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Learning Outcomes

TopLEARNING OBJECTIVES

This course gives you a broad introduction to sustainability and what contribution you can make as an individual and as a manager. While one obviously has to be realistic in terms of the amount of knowledge and skills that can be imparted during a short 2 MC course, this course seeks to provide a platform for sustainability oriented careers focused on topics like renewable energy, sustainability audits, sustainability strategy, sustainability reporting, greenhouse gas footprints and environmental impact assessment of products and services. The sustainability job market is still nascent but opportunities exist with established corporations, start-up ventures, consulting firms, government regulators and NGOs. Knowledge of sustainability will increasingly also become important in mainstream corporate careers. By taking this course, you will know more about sustainability than the average MBA student and you will hopefully be able to impress prospective employers with your knowledge.

The learning objectives of the course are as follows:

Understand the key sustainability challenges facing humanity
Knowledge of how to approach sustainability from a corporate strategy perspective
Understand how to analyze personal and organizational carbon footprints
An introduction to conducting Life Cycle Assessments of products
Knowledge of the key individual contributors to the sustainability field (Who is Who)
Case-based insights into companies working actively with sustainability
Knowledge of online sustainability resources
Overview of reading material to help you expand your knowledge beyond the course

The SUSTAINABILITY WAKE UP CALL

There is growing realization that we collectively face some significant sustainability challenges that need to be addressed during this century. As a brief introduction to this area, consider just the following to get a sense of the magnitude and urgency of these challenges:

Population: The world population has grown tremendously to a current level of over 7 billion people. This compares to a world population of 1 billion in 1800 and 3 billion in 1960. By 2050, the world is expected to have 9.0-9.5 billion people. This tremendous increase in population creates competition for resources and generates mountains of waste.

Carbon Emissions: By drilling into Antarctic ice cores, scientists have learnt that the atmospheric CO₂concentration fluctuated between roughly 180-300 ppm (parts per million) from 400,000 years ago up until the industrial revolution. Largely as a result of our current dependence on fossil fuels, we were at 392 ppm by end of December 2011 and rising at between 2-3 ppm per year. Hence, we are way off the charts of the range of normal CO₂ fluctuations in a 400,000 year perspective.

Global Warming: Depending on emissions scenario, the IPCC (Intergovernmental Panel on Climate Change) estimates that the global temperature will be 1.1-6.4 °C warmer by the end of the century compared with today. If we assume that economic growth continues and we see a balanced use of fossil fuels and renewable energy (A1B scenario), the likely temperature increase is 1.7-4.4 °C with a best estimate of 2.8 °C. This may not seem like much but relatively small differences in the average temperature can make a significant impact. As an example, the average temperature difference between the last ice age 20,000 years ago and today is only 5 °C. At that time, large parts of the northern hemisphere were covered under ice sheets ranging from hundreds of meters to kilometers in thickness.

Extreme Weather Events (EWEs): A warmer atmosphere holds more water vapor which is in itself a greenhouse gas causing global warming; the moisture in the atmosphere increases by about 5% for every 1 °C increase in temperature. Water vapor has also got significant latent energy that can be released as destructive storms. During this century, we are likely to see a significant increase in extreme weather events as the temperature increases. This will lead to disruption of transportation as well as extensive damage to property. Insurance companies are watching this space carefully.

Sea-Level Rise: A warmer world will result in sea-level rise as a result of both thermal expansion of water and melting/disintegration of land-based glaciers and ice sheets. To put things into perspective, loss of all ice on Greenland would result in a sea-level rise of around 6.5 meters and loss of all ice on Antarctica would lead to a sea-level rise of over 70 meters; a collapse of just the West Antarctic Ice Sheet, which appears most vulnerable, would result in a sea-level rise of around 8 meters. Rather worryingly, we may trigger a slow but irreversible distintegration and subsequent melting of these ice sheets when atmospheric CO₂ concentrations reach 500-560 ppm – i.e. within your lifespan at the current CO₂ emission run rate. Sea-level rise of this magnitude would take centuries but would ultimately alter coastlines significantly, threaten many of the world’s large cities and create a flood of climate refugees.

