Syllabus for Sustainable Development, CSR and Life Cycle Analysis

Learning outcomes

Upon completion of the course, students should be able to

• give an account of the global sustainability challenges, especially based on the three dimensions ecological, social and economic sustainability,
• give an account of the UN sustainable development goals, 
• give an account of and discuss the role of companies in society and how companies can work with sustainable development,
• describe dominant standards and certifications in sustainability with an emphasis on GRI (Global Reporting Initiative),
• describe how working methods from quality development can be used to reinforce internal work regarding sustainable development in organisations,
• give an account of the principles of, and carry out, a simplified life-cycle analysis,
• give an account of sustainable and ethical leadership.

Content

Drivers for sustainable development and how they are related to the responsibility of organisations. The UN sustainable development goals. Different perspectives for increased sustainability in organisations. Sustainable development is highlighted and discussed based onenvironmental, economic and social dimensions. Sustainability reporting and GRI's standards. The role of companies in society and how they can carry out systematic work for sustainable development. Synergies between quality development and sustainability work in companies. Sustainable leadership, ethical leadership and ethical perspectives, including the concepts of consonance and maximalist ethics. Basics of life-cycle analysis.

Instruction

Lectures, workshops, seminars, and individual and group exercises.

Assessment

Active participation in seminar ans written and oral assignments performed individually and in groups. The examination will be divided into the following parts:

Part 1: Sustainable Development (3 credits)

Part 2: CSR (3.5 credits)

Part 3: Life Cycle Analysis (3.5 credits)

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding targeted pedagogical support from the university's disability coordinator.