1st Semester

Winter Term 2019/20

8
Module number Module name
94115 Sustainability and Governance
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module 1st / Winter Term
Teaching methods Prerequisites for attendance Language
Lecture, excursions, group work None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
5 (150h, of this 60 contact hrs.)
PL Individual presentation of poster (10%)
PL Group work presentation (10%)
PL Written exam (80%), 90 minutes

Module coordinator SWS

Prof. Dr. H. Schanz, e-mail: [email protected] 4
Additional teachers involved
Prof. Dr. U. Schmidt, e-mail: [email protected];
Prof. Dr. M. Pregernig, e-mail: [email protected]
Syllabus
‘Sustainable development’ is an ambivalent term: it stands out both for its strong political appeal and its high
degree of analytical vagueness. Based on a historical overview of natural resource conservation efforts,
students become familiarized with the cultural roots of the concept and major shifts in its meaning. Today,
sustainable development is a concept used in many different forms in at least as many different contexts. The
module highlights the importance of the concept in local, national and international political processes. It
critically assesses the opportunities, as well as the challenges, of operationalizing sustainable development,
inter alia, by means of criteria, indicators and application of the ‘Sustainability Matrix’ approach. Different
approaches to sustainable development are illustrated using examples of urban development, natural
resource conservation, and development cooperation.
Sustainable development requires adequate governance processes. Although governance has received
increasing attention as a research object from many disciplines, no simple understanding of the term has
evolved yet. Students will be introduced to different meanings, modes and theoretical approaches to the
concept of governance. Their respective promises and pitfalls in relation to the conservation of natural
resources and sustainable development will be elaborated based on case studies from different regions of the
world.
The key topics of this module will be imparted by means of interactive lectures (‘Socratic teaching’), guided
reading exercises, excursions, and the preparation and presentation of cases in groups.

Learning goals and qualifications

In this module students learn to:
− describe the history of natural resource conservation efforts and their link to sustainable development
(1);
− understand the interests and world views that have influenced the discourse on ‘Sustainable
Development’ in the various phases of its diffusion (2);
− identify challenges of assessing sustainability by means of indicators, and develop the capacity to deal
with conflicts that may result from trade-offs and diverging priorities (3);
− identify and interpret the different meanings, modes and theoretical approaches of the governance

9
 concept (2);
− understand the changing roles of governments, private sector actors, and civil society in the
governance of human-environment interactions (2);
− apply basic literature and internet research skills (3);
− demonstrate basic presentation skills (3).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form.
Agrawal, Arun & Lemos, Maria C. (2007): A Greener Revolution in the Making? Environmental Governance in
the 21st Century, Environment: Science and Policy for Sustainable Development, 49/5: 36-45.
Dryzek, J.S. (2005): Environmentally Benign Growth: Sustainable Development. The Politics of the Earth:
Environmental Discourses. J. S. Dryzek. Oxford, Oxford University Press: 145-152.
Schmidt, U.E. (2002): Der Wald in Deutschland im 18. und 19. Jahrhundert. Saarbrücken: Conte. (excerpts
translated into English)

10
Module number Module name
94135 Global Societal Change
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module 1st / Winter Term
Teaching methods Prerequisites for attendance Language
Lectures, group work, excursion None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Written Group work and presentations (10%) 5 (150h, of this 60 contact hrs.)
PL Written exam (90%), 120 minutes
Module coordinator SWS
Prof. Dr. H. Schanz, e-mail: [email protected] 4
Additional teachers involved
Dr. M. Adelmann, e-mail: [email protected];
Prof. Dr. P. Poschen, e-mail: [email protected]
Syllabus
Increasing attention has been paid to global environmental issues in the last decades. However, a deeper
understanding of material and physical phenomena requires looking at emerging global societal trends. The
module is divided into two parts:
In the first part, the students are introduced to the theoretical and practical analysis of globalization as a
process encompassing transformations in social, political and economic structures that shape and respond to
environmental changes. Based on this, multi-layered issues such as migration, urbanization, poverty and
gender are reviewed in relation to the normative goal of sustainable development. Moreover, students are
familiarized with development theories that take into account structures of international (development)
cooperation.
In the second half of the course, the students are introduced to trends in economies and the changing
landscape of labor markets.
In addition to the module, an academic excursion to the headquarters of the GIZ and the KfW give the students
insight into the applied work of how development agencies deal with the discussed issues.
Overall, students are invited to reflect on the current global patterns of production and consumption in a
context constrained by environmental problems and inter- and intra-generational inequalities. They are
required to apply concepts and theories to case studies presented in class.

Learning goals and qualifications:

In this module students learn to:
− understand emerging trends of global societal change and their interrelation with global
environmental change (2);
− compare the effects of global societal change between different social groups and regions of the world
(2);
− evaluate different theoretical approaches and explanatory frameworks that attempt to give account
of global societal change (5);
− produce case studies transferring scientific concepts to applied problems (6);
− apply different assessment approaches (incl. systems analysis, value chain analysis, life cycle analysis)

11
 (5);
− exemplify theoretical constructs with real life examples (2);
− comprehend applied engagement and work in the area of global societal change (6).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings:
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. The following are some of the preliminary
readings:
Castells, Manuel (2000): Towards a sociology of the network society. In: Contemporary Sociology, 29, 5, p.
693-699.
Johnston, R.J. et al. (Eds.) (2002): Geographies of global change: Remapping the World. Oxford, Second
Edition, Part I and III.
Knox, P.L./ Marston, S. (2004): Places and regions in global context : human geography. 3rd. Ed. Prentice Hall.
Senge, P.M. (2010): The Fifth Discipline: The Art and Practice of the Learning Organization. Cornerstone.
Bojer, M.M., Roehl, H. et al. (2008): Mapping Dialogue: Essential Tools for Social Change. Chagrin Falls, OH:
Taos.

12
Module number Module name
94125 Global Environmental Changes
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module 1st / Winter Term

Teaching methods Prerequisites for attendance Language

Lecturers, group work and discussions, None English
presentations of results
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Written exam (60%), 120 minutes 5 (150h, of this 60 contact hrs.)
PL Group work presentation (40%)
Module coordinator SWS
Dr. Claire Rambeau, E-mail: [email protected] 4
Additional teachers involved
Prof. Dr. Pregernig, Prof. Dr. Dirk Schindler, Dr. Kristin Steger, PD Dr. Jürgen Kreuzwieser, Dr. Inge De Graaf,
Dr. Patrick Pyttel, Dr. Maria Helena Pereira-Peixoto
Syllabus
Students will be introduced to some of the most important global environmental problems, such as pollution,
forest loss and degradation, global warming, eutrophication of ecosystems, land use change, water scarcity,
soil degradation, and others. Concurrently, the module is designed to familiarize students with the process of
gaining reliable information about the environment. This competence will be applied when student groups
prepare a short presentation on adaptation options to a particular global environmental change issue. In this
presentation, the students will address the following points:
1. Why is this aspect of adaptation important? What are the dimensions of this problem and how does
it affect humans and society?
2. How certain are the data to quantify this environmental change problem? What are current trends
and how certain are the predictions for its future development?
3. What information/evidence do we have on the likely success of the particular adaptation strategy?
Are there already any technical or political solutions in place? How effective are they?
Against this background, research ethics, the quality and reliability of scientific information, and the role of
science in the public discourse will be discussed.
Students will work independently in groups to develop these presentations. Tutors will guide them in this task.
The content of the lectures will provide the basis for a final exam at the end of the module. The assessment is
based on the presentation (40%) and the exam (60%).

Learning goals and qualifications

In this module students learn to:
− understand the most pressing global environmental issues (2);
− understand the important models and assumptions used to predict future environmental conditions,
and the uncertainties associated with them (3);
− develop the capacity to assess scientific information critically (5);
− reflect on the role of science in society (4, 5).