ASSESSMENT COMPONENTS

Component	Grading Weight
Class Participation (Individual)	30%
Exam (Individual)	40%
Strategy Project (Group)	30%
Total	100%

Last year, students earning A grades came from America, Bangladesh, China, Germany, India, Korea and Singapore showing that students from different cultural background can do well in this course.

1) Class participation (Individual, 30% of grade)

Classroom participation is an important part of the course worth 30% of the overall grade. If you sign-up for this course, please come prepared for vivid classroom discussions around course topics, case studies and in-class videos. In case you find it challenging to proactively take part in classroom discussions, you may wish to think twice about signing up for this elective course as I want students to enjoy the learning environment rather than feel frustrated when coming to class.
The below offers some guidance for how to get a good participation grade:

Your grade is a function of attendance multiplied by quality. Hence, class attendance is mandatory for students' success in this class and an individual’s absence will affect their final grade, whether excused or not.
Please bring your name cards to each session to ensure that you get fair participation grades.
Come to class on-time and come prepared.
Be a good listener and build on other students’ ideas. Do not monopolize airtime.
It is ok to be questioning and challenging but do not be obstructive or inconsiderate.
Add insights rather than state the obvious.
Explore the pros and cons of different alternatives before recommending a path of action.
Be mentally present rather than occupied by other activities (laptops, iPhones, etc.)

2) Final Test (Individual, 40% of grade)

There will be a 3 hour closed book final test starting at 18:30 on Friday 8 June 2012. The MBA office has confirmed that there are no other classes on Friday evenings but please confirm that you are available on this date before signing up for the course. The test will be a combination of multiple-choice questions, short-answer questions and longer essay questions. The test will be based on the assigned reading material, videos and the slides shown in class. Other material is considered optional and will not be included on the exam.

I will construct the exam so that it is likely that you can earn a B grade (B-/B/B+) solely by having a good command of the slide material and videos shown in class. However, it will likely be challenging to earn an A grade (A-/A/A+) on the exam if you do not have a grasp of the assigned reading material. This means that students who do not want to compete for high grades can go easy on the reading material.

There are two reasons for having a closed book final test rather than an individual assignment (as suggested by some students last year). First, most of you will be new to the sustainability field and like in any other discipline, there are certain things that you simply need to know to come across as a credible practitioner. Second, the test serves as a counterweight to the 30% oral participation grade by giving students from educational backgrounds with less emphasis on classroom participation a chance to prove what they know.

3) Strategy Project (Group, 30% of grade)

As a major part of completing the course, participants will be divided into 6 groups to complete a sustainability strategy project that will be presented in class during the final session on 11 June 2012. Each group will be given 20 minutes to present, followed by a 10 minute Q&A session led by another student team.
Each team will identify an organization to work with and negotiate access to required information. It is recommended that you select an organization of manageable size such as a law firm, a management consultancy, a school, a library, a restaurant or similar. Please do not select a large multinational firm as you will struggle to complete the project in time. Also, organizations studied by students last year will not be allowed: NUS Business School, NUS Hong Sui Sen Memorial Library, NUS Industry Liaison Office, Beng Hiang Restaurant, Singapore American School and the Huaron Dadong Dockyard (in China).

Project Option A: Sustainability Audit with Improvement Recommendations

In this assignment, you take a broad helicopter perspective on sustainability across economic, social and environmental areas. You will conduct an overall sustainability audit with the objective of identifying specific pain points that your action plan will address. Environmental impact need not be the main focus area as you could find that the organization has a weaker performance in the social area.

Key challenges in this type of project include showing that you have covered all relevant areas, identified the right pain points and generated insightful rather than trivial recommendations.

