Plymouth University Faculty of Science and Engineering School of Geography, Earth and Environmental Sciences Programme Specification Master of Science (MSc: 1905) in Sustainable Environmental Management September 2015
1. MSc Sustainable Environmental Management (SEM) (1905) Final award title: Master of Science (MSc) Sustainable Environmental Management Level 7 Intermediate award title(s) Completion of 60 credits: Postgraduate Certificate (PGCert) Level 7 Intermediate award title(s) Completion of 120 credits: Postgraduate Diploma (PgDip) JACS code: F810 Environmental Geography 2. Awarding Institution: University of Plymouth Teaching institution(s): University of Plymouth 3. Accrediting body supplementary accreditation Institute of Environmental Management & Assessment (IEMA) Through periodic evaluation of the SEM degree, the University of Plymouth is an Approved Training Provider of IEMA. As such, successful completion of the MSc Sustainable Environmental Management is deemed equivalent to taking IEMA s Associate Certificate in Environmental Management examination and permits graduates of the MSc SEM programme to join IEMA at the Associate Level within approximately one year following graduation. Summary of specific conditions/regulations: see Appendix A for summary of IEMA learning outcomes for Associate Certificate. Most recent date of re-accreditation: 7 th February 2014. Re-accreditation is currently an annual process, but IEMA are considering longer-term accreditation. Most recent report reproduced as Appendix B. 2
4. Distinctive Features of the Programme and the Student Experience A broad-based, vocationally-focused, training across a spectrum of issues germane to sustainable environmental management (SEM) led by academic staff with active research interests and/or direct experience in industries related to environmental management. Supplementary accreditation by IEMA: the MSc degree is accredited yearly by the Institute for Environmental Management and Assessment and successful completion of the degree allows graduates to join IEMA at the Associate Level (see section 3). The variety of teaching methods, external speakers and field visits were indicated as particularly noteworthy during the last review (Appendix B). The review also noted the strong focus on the management of the environment rather than on management of an organisation s impact on the environment, and on the role and importance of policy rather than just learning what the policies are. Compulsory modules providing an interdisciplinary foundation to the topic, its core philosophy, policy and regulatory matters, and a tailored variety of enabling skills and methods. Complementary option modules providing specialist applications of the core knowledge within the context of several thematic environments, including freshwaters, coasts and climate, and reflecting the research expertise of contributing academic staff. Research-informed modules, designed specifically for this degree rather than arising as an applied addendum to basic research interests. Students frequently find dissertation topics directly related to on-going research projects of academic staff. Staff offer an enthusiastic and intensive learning environment: in July 2013 the SEM External Examiner noted that the strength of the modules lies both in their content but also in the enthusiasm and commitment of the staff who teach them. It was noted that: I think both staff and students work incredibly hard. The students commented that they felt that had learned an astonishing amount in a very short space of time and appreciated the strong support of an enthusiastic and committed group of 3
staff. The students felt that the programme was certainly intense but this is what they wanted and expected out of a Masters programme. Emphasis on field-based experiential learning wherever possible, including a compulsory residential field course with exercises based around real-life regional challenges for sustainable environmental management as outlined by cooperating tourist businesses, farmers, conservationists, industrialists and government agency staff, etc. Coursework assignments designed to test students across a range of presentation styles (written, oral, graphic, debates, etc.) in preparation for employment. Involvement of industry guest speakers allowing motivated students to develop an embryonic contact network. Such networks regularly result in volunteering opportunities and/or topics for dissertation research and can lead to full-time employment. 5. Relevant QAA Subject Benchmark Group(s) There is no direct QAA benchmark statement for Environmental Management. The closest subject benchmarks were published in 2007 for Geography http://www.qaa.ac.uk/en/publications/documents/subject-benchmark-statement- Geography.pdf and for Earth Sciences, Environmental Sciences and Environmental Studies: http://www.qaa.ac.uk/en/publications/documents/subject-benchmark-statement- Earth-sciences-environmental-sciences-and-environmental-studies.pdf Both documents are currently in revision and consultation drafts have been issued: http://www.qaa.ac.uk/en/publications/documents/sbs-consultation-geography.pdf and http://www.qaa.ac.uk/en/publications/documents/sbs-consultation-earthsciences.pdf 4