13
Development of the following qualifications is supported through:
− literature research, reading/assessing/debate scientific documents
− presentation skills

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. The following links are some preliminary
readings:
http://www.millenniumassessment.org/en/index.aspx
https://www.ipcc.ch/

14
Module number Module name
94145 Human-Environment Interactions
Course of study Type of course Semester / Rotation
MSc Environmental Governance Core module 1st / Winter Term
MSc Forest Sciences Elective module 3rd / Winter Term
MSc Environmental Sciences Elective module 3rd / Winter Term
Teaching methods Prerequisites for attendance Language
lecture, group work None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Group work poster and presentation (50%) 5 (150h, of this 60 contact hrs.)
PL Written exam (50%), 90 minutes
Module coordinator SWS
Prof. Dr. M. Pregernig, e-mail: [email protected] 4
Additional teachers involved
Prof. Dr. M. Shannon
Syllabus
All people live within an environmental context and all societies have developed ways of managing their
interactions with their environment. This course explores the various ways in which societies organize and
manage relationships with their environmental context, and their use and appreciation of natural resources.
Social institutions can take many forms: rituals, traditions, informal practices, and formalized procedures.
In the first part, this course will focus on key concepts to understand human-environment interactions (incl.
property, resources and institutions); in the second part, it will deal with various conceptual frameworks of
environmental management. Throughout the course, experienced scholars and PhD students will present and
discuss integrated case studies.
Students will have a core set of readings to introduce them to the main institutions for managing human
environment interactions. Student teams will chose a real-world case study of problematic human-
environment interactions and will analyze this case study based on the concepts introduced and discussed in
class. In general, classes will be a mix of lecture and discussion for which students have prepared the readings
in advance.
Learning goals and qualifications:
In this module students learn to:
− understand of the ways in which societies organize and manage human-environment relationships
(2);
− recognize the necessity of an interdisciplinary approach to manage human-environment systems (2);
− develop the capacity to assess institutional arrangements (5);
− reflect on approaches to manage human-environment interactions (5);
− improve problem solving skills and time management (3);
− demonstrate a high level of creativity during group work (3).
Classification of cognitive skills following Bloom (1956):
1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different

15
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form.
McKean, Margaret A. (2000): Common Property: What Is It, What Is It Good For, and What Makes It Work?
In: Gibson, Clark, McKean, Margaret A. & Ostrom, Elinor (eds) People and Forests: Communities,
Institutions, and Governance. Cambridge, MA: MIT Press. 27–56.
Holling, C.S. (2001): Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems,
4/5, 390-405.
Robbins, Paul (2012): Political Ecology: A Critical Introduction [2nd ed.]. Chichester; Malden, MA: J. Wiley &
Sons.

16
Module number Module name
94155 Regional Studies: Integrated Case Study
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module 1st / Winter Term
Teaching methods Prerequisites for attendance Language
Lectures, group work, research None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Individual assignment based on literature (10%), ca. 500 words 5 (150h, of this 60 contact
PL Group work presentation (40%), 30 minutes hrs.)
PL Individual report (50%), ca. 2000 words
Module coordinator SWS
Prof. Dr. H. Fünfgeld, e-mail: [email protected] 4
freiburg.de
Additional teachers involved
Dr. Markus Weidenbach
Syllabus
In this course students will be introduced to conventional and emerging concepts of geographical regional
studies. This will encompass integrated and interdisciplinary approaches of geographical research, including
social constructivist perspectives on these fields.
In addition, students will be made familiar with Geographic Information System (GIS) software. This
methodological tool is used to support decision-making processes in environmental governance. After a five-
day introduction to the software, students will apply their GIS skills to a case study (see below). The fulfillment
of short GIS exercises will help prepare the students for the larger assessment and strengthen their skills for
accurate data collection.
The concepts of geographical regional studies will be applied to case studies covering particular social and
environmental topics of the Freiburg region e.g. concerning urban development, regional transformations and
governance processes. These practical exercises will be carried out in groups, giving students the opportunity
to examine an issue of their interest in more depth, using interdisciplinary approaches. Here, groups can opt
for various methods of data collection and integrate their GIS skills. The outcomes of the case studies in
Freiburg will be presented to the whole group and the teaching staff at the end of the module. The case study
research results, the quality and the reliability of the acquired scientific information (including geo-data), and
the critical assessment of the case study approach will form part of the assessment.

Learning goals and qualifications

In this module students learn to:
− understand and evaluate different methodological approaches for regional analysis (1, 5);
− use Geographic Information System software at a basic level (1);
− evaluate the construction and use of geo-data and its role in policy making (5);
− appreciate the social, institutional and political dimensions of scientific information (2);
− analyze scientific documents and interpret scientific data (4, 2);
− understand and apply research ethics (2, 3); and
− produce case studies applying theoretical concepts of regional geography and skills of GIS software to

17
 factual situations (6, 3).
Classification of cognitive skills following Bloom (1956):
1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. The following are some preliminary
readings:
Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study Research. Qualitative Inquiry, 12(2), 219–245.
https://doi.org/10.1177/1077800405284363
Holmen, H. (1995). What’s New and What’s Regional in the “New Regional Geography”? Geografiska Annaler.
Series B, Human Geography, 77(1), 47. https://doi.org/10.2307/490374
Wei, Y. D. (2006). Geographers and Globalization: The Future of Regional Geography. Environment and
Planning A, 38(8), 1395–1400. https://doi.org/10.1068/a38458
Sidaway, J. D. (2013). Geography, Globalization, and the Problematic of Area Studies. Annals of the Association
of American Geographers, 103(4), 984–1002. https://doi.org/10.1080/00045608.2012.660397
Koch, N. (2016). Is a “critical” area studies possible? Environment and Planning D: Society and Space, 34 (5),
807–814. https://doi.org/10.1177/0263775816656524

18
Module number Module name
94165 Governance Research and Skills
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module 1st / Winter Term
Teaching methods Prerequisites for attendance Language
Lectures, workshop, group work None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Multiple individual written exercises and final essay (67%), ca. 1000 words 5 (150h, of this 60 contact
PL Individual presentations (33%) hrs.)
Module coordinator SWS
Prof. Dr. Michael Pregernig, e-mail: [email protected] 4
freiburg.de
Additional teachers involved
Prof. Dr. H. Roehl; Louise Northover
Syllabus
Studying socio-environmental problems requires critically engaging with different types of data, cooperating
with researchers and other stakeholders with diverse backgrounds, as well as an ability to write analytically
and scientifically. This module fosters the development of key governance skills, which are connected with
tools and practices of organizational learning, a variety of methods and techniques for conducting governance
research, and effective scientific writing. Accordingly, the module is organized into three blocks of
approximately one week.
An essential prerequisite for fostering governance processes is, inter alia, the ability to understand
organizations and their inherent logics. The first week of the module will largely be devoted to the topic of
organizational learning. Students will get acquainted with tools of organizational knowledge management and
dialogue methods for social change as well as the basics of futures research and scenario planning techniques.
Based on that, they will develop a personal change agenda.
The inherent complexity of socio-environmental issues often makes it more challenging and increasingly
necessary for these issues to be clearly outlined for the public, government authorities, and private actors by
scientists, so that they can be effectively addressed. In this regard, scientific knowledge is useful for detecting,
describing, and explaining socio-environmental problems and developing corresponding solutions.
Nonetheless, not all knowledge dubbed ‘scientific’ has the same quality, and not all research is conducted in
line with good scientific practices. This block presents an overview of the principles of solid scientific methods
in the social sciences. Students acquire the necessary skills to differentiate solid research from ungrounded
science. Building on central debates of the philosophy of science, the commonalities and specificities of
quantitative and qualitative scientific methods are outlined. Students become familiar with different types of
research designs and are able to critically assess them. They develop an understanding of different strategies
of data collection, sampling, data interpretation and analysis. Finally, students become aware of the ethical
underpinnings of good scientific practice.
The third week will be devoted to the question of “what makes a (scientific) text a pleasure to read?”
Formulating clear analytical questions, developing a stringent line of argumentation, and using proper
scientific language are critical for doing governance research. The focus of this last part of the module will be
on the coherence of scientific texts (i.e. overall structure, logic and content), on cohesion (i.e. the links within
the text, including signposting, conjunctions and relative pronouns, in written English), on register (i.e. the
degree of formality), and on flow (i.e. writing in a clear academic style that helps the reader to move through
the text and grasp the main ideas without undue effort). Students apply these skills in written assignments.

19
Learning goals and qualifications:
In this module students will learn to:
− outline the characteristics of selected tools of organizational learning, and make use of these tools
(2);
− discuss the commonalities and specificities of quantitative and qualitative social scientific methods
(4);
− evaluate central ethical dimensions of good scientific practice (5);
− discern and apply basic guidelines of effective scientific writing (3).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
Bojer, M. M., Roehl, H., Knuth, M., & Magner, C. (2006). Mapping dialogue. A research project profiling
dialogue tools and processes for social change Johannesburg: GTZ.
Bryman, A. (2015). “The nature of quantitative research”. Social Research Methods. Oxford: Oxford University
Press, pp.148-169.
Merriam, S. (2009), Qualitative Research. A Guide to Design and Implementation. San Francisco: Jossey-Bass.
Swales, J. and C. B. Feak (2012). Academic writing for graduate students: essential tasks and skills. Ann Arbor:
University of Michigan Press.

