headings and/or captions in any list of contents, figures or tables correspond | |
| |accurately to the headings and/or captions in the paper? | |
|References |Are all facts, opinions and quotations referenced? | |
| |Does each reference provide sufficient information to let the reader find the item | |
| |referenced: | |
| |Author, Year, Title, Place of Publication, Publisher, ISBN, | |
| |Journal articles: Journal title, volume, page(s), | |
| |Online: URL, date accessed | |
| |Are there sufficient references? | |
|Bibliography / Reference |Are all references listed in the Bibliography or Reference List? | |
|List | | |
| |Are all items in the Bibliography or Reference List referenced at least once in the | |
| |paper? | |
|Acronyms |Are all acronyms spelt out on first use? | |
| |Apart from the first use, is each Acronym used on every subsequent occasion that the | |
| |“acronymed” expression is used? | |
|Terminology |Is all terminology explained, or at a minimum a reference provided for further | |
| |information? | |
|Diagrams, Pictures and |Do all diagrams, pictures and tables have captions? | |
|Tables | | |
| |If numbered, are the diagram, picture and table numbers in sequence and is the sequence | |
| |complete? | |
| |Are all diagrams, pictures and tables referenced in the text? If not does this mean the| |
| |diagram, picture or table is unnecessary, or that there is text missing? | |
| |Do diagrams, pictures and tables occur in the order that they are first referenced? | |
|Appendices or Annexes |Do all Appendices or Annexes have adequate titles? | |
| |If numbered, are the Appendix or Annex numbers in sequence and is the sequence complete?| |
| |Are all Appendices or Annexes referenced in the text? If not does this mean the | |
| |Appendix or Annex is unnecessary, or that there is text missing? | |
| |Do Appendices or Annexes occur in the order that they are first referenced? | |
|Word Count |Is any word count accurate – has it been updated since your last edit? | |
| |Is the word count within 10% of the target? | |
-----------------------
[1] Paradigm: n. a world-view underlying the theories and methodology of a scientific subject (C.O.E.D 10th ed.) fr. Gk paradeiknunai ‘show side by side’.
V. [2] The generally accepted definition is by the World Commission on Environment and Development, 1987, "Development that meets the needs of the present without compromising the ability of future generations to meet their own needs." Evidence has been strong for a decade that global pollution is beyond the natural limits to growth (MIT Model 1992) and further ecological disasters may arise within 50 years (UK Royal Commission on Environmental Pollution, June 2000)
[3] The heuristic educational method, from Gk heuriskein, to find; c.f. eureka!
[4] Methodology: system of methods used in a particular field.
[5] Methodology: system of methods used in a particular field.
[6] Cognition: n. knowledge; apprehension: knowing, in the widest sense, including sensation, perception, etc. distinguished from emotion; adj.s: cognisable that may be known or understood: that may be judicially investigated; Cognitive: capable of , pertaining to , cognition [L. cognitio, ~onis – cognoscere, cognitum – co-, (g)noscere, to know.]
-----------------------
Student Handbook
CSEM Module Directors and Deputy Directors for Year Ahead:
C1. Business Strategy for SD: Dr. Jules Goddard
C2. People Management & Leadership for SD: David Ballard and Prof. Ross King
C3. Systems for Sustainability Management: Dr. Ian Thomson and Dr David Brown
C4. Operations and Audit for SD: Prof. Ross King and Tom Bramley
C5. Waste, Emissions, Land and SD: Dr. Robert Holmes and Adrian Warn
C6. Sustainable Life-Cycle Management: Edwin Datschefski and Dr. Frank Worsford
- Design + Packaging: Edwin Datschefski
- Supply Chain Management: Tom Bramley
- Transport/ Logistics: Dr. Frank Worsford
C7. Integration in Sustainability Management: Christopher Sheldon, James A Smith, Jim Hopwood, Jack Fallow and Prof. Ross King
O1. Globalisation, CSR & SD: Robert Allen-Turl and Bruce Nixon
O2. Leadership for Sustainable Business: Jim Hopwood
O3. The Market & Marketing for SD: Ian Parker and Prof. Ross King
O4. Climate Change, Carbon Management & SD: Tim Helweg-Larsen and Goodspeed Kopolo
O5. Life-Cycle Assessment: Hands-On: Drs. Michael Baker & Christine Hemming
O6. Ecology & Biodiversity: Dr. Timothy O’Riordan, Dr. Peter Bunyard and Prof. Sir David King
O7. Environmental & SD Regulation: Malcolm Forster and Dr. Michael Baker
PRM Professional & Research Methods/ Skills: Jeanne Steward and Prof. Ross King
IRP Independent Research Project/ Dissertation Dr. Michael Baker and Prof. Ross King
MF Management Foundation: Prof. Ross King and Dr. Michael Baker
ESF Environmental Science Foundation: Dr. Timothy O’Riordan, Dr. Peter Bunyard and Prof. Sir David King
RF Regulation Foundation: Malcolm Forster and Dr. Michael Baker
Goodspeed Kopolo
Hon GW, CC & ET Dir.