6. Programme Structure The MSc programme is part of a suite of three Masters subjects (SEM is offered both as an MSc or MRes degree) offered from within the School of Geography, Earth and Environmental Sciences (SoGEES). The programme is structured into a semester system, as outlined in Figure 1, with each taught module worth 20 credits, equating to approximately 200 hours of student work. The MSc degree comprises 120 taught credits and a 60-credit dissertation emphasizing its taught, vocational outlook. The two core modules in semester one provide a comprehensive grounding to the philosophy and methods of environmental management. Environmental knowledge: from field to stakeholder (GEES503) is run as a SoGEES-wide training module in research skills and methods with pathways focused on social or physical sciences, benefitting the breadth of student interests on the SEM degree. Sustainability and Environment Management: Integrating Science, Law, Economics and Society (GEES504) is the capstone module for the general philosophy of SEM and, as the title suggests, provides an integrated introduction to topics on the theme of SEM, so covering many of the topics required by IEMA s training criteria. The option modules provide thematic applications of SEM centred in either the terrestrial freshwater or coastal environments, with topics that span from physical processes to policy and legislation. The MRes degree (1911) is identical to the MSc in semester one allowing transfer between degrees if appropriate. In semester two, the core modules focus on processes of policy formulation and implementation ( Environmental Governance and Politics ) and on the regulatory framework for environmental impact assessment ( Environmental Impact Assessment and Sustainable Development ). A further thematic applicationbased option module on Climate Change: science and policy relates to environmental management dimensions of climate change and brings together skills taught through the core modules in both semesters. Alternatively, students can undertake a two-week work placement and a structured but self-guided project as part of Advanced Work-based Learning. The latter module suits students who have a strong interest in a particular work environment. Students are challenged to consider their dissertation topic during the semester one with the final coursework component of the Environmental Knowledge module being to develop a literature review and outline research strategy for their dissertation. Students are allocated to a dissertation supervisor through this 5
process and refine their topic through further meetings in semester two, with the intention that they are fully ready to begin their research following the completion of semester two coursework. Figure 1: Module Structure for MSc Sustainable Environmental Management CORE MODULE CORE MODULE OPTION MODULES (choose 1) GEES505 Semester 1 GEES504 Sustainability and Environment Management: integrating Science, Law, Economics and Society GEES503 Environmental knowledge: from field to Stakeholder Sustainable Management of Freshwater Ecosystems or MAR515 Management of Coastal Environments GEES506 Semester 2 GEES509 Environmental Governance and Politics ENVS5005 Environmental Impact Assessment and Sustainable Development Climate Change: science and policy or GEES508 Advanced Workbased Learning Summer GEES510 60 credits Dissertation M.Sc. - 180 credits 6
7. Programme Aims The general aim of the MSc programme is to provide postgraduates with a comprehensive knowledge and understanding of the physical and social scientific basis of sustainable environmental management, relevant to the needs of professional practice and research. The MSc programme is designed to provide a broadening experience for graduates from a variety of disciplines, as well as giving in-depth knowledge and high level skills in specific subjects. The MSc is also regarded as being vocationally oriented. It is envisaged that MSc postgraduates will want to take up employment in a wide range of industrial and professional occupations, for example in consultancies, in regulatory authorities, in government agencies, in non-governmental organisations and the environmental industry more generally. The specific aims of the MSc SEM programme are to: develop confident, adaptable and independent environmental management professionals who are committed to life-long learning and are highly employable. offer a broad interdisciplinary and contemporary view of sustainable environmental management facilitated by exposure to academic staff who are scholarly and/or practical leaders in their fields; promote critical, rational, innovative, reflective and creative thinking about environmental management issues; develop knowledge of a wide variety of research methods and assessment techniques relevant to quantitative and qualitative environmental data sets and management applications; develop an extensive range of intellectual and analytical skills related to problem formulation, strategic analysis, problem solving, team-working and effective communication using a variety of media; provide experiential learning opportunities for assimilating environmental management knowledge through practical work and fieldwork; promote the ability to design, conduct and report original research relevant to environmental management, including an awareness of issues involved in research with human participants, including issues of validity, reliability and ethical considerations; 7