20
Module number Module name
94175 Global Environmental Politics
Course of study Type of course Semester / Rotation
MSc Environmental Governance Core module 1st / Winter Term
Teaching methods Prerequisites for attendance Language
Lectures, group work, written None English
assignment
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Short written group assignments (20%), ca. 1-10 pages 5 (150h, of this 60 contact hrs.)
PL Individual research paper (80%), ca. 3700 words
Module coordinator SWS
Prof. Dr. H. Schanz, e-mail: [email protected] 4
Additional teachers involved
Prof. Dr. Peter Poschen, e-mail: [email protected]
Syllabus
The goal of this module is (1) to review and evaluate the organizational structure of the global environmental
governance system, and (2) to practice research and academic writing skills in the area of global environmental
politics and development. Accordingly, the module consists of two interrelated parts.
In the first part of the module, students will gain knowledge of theoretical and analytical approaches to global
environmental governance. Students will analyze the structure, authority, legitimacy and effectiveness of
global environmental governance. Teaching methods include interactive lectures, independent individual and
group work in class, and reading assignments. Furthermore, students have the opportunity to attend an
excursion to encounter different international organizations. The excursion is an accompanying offer to
deepen their knowledge and allow them to gain insights into the operation and functioning of various types
of international organizations.
In a second part of the module, students produce a research paper, in which they independently investigate
and critically assess one issue in global environmental governance using theoretical and analytical ideas from
the first part of the module, and insights and contacts gained throughout the first semester. The overarching
goal of the final part of the module – in the context of the Master’s program – is to encourage students to
practice their research and writing skills for assignments and a Master’s thesis in the subsequent terms.
Students have the opportunity to work on a paper over several weeks. The paper submission deadline is
scheduled for the end of the spring break (the exact deadline will be communicated in due time).
Learning goals and qualifications
In this module students learn to:
− understand and critically assess the system of global environmental governance (1,2,5);
− understand historical origins of global environmental cooperation and sources of authority for
international governmental and non-governmental environmental organizations (2);
− evaluate the role of various types of organizations, including development aid organizations,
international organizations, international non-governmental organizations, and international financial
institutions, in global environmental politics and governance (5);
− understand and evaluate various pathways of influence of global environmental politics on domestic
environmental policies (2,5);
− establish contacts and gain practical experience with the structure, functions and operations of

21
 governmental and non-governmental organizations in environment and development areas (3);
− acquire and practice research skills and academic writing skills in international environmental politics
and governance (2, 3).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. Introductory readings:
Speth, James Gustav & Hass, Peter M. 2006. Global Environmental Governance. Washington, D.C.: Island Press
Dauvergne, Peter, ed. 2012. Handbook of Global Environmental Politics. 2 ed. Cheltenham: Elgar

22
 2nd Semester

Summer Term 2020

23
Module number Module name
94250 Economics, Institutions, and the Environment
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module 2nd / Summer Term
Teaching methods Prerequisites for attendance Language
Lectures, group work, tutorial None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Written exam (100%), 90 minutes 5 (150h, of this 60 contact hrs.)
Module coordinator SWS
Prof. Dr. Stefan Baumgärtner, 4
e-mail: [email protected]
Additional teachers involved
Dr. Stephan Wolf, e-mail: [email protected]
Syllabus
In this module, students will learn how to view and analyze environmental governance from an economic
perspective and employ economic methods. A core idea of economics is that resources that are scarce and
have alternative uses should be allocated efficiently with regard to achieving societal objectives, such as the
maximization of welfare, social justice, and sustainability. Hence, students will learn and critically discuss a
number of principles of economics as applied to problems of environmental governance.

Furthermore, students will learn theoretical concepts and methods of environmental and institutional
economics. These concepts and methods will be employed to analyze economy-environment systems.
Topics to be covered include the following: public environmental goods, common-pool-resources, and
environmental externalities. A particular focus is on the role of institutions and environmental policies, and
how to design them such that they work efficiently in solving environmental problems.

Overall, this module is about the interrelationship between individuals, society, and nature. The guiding
questions are: What is the outcome if self-centered individuals act independently and in their own interest
(such as when trading on competitive markets)? How can institutions help achieve societal allocations that
maximize social welfare (through top-down government by the state, as well as through fostering and
mediating bottom-up social interactions)? And who bears responsibility for what, and to what extent, when
the objective is sustainable development?

Learning goals and qualifications

In this module students learn to:
− understand what constitutes economics as a scientific discipline and environmental economics in
particular (1,2);
− understand how economists explain the emergence of environmental and resource problems (1,2);
− understand and explain the standard solutions economists recommend in order to address
environmental problems (1,2);
− apply the economic framework and the economic tool-set to the analysis of environmental and
resource problems (3,4,5);
− assess critically the economic approach to environmental governance and grasp its potential as well

24
 as its limits (4,6).
Classification of cognitive skills following Bloom (1956):
1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form.

25
Module number Module name
94265 Ecosystem Management
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module 2nd / Summer Term
M.Sc. Forest Sciences
M.Sc. Environmental Sciences
MSc Geographie des Globalen Wandels Elective
Teaching methods Prerequisites for attendance Language
Lectures, excursions, group work, Students should be vaccinated English
tutorials, independent learning against ticks and tetanus
Type of examination (weighting) ECTS-LP (Workload)
PL Written Report (100%), ca.2000 words 5 (150h, of this 60 contact hrs.)
Module coordinator SWS
Prof. Dr. B. Pokorny, e-mail: [email protected] 4
Additional teachers involved
Dr. Luca Corlatti, Dr. C. Fricke, PD Dr. Peter Pechacek, Prof. Dr. Michael Pregernig, Dr. Ida Wallin
Syllabus:

In the 1990s, the concept of Ecosystem Management emerged as a new paradigm for the management of
natural resources. It is based on the objectives of sustainable use and conservation of natural resources, as
well as fair and equitable sharing of benefits from ecosystem goods and services. Underpinning this approach
are explicit objectives for the management of natural resources that can be translated into measurable goals,
and subsequent monitoring. Ecosystem management recognizes that ecosystems are complex and
interconnected, and function on a range of spatial and temporal scales. While management should be based
on sound ecological models and aimed at maintenance of ecosystem integrity, the approach acknowledges
that ecosystem knowledge is limited, and paradigms are provisional and likely to change. Consequently,
management approaches are viewed as hypotheses, which require testing through systematic research and
monitoring, resulting in adaptive management. In this module, students will be introduced to the concepts
underpinning the Ecosystem Management approach, enabling them to critically evaluate its strengths and
limitations. The module comprises an excursion of approximately one-week duration to a landscape setting,
which serves as a case study through which to examine the approach. In the last phase of the module, the
students discuss their field experiences, and, based on that, write a report in which they assess the feasibility,
potential and limitations of the approach.

Learning goals and qualifications

In this module students learn to:
− understand basic ecological principles (2);
− identify and analyze the importance of ecosystem functions (1, 4);
− interpret the main concepts underpinning the Ecosystem Management Approach (2);
− recognize the necessity to integrate social and natural science knowledge for effective ecosystem
management (2);
− evaluate the strengths and limitations of the Ecosystem Management approach using a case study of
a forested landscape in Central Europe (5);
− produce a framework for Ecosystem Management, recombining concepts and principles learned
during the course (6).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:

26
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core Readings:
Bundesamt für Naturschutz 2008. Landscape Planning. The basis of sustainable landscape development.
BfN, Bonn. (pages 8-17)
Christensen et al. 1996. The report of the Ecological Society of America Committee on the scientific basis for
ecosystem management. Ecological Application 6(3), 665-691.
Cortner, H.J. and Moote, M.A. 1999. The politics of ecosystem management. Washington, DC: Island Press.
Chapters 3+4 (pp. 37-72)
Noon, B.R. & J.A. Blakesley (2006): Conservation of the Northern Spotted Owl under the Northwest Forest
Plan. Conservation Biology 20 (2): 288-296
Additionally, a list of relevant texts will be made available at the start of the course

27
Module number Module name
942255 Environmental Policy Analysis
Course of study Type of course Semester / Rotation
MSc Environmental Governance Core module 2nd / Summer Term
Teaching methods Prerequisites for attendance Language
Lecture, group work None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Group work presentation (20%) 5 (150h, of this 60 contact hrs.)
PL Reflective essay (30%), ca. 1500 words
PL Written exam (50%), 60 minutes
Module coordinator SWS
Dr. Sylvia Kruse, Email: [email protected] 4
Additional teachers involved
Dr. Ida Wallin, PD Dr. G. Winkel and others
Syllabus
Governments have sought to address environmental issues by formulating and implementing a wide array of
policies. These practices, which formally comprise the policy process, have attracted important academic
attention. As a result, various theories have been formulated with the aim of understanding this process and
informing decision makers. Taking into account these elements, this module includes a critical review of the
premises of classical and contemporary theories of political science. With that, students are enabled to
appreciate how policy studies have evolved from positivistic and rational models to approaches that seek to
give account of the role of ideas and beliefs in the formulation and implementation of environmental policies.
Likewise, it becomes evident how policy formulation and implementation involves actors beyond government
agents, presenting the opportunity to discuss emerging governance arrangements.
The theoretical and practical contents presented instruct students how to conduct policy analyses.
Additionally, and in a more formal manner, frameworks applied to policy analysis are presented such as the
multiple streams approach, the study of policy networks, the advocacy coalition framework, and discourse
analysis. Students have to choose one of these approaches and apply it in a case study.

