Green Business STM502
Week 6 Ecological Challenge (accounting for 50% of TMM)
Students will study the problems relating to an ecological challenge of their choosing. The following is an indicative list of the kinds of problems that different teams may wish to explore – but only after agreeing their choice with the instructor
Atmospheric problems
– Urban smog
– Rainforest burning
– Industrial emissions
– Automotive emissions
– Aviation emissions
Water-related problems
– Oceanic pollution
– Rivers/drinking water
– Melting of glaciers/polar ice caps
– Droughts
Land use problems
– Lost farmland
– Slums/unhealthy urban environments
– Traffic congestion
– Biofuel
Political and economic problems
– Green subsidies
– Green taxes
– Cap and trade systems
– Sustainable development
– Pollution havens
Miscellaneous
– Fossil fuel depletion
– Loss of biodiversity
– Overfishing
– Population growth
– Nuclear waste
– Recycling footprint
– Waste disposal
Students will record a 12-15 minute narrated Powerpoint presentation on their particular problem, speaking to:
– Quantified evidence of the problem’s existence/consequenes
– Its causes and effects in scientific terms
– Its causes and effects in human activity terms (including sector breakdown)
– Obstacles to resolving the problem
– Green business opportunities associated with the problem’s resolution
Marking will be applying the following year 2 learning outcomes
A. Knowledge and understanding
A11. Demonstrate in-depth knowledge and understanding of the core information and conceptual underpinnings in their chosen area of pathway specialisation.
A12. Demonstrate in-depth understanding of the information and conceptual underpinnings in areas of business planning and managing business complexity.
B. Cognitive skills
B12. Adapt and combine prior knowledge and new information in order to arrive at a solution to a given problem.
B13. Demonstrate ability to analyse and evaluate solutions within the chosen pathway subject area.
C. Practical and professional skills
C10. Analyse and evaluate the impact of business decisions and formulate strategies that are appropriate for the short, the medium, and the longer term, within a global business context.
D. Key transferable skills
At the end of the module, learners will be expected to:
D10. Demonstrate initiative by taking unprompted action in semi-autonomous contexts.
D12. Demonstrate self-management through ability to work in an efficient and structured manner
MARKING SCHEME
1. Thematic substantiation (75% of mark) = /75
• Depth of argument (ability to extend analysis)
• Scope of argument (ability to represent contrasting viewpoints)
• Exemplification of statements
• Signs of research (including referencing)
2. Presentation (25% of mark) = /25
• Progression of thinking
• Oral fluency with ideas being presented
• Ability to respond to questions
• Coherency
Total mark for presentation =
PRESENTATION ORGANISATION ADVICE – INSTRUCTIONS REMINDER
– Students should prepare ca. 10 minute powerpoint (PPT) slides plus a final slide with references
– Slides should have no more than 25 words – remember, this is an oral presentation, even when students are speaking to camera narrating powerpoints they upload onto Blackboard
– The slides should be organised as follows: 1) The science of your eco-problem; 2) To what extent have human/economic activities caused your problem; 3) / 4) To what extent your problem is causing problems for specific economic sectors; or 4) / 5) The difficulties faced in implementing common solutions envisioned for your problem
– Remember that the main learning outcomes for this module are a) Problem-solving – but since we are in the first half of the module, we are focusing on problems only; and b) Recognition of the difficulties business and society has faced up until now in addressing ecological challenges – if only because it is only on this basis that future business can succeed in developing viable remedies
– For this reason, any student simply listing remedies that society and/or business “should” implement will not have satisfied assessment hence module requirements
– Students are strongly advised to define a topic very narrowly and research it deeply rather than seeking to cover different green business topics superficially
– Problems are to be analysed in terms of the challenges associated with them and any potential solutions. Mere descriptions of problems and their effects do not satisfy assessment hence module requirements
Assessment 1: Ecological challenges
Assessment Type
(e.g. Presentation, Essay, Report etc.)
Individual presentation via narrated Powerpoint
Weighting of assessment (%TMM) 50%
Assessment Learning Outcomes
Adapt interpersonal and communication skills to a
range of situations, audiences and degrees of
complexity. Use feedback to adapt own actions in
pursuit of desired aim, and reviews impact. Think
strategically, ethically and communicate convincingly
with others on a common task. Demonstrate ability to
reflect and persuade, conscious of ethical
considerations and sustainability.
Undertake research to provide new insights. Use
appropriate theoretical models to judge the significance
of the data collected, recognising the limitations of the
enquiry. Apply problem-solving techniques to
determine effective and creative solutions in an
uncertain environment.
Module Leader Alan Sitkin
Internal Reviewer TBC
External Examiner TBC
Submission Details
Submission Deadline 06/03/2022
Release of Feedback 13/03/2022
Completing Your Assignment
What am I required to do in this assignment?
Individual students, having chosen a specific ecological challenge off a list compiled from topics discussed during the first half of the module, will record and post on the Blackboard VLE a narrated 10 minute Powerpoint presentation (maximum 5 slides, maximum 25 words per slide) detailing:
a) the causes of their chosen problem (economic, societal and scientific)
b) its effects (differentiated geographically and by sector)
c) political, financial and other reasons why the problem has yet to be solved
d) the outlook for its resolution
Students will be marked as per STM502 learning outcomes as stated on p. 1 of the Module Outline Book. More specifically, students should seek to base the arguments they make with references to theories, theorists and concepts mined from the module curriculum but also from further research; and they should offer case studies including numerical quantification to exemplify the points they make.
Marking criteria (applied 80% to oral presentation and 20% to Q&A session):
• In-depth research and coverage of the topic
• Critical analysis and argumentation
• Coherent structure, sequencing of arguments, lack of repetition or overlaps, oral preparation
• (Further) Academic research/referencing
Is there a size limit?