8. Programme Intended Learning Outcomes 8.1. Knowledge and understanding On successful completion, graduates should be able to demonstrate a systematic knowledge and understanding of: 1. Theoretical and research-based knowledge: at the forefront of sustainable environmental management 2. Techniques and methodologies: applicable to analysing issues in sustainable environmental management 3. Environmental processes: the outcomes of humans interactions with their environment and the process implications of these interactions for sustainable management practices in the context of environmental change 4. Political and institutional frameworks: related to policy development and implementation in environmental management 8.2. Cognitive and intellectual skills On successful completion, graduates should be able to demonstrate the cognitive and intellectual skills of: 1. Analysis: the ability to undertake analysis of complex, incomplete or contradictory areas of knowledge with critical awareness, including problem formulation and solving 2. Synthesis: the ability to critically assess, validate and synthesise multidisciplinary evidence from disparate sources in a manner that may be innovative, utilising knowledge or processes from the forefront of sustainable environmental management 3. Evaluation: development of a level of conceptual competency that allows a reasoned evaluation of research, advanced scholarship and methodologies and the development of arguments for alternative approaches to sustainable practices in environmental management 4. Application: to demonstrate initiative and originality in problem solving, acting independently to plan and implement tasks at a professional or equivalent level, making decisions in complex situations 8
8.3. Key and transferable skills On successful completion, graduates should be able to demonstrate the key and transferable skills of: 1. Effective information sourcing: using a full range of learning resources 2. Collation, analysis and interpretation of data: in quantitative and qualitative forms independently and with minimum guidance 3. Communication: of ideas, principles and theories confidently and effectively by oral, written and visual means 4. Use of appropriate computer and information technology: including the internet, word-processing, graphics, spreadsheets, presentation and specialist software packages 5. Independent working: to organise his/her own learning autonomously 6. Effective and supportive participation: in groups, managing their own requirements while meeting obligations to others 7. Self-reflection: on his/her own learning and evaluation of personal strengths and weaknesses 8.4. Employment related skills On successful completion, graduates should be able to demonstrate the employment-related skills of: 1. Applying knowledge: to a variety of practical situations in the pursuit of sustainable approaches to environmental management 2. Project design and execution: to be capable of planning and carrying out a project, presenting its results and discussing its implications 3. Effective reflection: in action planning for personal and career development 4. Life-long learning: To appreciate the importance of life-long learning and reflect critically on their career plans and skills needs for continuing professional development 8.5. Practical skills On successful completion, graduates should be able to demonstrate the practical skills of: 1. Critical investigation: identifying, formulating and resolving complex problems and research questions using good scientific practises and contemporary methods in environmental management 2. Data collection: including primary and secondary data collection, including fieldwork 9
3. Data analysis: utilising manual and computer-based analysis of quantitative and qualitative data with precision and effectiveness, adapting skills or procedures for new situations 4. Reporting original research: planning, design, execution and report writing using personal initiative 9. Admissions Criteria, including APCL, APEL and DAS arrangements The admissions policy for the programme complies with the University Policy of Admissions to Postgraduate Taught Programmes of Study. The Programme Leader (who is also responsible for admissions) will use the criteria below as a guide in making admissions decisions. Wherever possible, established relationships or equivalencies to other national or international qualifications will be used in making decisions. Admissions are administered through the University Postgraduate Admissions Office. Students admitted to the MSc programme are expected to have a good Honours degree in a relevant discipline (e.g., geography, environmental science, biological conservation, sociology, business, economics, engineering, history, geosciences, biological sciences or otherwise suitably qualified candidates). The Programme Leader will be responsible for ensuring that applicants have, through prior learning (formal study and/or experience) in the critical subject areas, developed the requisite knowledge, understanding