Learning goals and qualifications

In this course students learn to:
− differentiate basic concepts of political science and assess their usefulness for policy analysis and
environmental governance (2);
− understand the elements affecting the processes of environmental policy making and the
coordination mechanisms of decision making needed for its success (2);
− evaluate critically political theories, concepts, perspectives and approaches of policy studies (5);
− analyze the dynamics between international environmental treaties and national environmental
legislation (4);
− conduct environmental policy analysis and policy evaluation research (3, 6).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:

28
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings:
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form.

29
Module number Module name
94298 Elective: Leadership and Social Entrepreneurship
Course of study Type of course Semester / Rotation
MSc Environmental Governance Elective module 2nd / Summer Term
Teaching methods Prerequisites for attendance Language
lectures, group work None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Group and individual presentations (20%) 5 (150h, of this 60 contact hrs.)
PL Written group essay (40%), ca. 5000 words
PL Written individual essay (40%), ca. 2000 words
Module coordinator SWS
Prof. Dr. H. Schanz, e-mail: [email protected] 4
Additional teachers involved
Barbara Börner (social entrepreneurship and sustainability consultant); external experts
Syllabus
While environmental governance is often associated with governments, it also takes into account the role of
other stakeholders that have an impact on the environment, including the private sector, NGOs and civil
society. This module will deal with two prominent approaches in the field of environmental governance: (i)
(environmental) leadership, particularly beyond governments, and (ii) social entrepreneurship.
(i) Recent research shows that environmental leadership is often viewed as an “unequivocal good” and
important for effective environmental governance; however, these assumptions are rarely critically discussed
and empirically tested (Evans et al. 2015). (Environmental) leadership remains a broad, multi-faceted and
contested concept. We will review theories of leadership in order to understand what it takes to be a leader,
what leaders do, where leaders come from, how leaders interact with their social environment and their
followers, how leadership develops, and how specifically leadership shapes environmental and sustainability
governance. The students will apply various approaches to leadership to specific case studies in order to
explore the role of leaders and leadership in concrete organizations and contexts.
(ii) The concept of Social Entrepreneurship addresses social and ecological challenges that are unmet by
private markets or governments; it is motivated primarily by generating earned income to serve a social
mission, or by the role of innovation in creating social change. In this course, the key tenets of social
entrepreneurship are discussed and exemplified by specific “business cases.” In the practical part of the
course, students will evaluate real-world start-up social enterprises via small “consultancy projects.” Students
will conduct business case studies and present their evaluations to the class.
The module also includes a one-day study trip to RegionalWert A.G., a social enterprise and a citizen
shareholder society that supports sustainable regional agriculture and food economy in the Freiburg area by
linking citizen investors and sustainable enterprises.

Learning goals and qualifications

In this module students learn to:
− understand and critically assess different approaches to (environmental) leadership and social
entrepreneurship (1, 2);
− evaluate the role of leaders and leadership in environmental governance processes (5);
− compare the perspectives, strengths and weaknesses of different approaches (4);

30
 − apply theoretical approaches to current issues and specific cases of leadership and social
entrepreneurship (3); and
− evaluate how theoretical approaches to social entrepreneurship work in practice (5).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. The following are some preliminary
readings.
Zeyen, A., M. Beckmann and R. Akhavan. 2013. Social Entrepreneurship Business Models: Managing
Innovation for Social and Economic Value Creation. In: Managementperspektiven für die
Zivilgesellschaft des 21. Jahrhunderts. Management als Liberal Art. Wiesbaden: Springer Gabler.
Mair, J. 2010. Social Entrepreneurship: Taking Stock and Looking Ahead. In: A. Fayolle and H.
Matlay, eds. Handbook of Research on Social Entrepreneurship, Edward Elgar: Cheltenham, Chapter 2.
Stephan, U. et. al. 2016. Organizations Driving Positive Social Change. A Review and an Integrative Framework
of Change Processes. Journal of Management 42 (5), 1250 –1281.
Evans, Louisa S. et al. 2015. Understanding leadership in the environmental sciences. Ecology and Society
20(1): Art. 50
Gallagher, Deborah R., ed. 2012. Environmental leadership. Los Angeles: Sage

31
Module number Module name
95993 Elective: Sustainability Planning and Assessment
Course of study Type of course Semester / Rotation
MSc Environmental Governance Elective module 2nd / Summer Term
Teaching methods Prerequisites for attendance Language
Lectures, group work, research None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL PPT presentation to be handed in (100%) 5 (150h, of this 60 contact hrs.)
Re-exam: oral exam
Module coordinator SWS
Prof. Dr. Heiner Schanz, e-mail: [email protected] 4
Additional teachers involved
External experts on system analysis and system dynamics modelling [to be confirmed]
Syllabus
In this module, students will be introduced to emerging concepts of public planning with regard to
sustainability, i.e. appreciating the spatial and temporal dimensions of sustainability transformations.
Starting from conventional frameworks of spatial planning, the evolution of strategic planning concepts in the
sustainability context will be reviewed. This includes an overview of the characteristics, strengths, and
limitations of major planning theories. The core of the module constitutes state-of-the-art understanding of
specific and integrated strategies for sustainability planning and environmental assessments: conceptual
approaches, theoretical underpinnings and methodologies.
The module structure is as follows: Daily obligatory (self) preparation of lectures through intensive reading of
core article. During contact hours: student facilitated discussion in groups, followed by a Socratic method-
lecture based on reading summaries. Theoretical contents will be illustrated
− through a case study on “Planning and Implementing the Energy Transition in the State of Baden-
Württemberg”, including field excursion.
− five day workshop on system analysis and system dynamics modelling / causal loop diagramming
Grading will be based on preparation of individual policy briefs on the model-based analysis of the issue.
Learning goals and qualifications
In this module students learn to:
− understand the historical and theoretical origins of planning approaches for sustainability (2);
− evaluate different sustainability assessment approaches, models, appraisals, and methodologies (5);
− appreciate the spatial and temporal dimensions of sustainability transformations
− develop critical thinking, reading, and research skills (3, 6);
− learn to effectively and concisely present their findings through policy briefs (3);
− facilitate group discussions and provide constructive feedback to classmates’ presentation (3);
− introduction to causal loop diagramming (1, 2).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
Examples of obligatory readings during module and in preparation of lectures (one per day):

32
Davoudi, S., & Pendlebury, J. (2010). Centenary paper: The evolution of planning as an academic discipline.
Town Planning Review, 81(6), 613-646. doi: 10.3828/tpr.2010.24
Lawrence, D. P. (2000). Planning theories and environmental impact assessment. Environmental Impact
Assessment Review, 20(6), 607-625
Van Assche, K., & Verschraegen, G. (2008). The Limits of Planning: Niklas Luhmann's Systems Theory and the
Analysis of Planning and Planning Ambitions. Planning Theory, 7(3), 263-283.
Dortmans, P. J. (2005). Forecasting, backcasting, migration landscapes and strategic planning maps. Futures,
37(4), 273-285
Garud, R., & Gehman, J. (2012). Metatheoretical perspectives on sustainability journeys: Evolutionary,
relational and durational. Research Policy, 41(6), 980-995.
Kelly, R. A., Jakeman, A. J., Barreteau, O., Borsuk, M. E., ElSawah, S., Hamilton, S. H., . . . Voinov, A. A. (2013).
Selecting among five common modelling approaches for integrated environmental assessment and
management. Environmental Modelling & Software, 47, 159-181
Pfeffer, J., & Malik, M. M. (2017). Simulating the Dynamics of Socio-Economic Systems. In B. Hollstein, W.
Matiaske, & K.-U. Schnapp (Eds.), Networked Governance: New Research Perspectives (pp. 143-161).
Cham: Springer International Publishing.
Svendrup, H. U., Olafsdottir, A.H. (2018) System Analysis and System Dynamics Modelling. Icelandic
University Reykjavik

33
Module number Module name
10LE07S-M.95992 Elective: Global Sustainability Transformations in Local Contexts

10LE08S-M.91804
Course of study Type of course Semester / Rotation
Msc Renewable Energy Management Elective 2nd / Summer Term
MSc Environmental Governance
MSc Geographie des Globalen Wandels
MSc Environmental Sciences
Teaching methods Prerequisites for attendance Language
lectures, thematic seminar sessions, None English
guided reading and assignments, group
work and discussions
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Group presentation (30%), 15 minutes 5 (150h, of this 60 contact hrs.)
PL Individual essay (40%), ca. 2000 words
PL Group Case Study (30%), ca. 3000 words
Module coordinator SWS
Dr. Catherin Zengerling, e-mail: [email protected] 4
freiburg.de
Additional teachers involved
Dr. Benedikt Schmid, e-mail: [email protected]

Cities consume about 75% of global energy and material flows and are home to more than half of the global
population – with a rising tendency. They are an increasingly visible actor in emerging polycentric
environmental governance, engage in international legal regimes such as the Paris Agreement and
transnational municipal networks (TMNs). Infrastructures and lifestyles in local systems are crucial for people's
well-being within planetary boundaries. Many processes of sustainability transformations around energy,
mobility, food, housing, and consumer goods are rooted in local systems. They offer room for experiments
and niches and allow for first steps in diffusion and upscaling. Local governments can be closer to people and
more responsive to specific local needs and conditions than higher levels of government. Local economies
play a key role in value creation and capture.