Project Option B: Greenhouse Gas Inventory and Reduction Plan

In this assignment, you develop a greenhouse gas inventory for an organization with a view to identifying key emission areas and potential leverage points. Based on this, you develop a greenhouse gas reduction plan that can for example include a combination of behavioral change, purchase of energy efficient appliances / LED lighting, new travel arrangements (e.g. less flights) and the purchase of greenhouse gas offsets.

Key challenges in this type of project include showing that you have built a comprehensive greenhouse gas inventory, used appropriate calculation methods and identified realistic, yet impactful, greenhouse gas reduction initiatives.

Group Formation

By the second class, participants are required to have formed 6 groups for completion of the sustainability strategy project. The only guideline for group formation is that all group members cannot be from the same country and ideally there should not be more than two people from the same country. A business school is a ‘safe environment’ in which to practice cross-cultural interaction compared with in the business world where both organizational performance and individual career success is at stake. Hence, I would encourage you to work in as culturally heterogeneous groups as possible to take full advantage of practicing working with colleagues from different backgrounds. This also increases your ability to build a geographically diverse network which might become advantageous later on in your careers.

The experience from previous courses I have taught is that groups working in-depth with a very clear question received better grades than those who made a broad and rather shallow presentation without sufficient depth of analysis or clarity of recommendations. Based on this, please stay clear of superficial analysis and simple laundry lists of generic prescriptions without any attempt at quantification of the costs and benefits.
Please upload on IVLE and e-mail me a one page proposal no later than 15 May 2011 covering the following details:

Group members
Project organization and industry
Project description and scope
Specification of what type of decision can be made based on your analysis
Your relationship (if any) to the project company or product
A statement of originality meaning that the group members have not worked on a similar project before and that the project will be based on the team members’ own analysis (i.e. not summarize a report already produced by someone else).

If more than one Group proposes the same topic, the ‘first come, first served’ principle will be applied.

The deliverables for the sustainability strategy project are a max 20-slide PowerPoint presentation and a three page ‘board paper’ summarizing your recommendations. These documents should be uploaded on IVLE in PDF format no later than Friday 8 June 2012 (same day as the final test). The board papers should be single-spaced and written in a 12 point font with reasonable margins. In addition to the three page limit, you are allowed an appendix of maximum 1 page to show graphs or financial forecasts if required. The ‘board papers’ should be sufficiently focused to allow the fictive board of your client organization to make a decision based on your recommendations. The PowerPoint presentation should be sufficiently detailed to stand on its own as a project report (i.e. consultancy format). Each group will be required to make a 20 minute presentation of their project during the final class and also to act as the fictive board for another organization during a 10 minute Q&A session.
To prevent a ‘free rider’ syndrome, you will also be asked to complete a peer review of the other group participants. Please e-mail me your confidential assessment of your colleagues before the end of Tuesday 12 June 2012. The assessment should be according to the following format: 3=Excellent (A), 2=Good (B), 1=Satisfactory (C) and 0=Not satisfactory. You should not rate your own performance. Please provide a short motivation for any 1 or 0 grades given. Also do not forget to include your own name as grader.

PERSONAL PROFILE

I ask each one of you to please upload a one page personal profile in the designated folder in IVLE no later than Thursday, 10 May 2012 and ideally before the first class. Please focus your one-pager around the following three questions:

1) Your background (e.g. country, international experience, industry experience, functional experience, sustainability experience);
2) Your career aspirations (e.g. industry, function, countries);
3) Your interest in sustainability (e.g. why did you decide to take this course? Do you envisage working with sustainability issues during your career?)
Please include your name at the top of the page together with a recent photograph and e-mail address.
These profiles provide me with an opportunity to learn if some course participants have experience or aspirations of particular relevance in relation to some of the case discussions. It also allows you to learn more about each other for networking purposes.