and skills required for the successful participation in this programme. The suitability of candidates will be assessed through a combination of the written application, evidence of formal qualifications, personal references and candidate interviews (where appropriate). The final decision of whether a candidate takes the MSc or MRes in Sustainable Environmental Management rests with the Admissions Tutor. Transfer between MSc and MRes is possible up until the end of the first semester, following agreement between the candidate and Programme Leader. In compliance with the University s equal opportunities policy, all appropriately qualified applicants will be given equal consideration during the selection process and will not be discriminated against on the grounds of gender, ethnicity, colour, disability, religion, nationality, age, occupation, marital status, sexual orientation or any other irrelevant distinction. 10
The University welcomes applications from people with disabilities who will be considered on the same academic grounds as other potential students. Considerations about individual needs arising from disability will be made separately, and the University will strive to meet an individual disabled student's needs wherever possible. Entry requirements (in summary): Normally an honours degree (Second class or better) in a relevant discipline (e.g., geography, environmental science, biological conservation, sociology, business, economics, engineering, history, geosciences, biological sciences or otherwise suitably qualified candidates) OR overseas equivalent. A minimum grade C in English Language at GCSE level OR a minimum score of 6.5, with 5.5 in writing in IELTS. Overseas applicants must have proficiency in English that is in accordance with the current university regulations. Completion of an English language course prior to commencing the programme may be recommended to students for whom English is not their first language. Accreditation of Prior Certificated Learning (APCL): Students can exceptionally apply for exemption from any modules through APEL or APCL, following standard University procedures. This decision will be made by the Programme Leader, in consultation with the Faculty of Science and Environment Taught Masters Programme Director, the central admissions team and other staff in the Faculty of Science and Environment. Any non-standard academic entrant onto the programme is strongly encouraged to seek support from the University s Learning Gateway team before commencing their studies, as well as during the programme. This support will be additional to any support provided by staff on the MSc SEM programme. The onus is on the student to ensure that they are aware of the requirements of higher education study at Masters level and to seek appropriate help and support where extra guidance and tuition is considered necessary. Early feedback on coursework and discussions with module leaders and personal tutor will identify cases where such support would be advisable. 11
10. Progression criteria for Final and Intermediate Awards Progression criteria for final and intermediate awards, including for the award of MSc with merit or distinction, follow the standard University regulations. 11. Exceptions to Regulations None 12. Transitional Arrangements Consequences of CEP Part-time students In 2014-15, the student beginning part-time enrolment was counselled in the implications of the introduction of the semester system and consequent module changes for the 2015-16 session. It was determined that in year one the student will study IMS5101, EAR5101, EAR5110, EAR5111, EAR5210, and EAR5204 for a total of 80 credits. In the second year, the student will study GEES504, GEES509 and GEES510 (dissertation) for total of 100 credits, thus achieving 180 credits overall. Students re-taking 2014-15 modules If a student is required to re-take a 2014-15 module in 2015-16, the following module equivalences will apply: 2014-15 module Credits 2015-16 module Credits BUS5101* 10 GEES504 20 BUS5102* 10 GEES504 20 EAR5101 10 GEES503 20 EAR5107* 10 GEES504 20 EAR5110 10 MAR515 20 EAR5111 10 GEES505 20 IMS5101 10 GEES503 20 IMS5103 10 MAR515 20 12
2014-15 module Credits 2015-16 module Credits EAR5201 20 GEES509 20 EAR5210 20 ENVS5005 20 EAR5203 20 MAR52x Marine Remote Sensing & 20 GIS EAR5204 20 GEES506 20 EAR5207 20 GEES508 20 *students failing all three modules will be required to take a 20 credit in addition to GEES504. The programme leader will determine the most appropriate module to be followed. Transfer from MSc SEM (1905) to MRes SEM (1911) It is possible for students originally enrolled on the MSc SEM to transfer at the end of the first semester onto the MRes programme. It is the usual expectation that any candidates will have met the entry requirements for the MRes degree. Potential transfers are assessed individually on the basis of student ability, the suitability of the chosen topic for extended research to the level of an MRes dissertation, and the availability of necessary supervision. Such transfers require the explicit support of the dissertation supervisor. 13