In this module, students learn about cities and municipalities as actors in an emerging system of polycentric
environmental governance. They gain knowledge on the role of local governments within the Paris Agreement,
TMNs as well as national state hierarchies in different legal systems and the respective local scope of action.
We explore different modes of governing processes of transformation across different sectors (energy,
mobility, food, housing and others) as well as scales (neighbourhood, city, translocal) in international case
studies in the global north and south. The key forms of local decision-making (including referendums), formal
as well as informal steering instruments including land use plans, urban development contracts and climate
action plans are introduced. Students also get insights into the relationship and forms of cooperation between
urban and (surrounding) rural areas in the context of the (energy) transition. With regard to local and
community economies, students learn about (re)municipalisation, eco-social enterprises and community
initiatives. We discuss alternative forms of ownership such as cooperatives and sharing schemes, in particular
in the context of alternative economies and degrowth.

The course is taught in an interactive manner. We will kick off our joint work with an explorative zero carbon
walk in a Freiburg neighbourhood. Throughout the course, we present and discuss international case studies
and students get the chance to deepen their knowledge in their main fields of interest. The course also
encompasses an excursion to the new low carbon urban development project Dietenbach and discussions
with representatives of the urban planning department.

34
Learning goals and qualifications
In this module students learn to:
- develop a critical understanding of contemporary processes of urban sustainability transformations
with a main focus on the sectors of energy, mobility, housing and food (1,2);
- understand the role of cities in emerging polycentric environmental governance, varying local
scopes of action and key formal and informal steering instruments of urban governance (2,3);
- discuss and reflect upon the role of law and planning in urban sustainability transformations, (2,4);
- analyse academic publications, legal and policy documents and other planning-related materials
(3,4);
- apply their knowledge to case studies of contemporary urban transformation processes in their field
of interest (3,4,5);
- compare, contrast, and transfer their knowledge to other cases (5, 6).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.

Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. The following are some examples of
texts we will be reading in the course:
- Kraas, F., Leggewie, C., Lemke, P., Matthies, E., Messner, D., Nakicenovic, N., ... & Butsch, C. (2016).
Humanity on the move: Unlocking the transformative power of cities. WBGU-German Advisory
Council on Global Change.
- Reading material will be provided during the course via the e-learning platform ILIAS.

35
Module number Module name
94260 Environmental Psychology and Sociology
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module 2nd / Summer Term
Teaching methods Prerequisites for attendance Language
Lecture, group work None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Scientific poster and group presentation (67%) 5 (150h, of this 60 contact
PL Written exam (33%) hrs.)
Module coordinator SWS
Prof. Dr. Michael Pregernig, e-mail: [email protected] 4
Additional teachers involved
Prof. Dr. A. Ernst (Environmental Psychology), e-mail: [email protected]
Syllabus
Environmental psychology and sociology examines how humans interact with their biophysical environments.
Environmental psychology studies human-environment interactions from the perspective of individuals, while
environmental sociology takes the perspective of collective actors (groups, organizations, societies). The
module is split in two parts according to this disciplinary distinction:
(1) Environmental Sociology: The sub-module starts with a historic overview of the field. In a second step,
various theories of environmental sociology are introduced and exemplified by means of concrete
applications. The set of presented theories includes Ecological Marxism, Ecological Modernization, the Theory
of Social Practices, Social Movements Theory, Ecofeminism, etc. In a third step, student groups critically apply
selected theoretical approaches to empirical case studies of their choosing.
(2) Environmental Psychology: The sub-module lays the theoretical grounds for individual environmental
behavior by describing a well-known behavioral architecture. The role of incentives, environmental awareness,
perceived behavioral control and group influences will be addressed. Furthermore, students will learn about
how environmental risks are constructed and perceived, taking into account the intrinsic complexity of social
and environmental systems through which they evolve and take shape. Finally, decision support systems will
be discussed with respect to their impact on individual as well as institutional decision-making and behavior.

Learning goals and qualifications

In this module students learn to:
− differentiate conceptualizations of nature-society interrelations and their implications for current
environmental problems (2);
− apply theoretical approaches to the study of current environmental issues (3);
− evaluate the role of incentives, environmental awareness, and group influence in environmental
conservation (5);
− assess the psychological dimensions of environmental risks and their effect on decision making and
policy implementation (2).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:

36
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. Preliminary readings:
Gould, Kenneth A. &Lewis, Tammy L. (2009): Twenty Lessons in Environmental Sociology. New York; Oxford:
Oxford University Press.
Gardner, G.T. & Stern, P. (2nd ed. 2000). Environmental problems and human behavior. Boston: Allyn and
Bacon.

37
Module number Module name
6900 Obligatory Internship
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module
Teaching methods Prerequisites for attendance Language
Self-procured internship None -
Type of examination (Final Grade Composition) ECTS-LP (Workload)
Pre-approved internship of a duration of at least 7 weeks, full-time hours. 10 (300h)
Module coordinator SWS
Prof. Dr. H. Schanz, e-mail: [email protected] -
Additional teachers involved
-
Syllabus
The MEG Internship Guidelines provide an orientation in internship-related-matters. Please note that only the
exam regulations (§5) of your study programme are a legally binding. It is suggested to have your intended
internship pre-approved by the MEG Internship Coordinator, Seirra Römmermann
[email protected].

Duration
According to the exam regulations of your MSc programme you are required to complete an
internship of at least seven weeks. Upon successful completion, you will earn 10 ECTS credits. It is
recommended that the internship take place between the 2nd and 3rd semesters.

Working hours
The internship should be on a full-time basis (in total 275 hours). Part-time contracts are possible
upon consultation and under the condition that you work at least half-days and a minimum 3 days a
week.

Interruptions
The internship should only be interrupted for urgent reasons and with the consent of the Internship
Coordinator. Any hours lost through absence must be made up for within the internship period.
Similarly, hours/days missed due to illness should be made up for if they exceed 5 working days.

Internship Provider
The internship can take place in Germany or abroad.
Your internship must be in a field relevant to your MSc programme. The institution, organisation or
company needs to be directed by a person with a university degree. Exceptions may be possible after
consultation. The supervision of your internship lies solely with the responsible person at your
Internship Provider.

38
 3rd Semester

Winter Term 2019/20

39
Module number Module name
94903 Elective: Environmental Conflict Management and Participation
Course of study Type of course Semester / Rotation
MSc Environmental Governance Elective module 3rd / Winter Term
Teaching methods Prerequisites for attendance Language
Lecture, group work, excursion None English
Type of examination ((Final Grade Composition)) ECTS-LP (Workload)
PL Group presentations of case study (40%) 5 (150h, of this 60 contact hrs.)
PL Group written case study report (ca. 6000 words) (60%)
Module coordinator SWS
Prof. Dr. M. Pregernig, e-mail: [email protected] 4
Additional teachers involved
Dr. Bleta Arifi, Dr. Julia Gorricho and other guest lectures
Syllabus
Conflicting interests and rivalling activities of heterogeneous parties accompany the use of natural resources
and landscapes. Conflicts are among the important driving forces in environmental policy. Today, in addition
to traditional litigation, a range of alternative methods are used for dispute resolution. These include
facilitation, mediation or conflict assessment, which are expected to allow involved stakeholders to reach a
mutually satisfactory agreement on their own terms.
In this module, students are introduced in the conceptualisation and the management of environmental
conflicts. The course includes both an overview of relevant conflict theory, as well as practical experiences in
conflict management. Students are assisted in understanding theoretical frameworks explaining
environmental conflicts, and in evaluating conflict resolution and conflict management techniques. Several
case studies of conflict analysis and management are presented. In a one-day excursion students will learn
about specific conflict resolutions techniques as applied in a rural wind-mill construction project.
The module puts special emphasis on participatory forms of conflict resolution. Based on theoretical literature,
students evaluate the advantages of participation, as well as its limits and dangers. Students discuss the
foundations of participation in (different) theories of democracy, and they get familiarized with various
methods of participatory conflict resolution. Guest lecturers will present practical case experiences.
In a small research project, student groups will work on real-world conflicts, providing a brief description of
the conflict setting, and an analysis of the key stakeholders and their interests. They then design ideal-type
conflict management or participation techniques. Students’ projects are presented and discussed in class.
Prerequisites for attendance: Students have to bring a good basic understanding of social science theories and
methods either substantiated via the successful attendance of relevant courses and/or previous practical
experiences.