CLASSROOM CLICKERS

The course will make use of an anonymous classroom response system to gather immediate feedback during the sessions: http://www.cit.nus.edu.sg/classroom-response-system/
To this end, each student will be issued a personal response token during the first class.

READING MATERIAL

This course is quite reading intensive given that sustainability will be a new topic for most students. Given this, I have not assumed any prior knowledge of the topics covered. While it may look like a lot of reading material, most of the articles are quite short and they do not contain especially challenging material. Compared to last year, 13 chapters/articles were dropped and 3 were added. This means that there are 10 less chapters/articles to read this year making the course considerably lighter overall in view of student feedback.
The objective of the climate change material is to give you a general introduction to the sustainability challenges we face and the key topics in the current debate. As such, this material does not typically have a corporate focus but instead contributes to your general understanding of the field. The objective of the sustainability strategy material is to introduce you to sustainability from a corporate perspective. This material provides examples of how corporations have approached sustainability and equips you with various frameworks for your strategy project as well as working life.
As you will see from the detailed session overview, the amount of reading has been significantly front-loaded to the first three sessions. This is to make sure that participants quickly get up to speed with different sustainability topics in order to select a suitable project topic and have a frame of reference for subsequent case discussions as well as the group project. Given this front-loading, it is highly advisable to read up ahead of the start of the course rather than risk getting behind.

Required Climate Change Material

Brown, L. (2011). On the edge. In World on the Edge: How to Prevent Environmental
and Economic Collapse. Pages 3-18, from http://www.earth-policy.org/images/uploads/book_files/wotebook.pdf
CNA_Corporation. (2007). National security and the threat of climate change, from http://securityandclimate.cna.org/report/
Dyer, G. (2010). Scenario one: The Year 2045. In Climate wars: The fight for survival as the world overheats. Oxford: Oneworld, 1-27.
Hansen, J. (2009). Target carbon dioxide: Where should we aim? In Storms of my grandchildren: The truth about the coming climate catastrophe and our last chance to save humanity. New York: Bloomsbury, 140-171.
Heinberg, R. (2011). Earth’s limits: Why growth won’t return. In The End of Growth. Forest Row: Clairview Books, 105-153.
IPCC. (2007a). Climate Change 2007: Synthesis Report, from http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr.pdf
Romm, J. (2007). Chapter four. 2050-2100: Hell and high water. In Hell and high water. New York: Harper Perennial, 75-95.
Weart, S. R. (2008). Chapter 1: How could climate change? In The discovery of global warming. Cambridge, Massachusetts: Harvard University Press, 1-18.