Associate Contributors and Faculty Group
Exam Board
Course Management Committee
Prof. Jimmy Algie (Gyosei)
Dr. Paul Pritchard (Royal Sun)
Facilities support
Peter Martin
Dir Student Support (Designated)
Middx
University
Ian Parker Marketing Adviser
Geoff Prout
Facilities Coordinator
(0.2)
Associate Module Directors
Admin Support
Intern (x2)
As space available
Cristian Corodescu
(Intern)
Market Research (EU)
Supriya Varadhan
Programme Secretary
(p/t)
IEMA (Professional Accreditation)
Tba
(Intern)
Marketing
Coordination
John Barker
Management Accounts
p/t from 0404
MSc Administrator
After 0504
Mike Hunter
Education
Advisory Group
Board of Patrons
tba
Chairman
tba
Prof.
Ross King Principal, Programme Director
Witan Hall (Gyosei Int College)
G
Enrolment Execs
(0.4-0.6)
Michael Baker
Academic & Research
Dir
September October November December January February
Systems for Sustainable
Manage-
ment
Business Strategy
& SD
Sustainable Life-Cycle
Manage-
ment
Operations and Audit for SD
Waste, Emissions Land & SD
People Management & Leadership in SD
Professional & Research Methods & Skills module – including step-by-step support for beginning the dissertation
Integration Module
March April May June July
Graduation
Climate Change, Emissions-Trading & SD
Leadership
for
Sustainable Business
Integration and Sustainable Management Module(|
Dissertation with continued step-by-step support --------------------------------------(|
September October November December January February
Systems for Sustainable
Manage-
ment
Waste,
Emissions,
Land
& SD
Professional and Research Methods and Skills module – including step-by-step support for beginning the dissertation
March April May June July
People Management & Leadership in SD
Sustainable Life-Cycle
Manage-
ment
Operations and Audit for SD
Professional and Research Methods and Skills Module – including step-by-step support for beginning the dissertation
September October November December January February
Business Strategy
& SD
Leadership for Sustainable
Business
Climate Change, Emissions Trading & SD
Integration Module --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------(
Independent Research Project - with step-by-step support ----------------------------------------------------------------------------------------------------------------------------(
March April May June July
Independent Research Project / Dissertation ---------------------------------------(|
Graduation
PART TWO
Module Outlines
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: Prior experience of Environmental Management or Management Systems for Sustainable
Development or Operations and Audit for Sustainable Development Credits: 15
Course Director: Dr. Jules Goddard Jules.Goddard@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: 67 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: May be a pre-requisite for Business Strategy and Sustainable Development Credits: 15
Course Director: Ian Thomson Ian.Thomson@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
David Brown David.Brown@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: 67 Group Size: 5 - 20
Assessment: 100% Coursework + assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: Prior experience of Environmental Management or Management Systems; may be
a prerequisite for Business Strategy and Sustainable Development Credits: 15
Course Director: Ross King Ross.King@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Tom Bramley Tom.Bramley@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 71 Work Based Learning Hours: 64 Group Size: 5 - 20
Assessment: 100% Coursework + assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: None Credits: 15
Course Director: Dr. Robert Holmes Rob.Holmes@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Adrian Warn Adrian.Warn@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 71 Work Based Learning Hours: 64 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: None Credits: 15
Course Director: Edwin Datschefski Edwin.Datchefski@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Frank Worsford, Sn. Res Fellow, Frank.Worsford@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: 67 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: None. Not a prerequisite for any other module. Credits: 15
Course Director: Robert Allen-Turl Robert.AllenTurl@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Bruce Nixon Bruce.Nixon@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: 67 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: Ideally all the core modules should be completed before tackling this one Credits: 15
Course Director: Jim Hopwood Jim.Hopwood@csem.co.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Ross King Ross.King@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: 67 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: None. Not a prerequisite for any other module Credits: 15
Course Director: Ian Parker Ian.Parker@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Ross King Ross.King@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 70 Work Based Learning Hours: 65 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: None Credits: 15
Course Director: Tim Helweg-Larsen Tim.Helweg.Larsen@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Goodspeed Kopolo Goodspeed.Kopolo@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 70 Work Based Learning Hours: 65 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project.