Learning goals and qualifications

In this module students learn to:
− develop an understanding of the social and political functions of conflicts (2);
− understand the genesis and escalation of environmental conflicts (2);
− understand and apply techniques to manage environmental conflicts (3);
− develop the capacity to evaluate (participatory) conflict resolution and management (5);

40
 − apply research methods (analysis of literature, interview techniques etc.) (3).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form.
Walker, G. B., & Daniels, S. E. (1997). Foundations of Natural Resource Conflict: Conflict Theory and Public
Policy. In B. Solberg & S. Miina (Eds.), Conflict Management and Public Participation in Land
Management. EFI Proceedings – No. 14 (pp. 13–36). Joensuu: European Forest Institute.
Renn, Ortwin & Schweizer, Pia-Johanna (2009): Inclusive risk governance: concepts and application to
environmental policy making. Environmental Policy and Governance, 19/3, 174-185.
Troja, M. (2003): Resolving Environmental Conflicts: Mediation and Negotiation as Institutional Capacities for
Social Learning. In: Breit, H., Engels, A., Moss, T. & Troja, M. (eds) How Institutions Change: Perspectives
on Social Learning in Global and Local Environmental Contexts. Opladen: Leske + Budrich. 233-267.

41
Module number Module name
94135 Elective: Sustainability Management and Reporting
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Elective Module 3rd / Winter Term
Teaching methods Prerequisites for attendance Language
(‘Socratic’) Lectures, case study work, None English
presentations

Type of examination (Final Grade Composition) ECTS-LP (Workload)

PL Research Paper (100%), maximum 15 pages plus references 5 (150h, of this 60 contact hrs.)
Module coordinator SWS
Prof. Dr. Heiner Schanz; Email: [email protected] 4
Additional teachers involved
-
Syllabus
The perspectives on ‘sustainability’ in business and consequently the type of sustainability management
companies are engaged in are shifting. Following Gerdeman (2014) some companies still initially focus on
compliance issues and due diligence resp. regulatory affairs, whereas others become more strategic about
sustainability by focusing on increasing efficiency and increasing reputation through developing business cases
based on sustainability considerations. Still other companies shift to more advanced innovative stages by
integrating sustainability into the core of the business in ways that transform the company. The shift in
sustainability management approaches is accompanied by a growing market for sustainability services, ranging
from classical strategy consultants including stakeholder management and CSR-activities to sustainability
reporting and sustainability assurance services.
The module provides a conceptual and theoretical overview on different approaches and instruments to
sustainability issues in business management and reporting in general. It is not intended as a technical module
to train students in the application of different instruments in sustainability management and reporting, but
rather to understand the main driving forces underlying the shifts in sustainability management and reporting,
as well as in sustainability services. This will be accomplished through a combination of interactive (‘Socratic’)
lectures, intensive readings, case studies from different industries as well as short research assignments.

Learning goals and qualifications:

In this module students learn to:
− identify the main approaches of sustainability management and reporting in companies and their
distinctive characteristics (1, 2);
− understand the shifts and their underlying dynamics in approaches to sustainability management and
reporting (2);
− apply basic skills of research to relevant case studies (3, 6).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings:

42
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form.
Miller, K.P. and Serafeim, G. (2014): Chief Sustainability Officers: Who Are They and What Do They Do?
Chapter 8 in Leading Sustainable Change, Oxford University Press, 2014. Available at SSRN:
http://ssrn.com/abstract=2411976 or http://dx.doi.org/10.2139/ssrn.2411976 .
Schrettle, S., Hinz, A., Scherrer -Rathje, M., & Friedli, T. (2014). Turning sustainability into action: Explaining
firms' sustainability efforts and their impact on firm performance. International Journal of Production
Economics, 147, 73-84.
Starik, M., & Kanashiro, P. (2013). Toward a Theory of Sustainability Management: Uncovering and Integrating
the Nearly Obvious. Organization & Environment, 26(1), 7-30.
Dauvergne, P., & Lister, J. (2012). Big brand sustainability: Governance prospects and environmental limits.
Global Environmental Change, 22(1), 36-45. doi:http://dx.doi.org/10.1016/j.gloenvcha.2011.10.007
Friedman, M. (1970). The Social Responsibility of Business is to Increase its Profits. The New York Times
Magazine, pp. 32-33, 122-126. Retrieved from http://www.umich.edu/~thecore/doc/Friedman.pdf
Kolk, A. (2010). Trajectories of sustainability reporting by MNCs. Journal of World Business, 45(4), 367-
374.
Hahn, R., & Kühnen, M. (2013). Determinants of sustainability reporting: a review of results, trends, theory,
and opportunities in an expanding field of research. Journal of Cleaner Production, 59, 5-21. .

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Module number Module name
94360 Forests and Rural Development
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core 3rd/ Winter Term
Teaching methods Prerequisites for attendance Language
Lecture, group work None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Oral exam (80%), 15 minutes 5 (150h, of this 60 contact hrs.)
PL Written Concept Note (20%), ca. 2000 words plus budget table

Module coordinator SWS

Prof. Dr. B. Pokorny, e-mail: [email protected] 4
Additional teachers involved
Invited experts from the private and public sector
Syllabus
In the rural tropics, combining economic development with nature conservation remains an unsolved
challenge. Prevailing development dynamics still tend to aggravate rather than to solve environmental
problems and may negatively affect local land users. Despite manifold efforts at the national, regional and
international levels, in most tropical countries, environmental degradation and marginalization of local land
users continue at unabated speeds. In rural regions, the rapid expansion of agro-industry, cattle-ranching, the
exploitation of oil, gas and minerals, as well as the construction of roads and dams exacerbate destructive
land-use dynamics. This dynamic brings, on the one hand, the benefits of economic development to thousands
of rural families, while, on the other hand, threatening their livelihoods and livelihood bases. Against this
backdrop, this module intends to critically reflect on theoretical and operational approaches for rural
development so as to prepare students for dealing with development practices characterized by multi-
stakeholder situations, multiple objectives and complex dynamics. Guided by intensively discussed scientific
articles, students will reflect upon the concepts and meanings of development, and the potential and
limitations of different approaches and instruments. By exploring options for the development in context of
rural forest regions, the module will challenge insights from theoretical and empirical studies.

Learning goals and qualifications

In this module students learn to:
− understand the approaches of development, poverty and participation (2);
− develop an understanding of the options of forest-based development in the context of rural tropics
(2);
− recognize the complexity and dynamism of socio-ecological systems and identify mechanisms to cope
with this complexity (2, 4);
− comprehend the need and possibilities to combine academic and participatory research approaches
(2);
− apply skills to design research and development projects (3);
− critically reflect on the implications of development paradigms (5);
− engage in interdisciplinary teamwork to formulate holistic development concepts for a case study in

44
 rural tropics (3, 6).
Classification of cognitive skills following Bloom (1956):
1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
Colen L., Maertens M and Swinnen J. 2008. Foreign direct investment as an engine for economic growth and
human development: a review of the arguments and empirical evidence. Working Paper 16, Leuven
Centre for Global Governance Studies: Leuven, 48p.
Engel S., S. Pagiola, S. Wunder 2008. Designing payments for environmental services in theory and practice:
an overview of the issues. Ecological Economics 65, 663-674.
Freire P. 1970. Pedagogy of the Oppressed. Chapter 1. Continuum Publishing Company, New York. Transcribed
by Dominc Tweedie.
Pearce D., F.E. Putz, J.K. Vanclay 2001. Sustainable forestry in the tropics: panacea or folly? Forest Ecology and
Management 172, 229-247.
Pokorny B., Scholz I. and De Jong W. 2013. REDD+ for the poor or the poor for REDD+? About the limitations
of environmental policies in the Amazon and the potential of achieving environmental goals through pro-
poor policies. Ecology and Society 18(2): 3.
Sayer J.A. and B. Campbell. 2001. Research to integrate productivity enhancement, environmental protection,
and human development. Conservation Ecology 5(2): 32.
Terluin I.J. 2003. Differences in economic development in rural regions of advanced countries: an overview
and critical analysis of theories. Journal of Rural Studies 19. 327-344.
Wunder S. 2001. Poverty Alleviation and Tropical Forests – What scope for synergies. World Development 19
(11), 1817-1833