13. Mapping and Appendices 13.1. Programme Intended Learning Outcomes mapped against module content. All modules have the GEES prefix unless otherwise stated PROGRAMME INTENDED LEARNING OUTCOME KNOWLEDGE AND UNDERSTANDING 1. Theoretical and research-based knowledge: at the forefront of sustainable environmental management 2. Techniques and methodologies: applicable to analysing issues in sustainable environmental management 3. Environmental processes: the outcomes of humans interactions with their environment and the process implications of these interactions for sustainable management practices in the context of environmental change 4. Political and institutional frameworks: related to policy development and implementation in environmental management COGNITIVE AND INTELLECTUAL SKILLS 1. Analysis: the ability to undertake analysis of complex, incomplete or contradictory areas of knowledge with critical awareness, including problem formulation and solving 2. Synthesis: the ability to critically assess, validate and synthesise multidisciplinary evidence from disparate sources in a manner that may be innovative, utilising knowledge or processes from the forefront of sustainable environmental management 3. Evaluation: development of a level of conceptual competency that allows a Assessed in core modules 504, 505, 509, 510, MAR515 503, 510 ENVS5005 504, 505, 509, MAR515 504, 505, 509, MAR515 503, 510 503,510 503,510 505, MAR515 Further developed in: 506 504, 505, 506, 509, MAR515, 506, 508 506, 508 Most other modules Most other modules Most other modules 14
reasoned evaluation of research, advanced scholarship and methodologies and the development of arguments for alternative approaches to sustainable practices in environmental management 4. Application: to demonstrate initiative and originality in problem solving, acting independently to plan and implement tasks at 503, 510 508 a professional or equivalent level, making decisions in complex situations KEY AND TRANSFERABLE SKILLS 1. Effective information sourcing: using a full range of learning resources All modules 2. Collation, analysis and interpretation of 503,510 data: in quantitative and qualitative forms ENVS5005 independently and with minimum guidance 3. Communication: of ideas, principles and theories confidently and effectively by oral, All modules written and visual means 4. Use of appropriate computer and information technology: including the 503,510, internet, word-processing, graphics, ENVS5005 spreadsheets, presentation and specialist software packages 5. Independent working: to organise his/her own learning autonomously All modules 6. Effective and supportive participation: in 504 groups, managing their own requirements ENVS5005 while meeting obligations to others 7. Self-reflection: on his/her own learning and Most other evaluation of personal strengths and 503, 510 modules weaknesses EMPLOYMENT RELATED SKILLS 1. Applying knowledge: to a variety of practical situations in the pursuit of sustainable approaches to environmental 504, 510 ENVS5005 Most other modules management 2. Project design and execution: to be 503, 510 15
capable of clearly and coherently presenting the results and discussing the implication of independent research 3. Effective reflection: in action planning for personal and career development 4. Life-long learning: To appreciate the importance of life-long learning and reflect critically on their career plans and skills needs for continuing professional development PRACTICAL SKILLS 1. Critical investigation: identifying, formulating and resolving complex problems and research questions using good scientific practises and contemporary methods in environmental management 2. Data collection: including primary and secondary data collection, including fieldwork 3. Data analysis: utilising manual and computer-based analysis of quantitative and qualitative data with precision and effectiveness, adapting skills or procedures for new situations 4. Reporting original research: planning, design, execution and report writing using personal initiative 503 508 All modules 503, 510 ENVS5005 503, 510, ENVS5005 503,510 ENVS5005 Most other GEES510 modules 16
13.2. Assessment against Modules Mapping Module Code Module Title Programme Exam Coursework E1 T1 C1 components Compulsory Modules Environmental GEES503 Knowledge: from field to stakeholder MSc/ MRes 60 40 GEES504 Sustainability and Environment Management: integrating Science, Law, Economics and Society MSc/ MRes 60 40 GEES509 Environmental governance and politics MSc 60 40 ENVS5005 Environmental Impact Assessment and Sustainable Development MSc 80 20 GEES510 Dissertation 60 credits MSc 100 Option Modules Sustainable Management GEES505 of Freshwater Ecosystems MSc/ MRes 60 40 MAR515 GEES506 GEES508 Management of Coastal Environments MSc/ MRes Climate Change: science and policy MSc 50 50 Advanced Work-based Learning MSc 100 30 20 50 17
13.3. Appendices A. Appendix A - IEMA Assessment Criteria for Associate Certificate in Environmental Management B. Appendix B 2014 IEMA course report 18