The narrated Powerpoint being submitted should last no fewer than 12 minutes and no more than 15 minutes. It is to be comprised of a maximum of 5 slides, with a maximum of 25 words per slide.
What do I need to do to pass?
Threshold criteria i.e. achievement of the learning outcome at the pass/fail boundary
Marking criteria:
• In-depth research and coverage of the topic 30%
• Critical analysis and argumentation 25%
• Coherent structure and sequencing 15%
• References attesting to further academic research, plus referencing done to professional standards 15%
• Performance (accuracy, spontaneity) at Question and Answer session 15%
For a pass:
• All learning outcomes have been met to a minimum satisfactory standard (according to the level of study).
• The outcome of the assessment shows an adequate understanding, of major ideas, with little insight and basic research. Limited level of analysis, reflection and/or criticality (according to the level of study).
• The outcome of the task shows ability to paraphrase concepts and theories, with limited ability to make connections.
• The work may be disorganised, and the structure and presentation may be barely adequate.
How do I produce high quality work that merits a 70% or above grade?
Marking criteria:
• In-depth research and coverage of the topic 30%
• Critical analysis and argumentation 25%
• Coherent structure and sequencing 15%
• References attesting to further academic research, plus referencing done to professional standards 15%
• Performance (accuracy, spontaneity) at Question and Answer session 15%
For a high quality work:
• All learning outcomes and task specifications have been achieved to high standard (according to the level of study).
• The outcome of the assessment demonstrates an excellent display of understanding, exploration, evaluation, insight analysis, reflection, criticality and/or research (according to the level of study), and connections are developed both within and beyond the task set.
• The work’s organisation, structure and presentation may be developed to an excellent standard.
How does assignment relate to what we are doing in the scheduled sessions?
We will develop in class/online critical analysis and argumentation based on key problems addressed via green business.
How will I receive formative feedback for this assignment?
Students will receive weekly feedback on asynchronous exercises administered via the Blackboard VLE. In the run-up to each of the two assessments, the exercises in question will be relevant to their specified learning outcomes.
Marks and Feedback
How will my assignment be marked?
Regent’s University Generic Descriptors
Band Conversion scale for UG Programmes Conversion scale for PG Programmes Generic descriptors
8 90 – 100 90 – 100 All learning outcomes and task specifications have been achieved to an exceptionally high standard (according to the level of study).
The outcome of the assessment task is presentable in a professional context and may extend practical or theoretical knowledge in the field. It displays an exceptionally high level of understanding, evaluation, insight, analysis, reflection and/or criticality (according
to the level of study), and connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation are developed to an exceptionally high standard.
7 80 – 89 80 – 89 All learning outcomes and task specifications have been achieved to an outstanding standard (according to the level of study).
The outcome of the assessment demonstrates an outstanding display of understanding, exploration, evaluation, insight, analysis, reflection, criticality and/or research (according to the level of study). Connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation are developed to an outstanding standard.
6 70 – 79 70 – 79 All learning outcomes and task specifications have been achieved to high standard (according to the level of study).
The outcome of the assessment demonstrates an excellent display of understanding, exploration, evaluation, insight analysis, reflection, criticality and/or research (according to the level of study), and connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation may be developed to an excellent standard.
5 60 – 69 60 – 69 All learning outcomes have been achieved at a good and some to a very good standard (according to the level of study).
The outcome of the assessment demonstrates a very good level of understanding, exploration, evaluation, analysis, reflection, criticality, some insight and/or very good research (according to the level of study), and connections are established within the task set, and in some cases reaching beyond.
The work’s organisation, structure and presentation may be developed to a very good standard.
4 50 – 59 55 – 59 Most learning outcomes have been met at a good standard (according to the level of study).
The outcome of the assessment demonstrates a good understanding, exploration, evaluation, analysis, and some reflection, criticality and/or appropriate research. (According to the level of study)
The work’s organisation, structure and presentation may be appropriately developed.
3 40 – 49 50 – 54 All learning outcomes have been met to a minimum satisfactory standard (according to the level of study).
The outcome of the assessment shows an adequate understanding, of major ideas, with little insight and basic research. Limited level of analysis, reflection and/or criticality (according to the level of study).
The outcome of the task shows ability to paraphrase concepts and theories, with limited ability to make connections.
The work may be disorganised, and the structure and presentation may be barely adequate.
2 30 – 39 36 – 49 Most learning outcomes have almost been met, whilst the rest have not (according to the level of study).
The outcome of the assessment shows a limited understanding of major ideas, with little insight, very basic research, and very limited ability to make connections. No analysis, reflection and/or criticality (according to the level of study)
The work may be disorganised, and the structure and presentation may be barely adequate.
1 11 – 29 21 – 35 The majority of the learning outcomes have not been met (according to the Level). The outcome of the assessment task is incomplete, flawed, very limited and/or presents significant inaccuracies.
The outcome of the assessment shows very limited understanding with no insight, and very limited ability to make connections within basic ideas in the field, very fragmented. Lacks research. No analysis, reflection or criticality (according to the level of study)
The work is disorganised, and unstructured. Presentation is barely adequate.
0 0 – 10 0 – 20 None of the learning outcomes have been met. The task has not been addressed by the student, or there is no assessable task.
The outcome of the assessment shows no understanding of basic ideas, with no insight and shows no ability to make connections within basic ideas in the field, or the connections are completely irrelevant. Lacks research. No understanding, analysis, reflection nor criticality.
The work completely lacks organisation and structure. Presentation is completely inadequate.