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Module number Module name
95990 Elective: Technology Assessment
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core 3rd/ Winter Term
Teaching methods Prerequisites for attendance Language
Lecture, group work None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Literature review along with Guiding Questions, ca. 4 pages (40%) 5 (150h, of this 60 contact hrs.)
PL Group Written Report, 30-40 pages (50%)
PL Individual contributions to group reports, 10-20 pages (10%)
Module coordinator SWS
PD Dr. Philipp Späth, Email: [email protected] 4
Additional teachers involved
Invited experts
Syllabus
Focus: Urban Food Production
As environmental limitations of current economic regimes and lifestyles are increasingly recognized, hope is
often directed towards technological innovations (e.g. resource efficiency, ‘green’ technologies). To what
extent particular technological innovations can in fact alleviate pressure on natural resources and systems is
hard to assess, particularly in their early stages of development. Assumptions about the ‘superiority’ of certain
technologies, which are consensual to a certain extent, are a precondition for any attempt to accelerate the
development and diffusion of these technologies by any means of science, technology and innovation
governance.
In this course, various attempts to assess the potentials and risks involved in technological change are
scrutinized. Starting from an overview of approaches, institutions and methods of TA, we aim to understand
the dilemmas of such endeavors and how they have been tried to be surmounted. Students first elaborate
short scoping studies on various new technologies that are promoted in the context of urban food production.
The second and third week of the module are largely dedicated to the simulation of a typical (German) TA
process on a topic, with the class jointly developing a TA study on a self-selected topic around new ways of
growing food in cities.
Important: The particularly extensive group work in this module absolutely requires the regular and reliable
attendance of all students, their willingness to self-organize and a strong commitment to contribute to an
unfolding and, at times, uncertain research process. Group presentations by students will also be carried out
in the module.
Learning goals and qualifications
In this module students learn to:
 describe various objectives and institutional forms of technology assessment (1);
 understand the assumptions and world views that influenced various approaches to TA (2);
 be fluent with TA terminology and practices (3);
 identify different challenges and dilemmas of expertise or consensus-oriented methods for TA (5);
 criticize TA studies of various scopes (6);
 position themselves with regard to different approaches to technology assessment (6);
 assess the potential and risks potentially involved in various forms of urban food production (3).
Classification of cognitive skills following Bloom (1956):
1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:

46
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. The following is a comprehensive
introductory reading:
Grunwald, A. (2009). "TECHNOLOGY ASSESSMENT: CONCEPTS AND METHODS". In: D. M. Gabbay, P. Thagard,
J. Woods and A. W. Meijers. Philosophy of technology and engineering sciences, Amsterdam: Elsevier;
pp. 1103-1145. Available as pdf.

47
Module number Module name
10LE07-M.640009 Elective: Environmental and Energy Transition Law
Course of study Type of course Semester / Rotation
MSc Renewable Energy Management Elective 3rd/ Winter Term
M.Sc. Environmental Governance
MSc Environmental Sciences
MSc Forest Sciences
Teaching methods Prerequisites for attendance Language
Socratic lectures, group work, None English
presentations
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Group presentation (20%, 15 min.) 5 (150h, of this 60 contact hrs.)
PL Written exam (40%, 120 minutes),
PL Written report (40%, 3000 words)
Module coordinator SWS
Dr. Catherin Zengerling, e-mail: [email protected] 4
Prof. Dr. Errol Meidinger, email: [email protected]
Additional teachers involved
Invited experts from the private and public sector
Syllabus
In this module students gain fundamental knowledge of environmental and energy transition law from multi-
level governance and international comparative perspectives. They acquire sector-specific knowledge of
environmental law in the fields of climate change, air pollution, water, oceans, biodiversity, nature protection,
chemicals and waste/circular economy law. With regard to energy transition law, students become familiar
with energy and planning law directed to energy efficiency and the switch from fossil fuel based to renewable
energy in the sectors of electricity, heating/cooling and mobility.

Throughout the course, students learn about different legal instruments and their strengths and weaknesses
in reaching regulatory goals. Both, public and private law perspectives as well as different legal traditions such
as common and civil law approaches are covered. Students also get insights into the role of environmental
protection and the energy transition in other international legal regimes such as world trade, investment and
human rights law.

The course is taught interactively and active participation of students is encouraged. Students become familiar
with various primary legal documents such as (excerpts of) international treaties, European directives,
constitutions, national laws, administrative permits, land use plans as well as decisions of the judiciary, and
learn how to work with them. Students apply and deepen their knowledge under guidance of the instructors
in their specific fields of interest via case studies. Throughout the course, various soft skills such as debating
in socratic discussions, scientific writing, interdisciplinary and intercultural teamwork are imparted.

Learning goals and qualifications

In this module students learn to:
- identify the main types and instruments of environmental and energy transition law and their
distinctive characteristics (1)(2);
- understand interactions and conflicts between different types, sources and instruments of
environmental and energy transition law (2);
- assess the inherent strengths and limitations of environmental and energy transition law for

48
 environmental and energy governance (5);
- realize that there are alternative ways of structuring environmental and energy transition
responsibilities and powers through law (2)(4);
- formulate legal and policy arguments relevant to future environmental and energy transition law
development (6);
- critically and intelligently evaluate arguments for legal change (4);
- understand the relationship between scientific knowledge, social movements, and
environmental/ energy transition law (2);
- apply basic skills of legal research and legal arguments to relevant case studies (3)(6).

Classification of cognitive skills following Bloom (1956):

1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 = Analysis:
breaking something down into its parts; 5 = Synthesis: creating something new by putting parts of different
ideas together to make a whole; 6 = Evaluation: judging the value of material or methods.
Core readings
Sands, P., & Peel, J. (2018). Principles of international environmental law. Cambridge University Press.

Meidinger, Errol (2008), "Property Law for Development Policy and Institutional Theory: Problems of
Structure, Choice and Change." In David Mark, Barry Smith, and Isaac Ehrlich, The Mystery of Capital and the
New Philosophy of Social Reality. Chicago: Open Court Publishing, pp.193-227.

Reading material will be provided during the course via the e-learning platform ILIAS.

49
Module number Module name
97020 Elective: Life Cycle Management
Course of study Type of course Semester / Rotation
MScRenewable Energy Elective Module 3rd / Winter Term
MSc Environmental Governance
MSc Forest & Environmental
Sciences
Teaching methods Prerequisites for attendance Language
Lectures, exercises, group work Calculations with Excel, Basic English
knowledge on vectors, matrices,
matrix multiplication and matrix
inversion
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Written exam (33%), 90 minutes 5 (150h, of this 60 contact hrs.)
PL Term paper + group work (67%), ca. 4000 words

Module coordinator SWS

Stefan Pauliuk, PhD ([email protected]) 4
Additional teachers involved
Prof. Dr. Rainer Grießhammer, MSc Kavya Madhu

Syllabus
The course enables participants to conduct, interpret, document, and present life cycle assessment studies
of products or technical installations using state-of-the-art tools and databases.
Content
During the first half of the course, the motivation behind and theory of life cycle assessment, including the
modelling of life cycle inventories and life cycle impact assessment, is presented. The participants conduct
exercises and study the relevant literature.

During the second half, the participants learn how to conduct and document a life cycle assessment study
that meets both ISO and scientific standards. The participants form small groups of 2-3, chose a product or
installation, and perform a life cycle management case study. The final report on the case study is due at the
end of the module. It will be graded and the result will account for two thirds of the final grade of the
course.

During the second half, background lectures and discussions on the potential, limits, applications, and future
development of life cycle management will be held.

A written exam (1.5 hours), the result of which accounts for one third of the final grade, will be held at the
end of the course.

The module is interactive and encourages strong student participation.

Learning goals and qualifications

− Basic knowledge of quantitative systems analysis of human-environment systems, basics of material

50
 and energy flow analysis (1);
− Detailed knowledge about the state of the art, the software, and databases of life cycle assessment
according to the standards ISO 14040 and 14044 (1,3,4);
− Basic knowledge of life cycle impact assessment methods (1, 2, 3);
− Soft skills: discussion, scientific writing skills, capacity for team work (2);
− At the end of the course, the successful participant will be able to conduct, interpret, document, and
present life cycle assessment studies of products or technical installations using state-of-the-art tools
and databases (1-6).
Classification of cognitive skills following Bloom (1956):
− 1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 =
Analysis: breaking something down into its parts; 5 = Synthesis: creating something new by putting
parts of different ideas together to make a whole; 6 = Evaluation: judging the value of material or
methods.

Recommended reading
LCA Textbook: http://www.lcatextbook.com/. Much of the basic material of the course will be based on this
book.
OpenLCA tutorials (http://www.openlca.org/videos).
Manual of the ReCiPe impact assessment method (http://www.lcia-recipe.net/file-
cabinet/ReCiPe_main_report_MAY_2013.pdf).
Important:
This course requires each participant to work on her/his own laptop with the openLCA software
(http://www.openlca.org/) and the ecoinvent database installed. openLCA is freeware. A copy of the ecoinvent
database will be provided at the beginning of the course.