Appendix A: IEMA Assessment Criteria for Associate Certificate in Environmental Management Learning Outcome Prescribed Content Assessment Criteria (the learner will ) (the learner will be familiar with ) (the learner can ) 1 2 3 Understand environmental and sustainability principles Understand environmental policy issues Understand key environmental legislation and compliance measures Main Natural Cycles Carbon, nitrogen and water cycles and phosphorus Ecological Systems Plants and animals and their interactions with non living components Main Ecosystem Services Supporting, provisioning regulating and cultural services Principles of environmental policy Polluter pays principle, best available techniques, precautionary principle, producer responsibility, lifecycle thinking, avoidance vs mitigation Policy instruments Fiscal, legislative, market and voluntary instruments Environmental policies Policies in relation to natural environment, water, waste, energy, low carbon resources Types of Law Common and statute law, and civil and criminal law (in jurisdictions where they exist) 1.1 Describe the main natural cycles and ecological systems 1.2 Explain the importance of natural cycles and ecological systems 1.3 Describe the main ecosystem services 1.4 Explain the importance of biodiversity and ecological stability 1.5 Describe how human interventions impact upon natural cycles and ecological systems 1.6 Describe the main pollution sources, pathways and receptors 1.7 Explain the causes and effects of climate change 1.8 Explain the concepts of sustainability and sustainable development 2.1 Outline the key principles of environmental policy 2.2 Describe the main policy instruments available to effect change 2.3 Describe key environmental policies 3.1 Describe the regulatory framework including the relationship between UK, EU and international law 3.2 Outline the main types of Law 19
4 5 Understand environmental management and sustainable development in a business context Be able to collect, analyse and report on environmental information and data Environmental Legislation Legislation in relation to natural environment, air, water, land, waste, energy, climate change, producer responsibility and planning Penalties civil and criminal sanctions (in jurisdictions where they exist) Environmental Regulators National regulators appropriate to country or region of operation/activity (in jurisdictions where they exist) Risks At an operational level, risks to the environment, and risks presented by a changing environment Measures to manage environmental risks Operational, mechanical, technological, strategic and human (e.g. training/competencies) Environmental Business case non financial and financial case Organisational Value chain McKenzie/Porter definition THIS BO IS INTENTIONALLY BLANK 3.3 Describe key environmental legislation 3.4 Describe how organisations comply with environmental legislation 3.5 Outline the penalties for non-compliance with environmental legislation 3.6 Explain the roles of environmental regulator 4.1 Outline how environmental issues present risks and opportunities for organisations 4.2 Propose measures to manage environmental risks 4.3 Propose ways to take advantage of opportunities created 4.4 Explain the importance of corporate responsibility in relation to environmental management 4.5 Describe the main components of an environmental business Case 4.6 Explain the importance of environmental sustainability in value chain management 4.7 Explain the importance of effective resource use and recovery 5.1 Identify relevant sources of environmental information and data 5.2 Describe appropriate techniques to collect, process store and retrieve information and data 5.3 Evaluate the accuracy and relevance of data 5.4 Analyse and interpret data 20
5.5 Draw appropriate conclusions 5.6 Use appropriate techniques to disseminate findings 5.7 Describe the role of verification and assurance 6 7 8 9 Be able to apply environmental management and assessment tools Be able to analyse problems and opportunities to deliver sustainable solutions Be able to develop and implement programmes to deliver environmental performance improvement Be able to communicate effectively with internal and external stakeholders Environmental Management and Assessment tools Risk assessment, environmental management systems, environmental audit, life cycle assessment, environmental impact assessment, strategic environmental assessment, cosy analysis, footprinting THIS BO IS INTENTIONALLY BLANK THIS BO IS INTENTIONALLY BLANK Stakeholders stakeholders groups, e.g. employees, suppliers, shareholders, regulators, local community, 6.1 Describe the application of environmental management and assessment tools 6.2 Outline the advantages and disadvantages of environmental management and assessment tools 7.1 Recognise when environmental problems and opportunities exist 7.2 Determine the nature of the risk or the scope of the opportunity 7.3 Propose sustainable solutions and programmes to address environmental problems and opportunities 8.1 Identify ways to improve environmental performance 8.2 Describe how to develop a programme to improve environmental performance 8.3 Describe how to implement a programme to improve environmental performance 8.4 Describe methods to monitor a programme to improve environmental performance 9.1 Identify internal and external stakeholders 9.2 Describe the needs of stakeholders 9.3 Explain the importance of effective communication to stakeholders 21