The intention of this is to advise the student’s final report and presentation.
Prerequisites: None Credits: 15
Course Director: Michael Baker Michael.Baker@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Christine Hemming Chris.Hemming@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: 67 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project.
The intention of this is to advise the student’s final report and presentation.
Prerequisites: None Credits: 15
Course Director: Prof. Tim O’Riordan Tim.ORiordan@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Dr. Peter Bunyard Peter.Bunyard@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 70 Work Based Learning Hours: 65 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft assignment, to improve
the final version and presentation.
Prerequisites: None. It may be set for some as a prerequisite of Operations and Audit for SD Credits: 15
Course Director: Malcom Forster Malcolm.Forster@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Michael Baker Michael.Baker@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 workshop and 1 presentation day
Contact Hours: 70 Work Based Learning Hours: 65 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project.
The intention of this is to advise the student’s final report and presentation.
Prerequisites: None. Credits: 20
Course Director: Jeanne Steward Jeanne.Stewared@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Ross King Ross.King@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – generally supported with a wide variety of teaching and learning methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 70 Work Based Learning Hours: 65 Group Size: 5 - 20
Assessment: 10 – 12,000 word Independent Research Project & Dissertation Level: 4
Prerequisites: Professional and Research Methods Module Credits: 40
Course Director: Ross King Ross.King@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Michael Baker Michael.Baker@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: ‘Workshop’ sessions available (i.e. small groups to present monitor and advise project
development), independent work on assignment and presentation.
Pass Mark: 16 on 20 point scale Structure: Approx eight monthly workshop sessions Hours: 440 approx.
Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project.
The intention of this is to advise the student’s final report and presentation.
Prerequisites: None Credits: n.a.
Course Director: Prof. Tim O’Riordan Tim.ORiordan@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Dr. Peter Bunyard Peter.Bunyard@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: n.a. Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: n.a. Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project.
The intention of this is to advise the student’s final report and presentation.
Prerequisites: None Credits: n.a.
Course Director: Ross King Ross.King@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Michael Baker Michael.Baker@csem.ac.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: n.a. Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: n.a. Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project.
The intention of this is to advise the student’s final report and presentation.
Prerequisites: None. It may be set for some as a prerequisite of Operations and Audit for SD Credits: n.a.
Course Director: Malcom Forster Malcolm.Forster@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Michael Baker Michael.Baker@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
[pic][7]$@BEFKLMTUd¸æ Ó Ô 789RSÌÍøñëâÜÖÜëÐÊÐÊÄë²ëܬ¨¤?¤?‘ˆ|l_lRh"36?CJOJQJaJh{?d6?CJOJQJaJh{?dh{?d6?CJOJQJaJh{?dh{?d6?]?aJh"36?]?aJh{?dh"36?]?aJ
h"36?]?h"3h˜E¯happlying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions – seeking to support with a wide variety of teaching and learning methods.
Pass Mark: n.a. Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: n.a. Group Size: 5 - 20
PART THREE
APPENDICES
Assessment: 100% Coursework + assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: Six core and one optional module. Credits: 15
Course Director: Chris Sheldon Chris.Sheldon@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
James A Smith James.Smith@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (i.e. small groups
applying course material to a task), independent work on assignment and presentation in tutorial and
presentation sessions –
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 71 Work Based Learning Hours: 64 Group Size: 5 - 20
Assessment: 100% Coursework - assignment (2-3,000 words) + presentation Level: 4
Each student is expected to present a draft account of their project. The intention of this is to
advise the student’s final report and presentation.
Prerequisites: Prior experience or at least three core modules Credits: 15
Course Director: David Ballard David.Ballard@.uk Tel: +44 (0)1923 249648
Responsible Dirs: Prof. Ross King Ross.King@.uk Tel: +44 (0)1923 249648 Location: Grim’s Dyke
Dr. Michael Baker Michael.Baker@.uk Tel: +44 (0)1923 249648
Teaching & Learning Methods: Presentations with discussion, interspersed with ‘workshop’ sessions (e.g. small
groups applying course material to a task), independent work on assignment and presentation in
tutorial and presentation sessions – seeking to support with a wide variety of teaching and learning
methods.
Pass Mark: 16 on 20 point scale Structure: 5.5 days, including 4 teaching days, 1 tutorial and 1 presentation day
Contact Hours: 68 Work Based Learning Hours: 67 Group Size: 5 - 20
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