51
Module number Module name
95995 Elective: Research Design in Environmental Governance
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Elective 3rd/ Winter Term
Teaching methods Prerequisites for attendance Language
Lectures, research assignments None English
Type of examination (Final Grade Composition) ECTS-LP (Workload)
PL Written exam based on readings (20%), 60 minutes 5 (150h, of this 60 contact hrs.)
PL Individual research poster (80%)
Module coordinator SWS
Prof. Dr. Heiner Schanz; Email: [email protected] 4
Additional teachers involved
Dr. Kimberley O’Sullivan and guest lecturers

Syllabus
The overall goal of this module is to introduce the logic of social scientific inquiry in environmental governance
and to offer students an opportunity to practice skills required for designing and conducting research projects,
including a Master’s thesis project. Accordingly, in Week 1 is focused on the theory and logic of social research.
Weeks 2 and 3 focus on developing a research proposal and a research poster. During the first week of the
module, students study philosophical foundations of social research, discuss the logic of social inquiry, review
types of research design and research methods, and analyze exemplary cases of social research in
environmental governance. The first week’s class includes intensive reading, interactive lectures and guided
seminars. At the end of this module part, students are required to take a written test. The goal of the second
part of the module is to apply competences acquired during the first week. Students develop their own
research project proposals and present them in the form of a research poster. This is not a master’s thesis
proposal, but it can be developed into one. We encourage students to elaborate and test their first ideas for
a thesis project in this module. It is an opportunity to practice key elements of a thesis proposal, receive
feedback on ideas and develop a basis for a ‘real’ thesis research proposal. Students develop their proposals
in close cooperation with lecturers and receive feedback.

Learning goals and qualifications

In this module students learn to:
− distinguish between different philosophical perspectives underlying qualitative, quantitative and
mixed methods methodologies in the social science research (2);
− identify and understand different social science research designs and research processes (1, 2);
− assess the applicability of qualitative and quantitative research methods to specific research problems
and questions (4, 5);
− design research projects on the basis of appropriate research questions and hypotheses that
contribute to an increase of knowledge in their field of study (6);
− elaborate research project proposals and research posters based on proposals (6).

Classification of cognitive skills following Bloom (1956):

− 1 = Knowledge: recalling facts, terms, basic concepts and answers; 2 = Comprehension: understanding
something; 3 = Application: using a general concept to solve problems in a particular situation; 4 =

52
 Analysis: breaking something down into its parts; 5 = Synthesis: creating something new by putting
parts of different ideas together to make a whole; 6 = Evaluation: judging the value of material or
methods.

Core readings
A list of relevant texts will be made available at the start of the course; obligatory readings (and part of the
voluntary readings) will be made available online in electronic form. Preliminary readings:
MEG Guidelines for MSc Theses, available at https://www.meg.uni-
freiburg.de/Filelist/Current%20Students/guidelines_master_thesis__2015_neu.pdf)
Moon, K., & Blackman, D. (2014). A Guide to Understanding Social Science Research for Natural Scientists.
Conservation Biology, 28(5), 1167-1177.
Timmermans, S., & Tavory, I. (2012). Theory Construction in Qualitative Research: From Grounded Theory to
Abductive Analysis. Sociological Theory, 30(3), 167-186
Haq, M. (2014). A comparative analysis of qualitative and quantitative research methods and a justification for
use of mixed methods in social research. Annual PhD Conference, University of Bradford Business
School of Management, June 2014, 23 p.
Flick, U. (2015). Introducing Research Methodology - A Beginner’s Guide to Doing a Research Project. 2nd
edition, SAGE Publications, London.
Knopf, J. W. 2006. Doing a Literature Review. PSonline, American Political Science Association
Vaccaro, I., Smith, E. A., & Aswani, S. (eds.). Environmental Social Sciences: Methods and Research Design.
Cambridge: Cambridge University Press

53
Module number Module name
64084 Elective: Economics of Ecosystem Services and Biodiversity
Course of study Type of course Semester / Rotation
M.Sc. Environmental Sciences Elective module 3rd / Winter Term
M.Sc. Forest Sciences
M.Sc. Environmental Governance
Teaching methods Prerequisites for attendance Language
Lectures, discussions, homework, - Intermediate economics level English
tutorial, group work, student - environmental economics: see
presentations separate detailed specification
- algebra and calculus: see separate
detailed specification
- willingness and capability for
interdisciplinary work in economics
- good commandment of English

Type of examination (Final Grade Composition) ECTS-LP (Workload)

PL Presentation and oral exercises (50%) 5 (150h, of this 60
PL Written exam (50%), 90 minutes contact hrs.)
Module coordinator SWS
Prof. Dr. S. Baumgärtner, 4
e-mail: [email protected]
Additional teachers involved
-
Syllabus
In this course, students will study biodiversity and ecosystem services from an economic perspective.
Biodiversity is understood here as ‘the variability among living organisms from all sources ... and the ecological
complexes of which they are part’ (United Nations Convention on Biodiversity 1992). Ecosystem services are
“the benefits people obtain from ecosystems” (Millennium Ecosystem Assessment 2005). This includes
provisioning services (e.g. the provision of food, fiber, fuels or clean drinking water), regulating services (e.g.
climate regulation, erosion control, or the regulation of pests and diseases), and cultural services (e.g.
aesthetic satisfaction, education, recreation, or spiritual fulfillment).
While biodiversity is an issue of biology and ecology in the first place, the economic perspective can add
valuable insights into why we are currently loosing biodiversity and ecosystem services at unusually high rates,
why this is a problem that we should be concerned about, and what we can do in order to conserve and
sustainably use biodiversity and ecosystem services in an efficient manner.
To this end, students in this course will learn advanced concepts and methods from environmental and
resource economics, and integrate them in an interdisciplinary manner with concepts and methods from
ecology, to gain an encompassing and methodologically sound economic understanding of biodiversity and
ecosystem services.

Learning goals and qualifications

In this module students learn to:

54
 − understand advanced theories, methods and empirical findings of economic environmental studies
with respect to biodiversity and ecosystem services, and are able to reproduce them (1)
− critically reflect upon the economic approach to analyze the natural environment as well as its
preconditions, limitations, and are able to reproduce and explain this to others (2)
− apply advanced theories and methods of economic environmental studies to smaller problems of
biodiversity and ecosystem services autonomously (3)
− analyze reciprocal correlations between economic and environmental variables systematically and on
an advanced professional level (4)

Core readings
There is no single textbook for this course. References to books and journal articles for each chapter will
be given in class. References to start with are:
– The Economics of Ecosystems and Biodiversity (www.teebweb.org):
− Mainstreaming the Economics of Nature: Synthesis of the Approach, Conclusions and
Recommendations (2010)
− Summary for Policy Makers: Responding to the Value of Nature (2009) and the talk of Dr. Pavan
Sukhdev on The Invisible Economy on http://bankofnaturalcapital.com/2010/10/04/dr-pavan-
sukhdev-on-the-invisible-economy/

References to books and journal articles for further reading will be given in class.

55
 4th Semester

Summer Term 2020

56
Module number Module name
8000 Master Thesis
Course of study Type of course Semester / Rotation
M.Sc. Environmental Governance Core module -
Teaching methods Prerequisites for attendance Language
70 ECTS must have been English
earned
Type of examination (Final Grade Composition) ECTS-LP (Workload)
Submission of Master Thesis 30 (900h)

Module coordinator SWS

Prof. Dr. H. Schanz, e-mail: [email protected]
Additional teachers involved
-
Syllabus
Many people see the writing of an M.Sc.-thesis as the coronation of higher academic education. And indeed,
the importance of the thesis work is also reflected by the prominent role it takes within the whole M.Sc.-
programme. After completing core and elective subjects in the educational programme the M.Sc.-thesis offers
the challenge to set up and to carry out a scientific research project in an almost fully self-responsible manner,
but under the guidance of an experienced supervisor.
More information can be found on the MEG Website and under the following direct links:

Administrative Guidelines: Administrative matters to start writing a thesis (Choosing a supervisor,

registration, deadline, etc)

Guidelines on how to write a Master Thesis: How to prepare for a master thesis what are the steps to write
one (necessary skills, selecting a topic, looking for literature, grading, etc).
Learning goals and qualifications
-
Core readings
-

57
Room Plans
Modules usually take place in „Herderbau“:
Tennenbacher Str. 4
79106 Freiburg

Look for the individual floor-maps available on each level of the building (e.g. R 100 is on the 1st floor, R
310 is in the 3rd floor)

MEG Programme Contacts

Function Name Contact
Prof. Dr. Heiner 0761/203-8502
Dean
Schanz [email protected]
Prof. Dr. Markus 0761/203-3535
Dean of Studies
Weiler [email protected]
Prof. Dr. Annika 0761/203-3565
Dean of Studies
Mattissek [email protected]
Prof. Dr. Michael 0761/203-3708
Programme Director Pregernig [email protected]
Programme Module 0761/203-8495
Seirra Römmermann
Coordinator [email protected]
Programme Administrative 0761/203-3607
Esther Muschelknautz
Coordinator [email protected]
0761/203-8610
Examination Office Silke de Boer
[email protected]

58