10 Be able to influence behaviour and implement change to improve sustainability Needs environmental information needs of stakeholders and why Guidelines for environmental reporting and Green Claims e.g. Global Reporting Index, DEFRA & DECC Guidance on how to measure and report your greenhouse gas emission, DEFRA Green Claims Guidance THIS BO IS INTENTIALLY BLANK 9.4 Describe appropriate communication methods for stakeholders 9.5 Evaluate the effectiveness of communication with stakeholders 9.6 Outline guidelines for environmental reporting and green claims 10.1 Outline the principles of change management 10.2 Describe how to create a positive environmental culture and a move to sustainability 10.3 Describe the barriers to creating a positive environmental culture and a move to sustainability 10.4 Constructively challenge behaviour that may cause environmental harm 10.5 Outline the implications and consequences of decisions 22
Appendix B: 2014 IEMA course report IEMA TRAINING COURSE ASSESSMENT REPORT ON Name of training Course Provider: University of Plymouth Title of Course: MSc in Sustainable Environmental Management (Associate Certificate) Course Provider s point of contact with phone/fax/email details: Dr Peter Downs Associate Professor (Senior Lecturer) School of Geography, Earth and Environmental Sciences Plymouth University Drake Circus Plymouth PL4 8AA, UK tel: +44 (0)1752 584990 fax: +44 (0)1752 585998 peter.downs@plymouth.ac.uk IEMA Purchase Order Number: 09558 Overview of Course: Particularly Good Points Variety of teaching methods including external speakers and field visits Areas for Improvement Nothing significant 23
ASSESSOR CHECK LIST Organisation: University of Plymouth Course/CPD Title: MSc in Sustainable Environmental Management (Associate Certificate) Assessor: Jim Hopwood Assessment Date: 7 th February 2014 Compliant 1 Title is clear and concise Area for improvement Non- Compliant 1a Observation/Recommendation: See above. 2 Title clearly reflects subject matter 2a Observation/Recommendation: Unlike most IEMA courses, this one is about management of the environment rather than management of an organisation s impacts on the environment. This is quite clear in the course publicity. 3 Subject matter is current and relevant 3a Observation/Recommendation: The course is regularly updated following regulatory and research developments. 4 The course follows a logical order 4a Observation/Recommendation: 5 Course covers all the required syllabus and learning outcome table is completed 5a Observation/Recommendation: Learning outcome table shows all learning outcomes in the new Associate Certificate syllabus are covered although business context is relatively thin unless students choose the optional module Economics of the Marine Environment. A planned restructuring will ensure that it is fully covered in the core modules. The newer soft skills learning goals are well covered by a range of exercises and activities within the technical modules. 6 Independent reference points are listed and sufficient 6a Observation/Recommendation: A large number of references are given in each module. 7 Legislation and regulation is current and relevant for course 7a Observation/Recommendation: The course sets out to make students aware of the ethical and political background to legislation rather than providing detailed knowledge of laws and regulations. 8 Technical and scientific matters are appropriate 8a Observation/Recommendation: The degree to which students study earth s natural systems, ecosystems or types of pollution will depend on their choice of modules and research topic, however most students will have studied these in their first degrees. 9 Visual material is suitable and of professional standard 9a Observation/Recommendation: Unusually for a university, slides are colourful and attractive with relevant pictures and cartoons. 24
Compliant Area for improvement Non- Compliant 10 Guidelines for group & project work are clearly defined and appropriate. 10a Observation/Recommendation: Some modules provide a detailed manual telling students how to approach each activity and what they are expected to learn from it, others use separate exercise briefs; all are good. 11 There is a good balance between delivery material and practical exercises. 11a Observation/Recommendation: Group exercises, class debates, visiting lectures and field trips are used as well as individual assignments and lectures. 12 Learning and/or study hours are specified and in accordance with course guidelines 12a Observation/Recommendation: This is a one year masters course so considerably exceeds the IEMA requirement. For example, the legislation module involves 100 hours of study compared to one day in a typical IEMA approved course. 13 Further learning opportunities are identified 13a Observation/Recommendation: Students have the option of attending a range of research seminars. 14 Promotion of individual brand or approach is kept to a minimum 14a Observation/Recommendation: Students are encouraged to read widely and consider alternative approaches. 15 Reference is made to IEMA including course approval, benefits of membership and relationship to qualifications 15a Observation/Recommendation: Covered in the pre-course open days and in the introductory sessions. 16 Provision for feedback (evaluation) has been made 16a Observation/Recommendation: Feedback from students is collected regularly and contributes to the course review process. 17 Course review mechanism is sufficient and appropriate 17a Observation/Recommendation: The course is managed by the university system. See 24a. 18 Applicable Lesson plans are comprehensive and relevant 18a Observation/Recommendation: Lesson plans as such are not available but there is a detailed manual for each module. 19 Delegate Information packs are informative and sufficient 19a Observation/Recommendation: Pre-course open days supplement information available on the website and in brochures. 20 Delegate assessment material is relevant to course content 20a Observation/Recommendation: Each module is assessed by a variety of tools. 25
Compliant Area for improvement Noncompliant 21 Delegate assessment procedure and methodology is valid (for AEE see Handbook) 21a Observation/Recommendation: Participation in exercises and a variety of marked assignments contribute to the assessment. 22 Delegate feedback covers module delivery and content 22a Observation/Recommendation: Delegate feedback covers module delivery and content. 23 Trainer/Delegate ratio is within IEMA guidelines 23a Observation/Recommendation: Not applicable, this is a university course. The session witnessed had 4 students but some joint modules have as many as 60. N/A 24 Course content review process is robust 24a Observation/Recommendation: The course is managed by the university system. There is an annual review considering feedback from students and tutors, the external examiner and a survey of external trends plus a major reaccreditation review every 5 years. 25 Tutor Performance is satisfactory 25a Observation/Recommendation: I witnessed Prof Neil Roberts run a session in the optional module Climate Change Science and Policy. This particular session focused on challenges to the scientific data and communications. His lively style brought the topic to life, direct questions ensured all students were involved and tested the extent of their pre-reading which included looking at blogs by campaigners and sceptics as well as research papers. He was engaging, amusing and very knowledgeable. 26 Tutor support and continued assessment is appropriate 26a Observation/Recommendation: The course is managed by the university system. All lecturers attend train the trainer sessions and are subject to annual appraisal. 27 Documents are supportive of Quality Control System 27a Observation/Recommendation: The last external examiner s report was mostly highly complementary. Suggestions for further improvement have been addressed. 28 Hand outs are relevant and of professional standard 28a Observation/Recommendation: Style of handouts varies from module to module but those available at the time of assessment were all good. 29 Content/delivery is supportive of material reviewed 29a Observation/Recommendation: The session witnessed was as shown in the timetable and used the slides reviewed. 26
Compliant Area for improvement Noncompliant 30 Delegate work has been marked consistently (sample WBL) (Universities check QA process is being followed) 30a Observation/Recommendation: Marking is reviewed by internal moderators and the external examiner. The assessment process as a whole is described in a 43 page manual. The external examiner s report confirms that implementation is satisfactory. 31 Evidence of management and guidance support for course and tutors 31a Observation/Recommendation: The course is managed by the university system. See 26a. 32 Training aids are in line with course content 32a Observation/Recommendation: See 29a. 33 Venue is suitable 33a Observation/Recommendation: Adequate class room with natural light and ventilation. 34 Confirm course material has been: Not applicable, materials viewed on the university website. Returned to the Course Provider, or Returned to IEMA, or Destroyed Note to Assessor: Please complete checklist, summarising findings and recommendations in the conclusions table below and forward to IEMA upon final assessment completion. If an area is deemed not applicable there should be a short explanation for this. Conclusions: This is an unusual course in that it focuses on large scale aspects of managing the environment such as river basin management, rehabilitation of opencast mining sites and EIA, rather than the management of an organisation s environmental impacts and detailed legislative compliance through an EMS. There is also a strong social science perspective how policy is influenced and made rather than simply what it is. Learning outcomes 7, 9 and 10 are covered by investigations, discussions, debates and presentation exercises within the technical modules. Given the course focus, most students are aiming for public administration / policy roles rather than business. At present coverage of IEMA learning goal 4 varies depending on which optional modules students choose; there is a plan to cover it fully in the core modules but the university system means there is a lead time of two years for such changes. However, anyone who completes the existing course successfully would be well qualified for Associate Membership and would know how to find the more detailed information he or she might need. Recommendations: IEMA should continue to approve the course. 27