Required Sustainability Strategy Material

Baumann, H. & Tillman, A-M. LCA in a nutshell. In The Hitch Hiker’s Guide to LCA. Lund: Studentlitteratur, 19-41.
Brown, L. (2009). Chapter 5: Stabilizing climate: Shifting to renewable energy. In Plan B 4.0: Mobilizing to save civilization. New York: W. W. Norton & Company, 109-142.
Brown, L., Larsen, J., Dorn, J.G. & Moore, F.C. (2008). Time for Plan B, from http://www.earth-policy.org/datacenter/pdf/80by2020notes.pdf
Chouinard, Y., Ellison, J. & Ridgeway, R. The sustainable economy. Harvard Business Review, 89(10): 52-62.
Ehrenfeld, J. R. (2005). The roots of sustainability. MIT Sloan Management Review, 46(2), 23-25.
Hoffman, A.J. & Woody, J.G. (2008). Create your climate change strategy. In Climate change: What’s your business strategy? Boston, Massachusetts: Harvard Business Press, 24-83.
Hoggan, J. (2009). Chapter 4. The age of astroturfing: In which industry steals credibility from the people. In Climate cover-up. Quebec: Greystone, 31-48.
Hopkins, M. S. (2009b). What executives don't get about sustainability (and further notes on the profit motive). MIT Sloan Management Review, 51(1), 35-40.
Lash, J., & Wellington, F. (2007). Competitive advantage on a warming planet. Harvard Business Review, 85(3), 94-102.
Lovelock, J. (2006). Chapter 5: Sources of energy. In The revenge of Gaia. London: Penguin, 84-134.
Lovelock, J. (2009). Chapter 5: Geoengineering. In A final warning: The vanishing face of Gaia. London: Penguin, 92-104.
Markevich, A. (2009). The evolution of sustainability. MIT Sloan Management Review, 51(1), 13-14.
Nidumolu, R., Prahalad, C. K., & Rangaswami, M. R. (2009). Why sustainability is now the key driver of innovation. Harvard Business Review, 87(9), 56-64.
Pacala, S. & Socolow, R. (2004). Stabilization wedges: Solving the climate problem for the next 50 years with current technologies. Science, 305 (5686), 968-972.
Pew Center. (2011), Climate change 101: Cap and trade, from http://www.pewclimate.org/docUploads/climate101-captrade.pdf
Porter, M. E., & Reinhardt, F. L. (2007). A strategic approach to climate. Harvard Business Review, 85(10), 22-26.
Rau, A., Toker, R., & Howard, J. (2010). Can technology really save us from climate change? Harvard Business Review, 88(1/2), 21-23.
Unruh, G. C. (2008). The biosphere rules. Harvard Business Review, 86(2), 111-117.

OTHER MATERIAL

The supplementary material below is available for download on the course site in IVLE in the
folder called course material.

	This presentation contains a selection of recommended books and online reports related to climate change and sustainability. A number of the chapters selected for this course have been drawn from these sources. Beyond this, the purpose of this slide deck is to provide you with an overview of sources you can use to further your understanding of climate change and sustainability after completion of the course.
	This presentation contains a selection of useful online sources of relevance to the NUS Sustainability Strategy course. Please familiarize yourself with this material so that you know what online sources are available.
	This presentation contains a selection of video clips selected for the NUS Sustainability Strategy course. The purpose is to provide an opportunity to gain first-hand knowledge of some of the key figures participating in the sustainability debate. Please watch as many of the video clips as you can find time for.
	This presentation provides a general strategy toolbox of potential value to students with limited prior knowledge of business and corporate strategy. This is purely reference material so no need to study these frameworks for the exam beyond the slides also available in the sustainability strategy lecture pack. So you will likely find this slide deck more useful in other courses, for case competitions or in your future professional career.

DETAILS OF SESSIONS
Session 1: Monday, 7 May 2012, BZ1/2-3 (Seminar Room 2-3, Mochtar Riady Building)

Lecture Slides	Class Introduction Population & Footprint Impact Climate Science IPCC & Climate Meetings Southeast Asia Projections
Case Study	No case preparation – please focus on reading material to not get behind
Reading Material	Brown, L. (2011). On the edge. In World on the Edge: How to Prevent Environmental and Economic Collapse. Pages 3-18, from http://www.earth-policy.org/images/uploads/book_files/wotebook.pdf CNA_Corporation. (2007). National security and the threat of climate change, from http://www.cna.org/reports/climate Dyer, G. (2010). Scenario one: The Year 2045. In Climate wars: The fight for survival as the world overheats. Oxford: Oneworld, 1-27. Hansen, J. (2009). Target carbon dioxide: Where should we aim? In Storms of my grandchildren: The truth about the coming climate catastrophe and our last chance to save humanity. New York: Bloomsbury, 140-171. Heinberg, R. (2011). Earth’s limits: Why growth won’t return. In The End of Growth. Forest Row: Clairview Books, 105-153. IPCC. (2007a). Climate Change 2007: Synthesis Report, from http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr.pdf Romm, J. (2007). Chapter four. 2050-2100: Hell and high water. In Hell and high water. New York: Harper Perennial, 75-95. Weart, S. R. (2008). Chapter 1: How could climate change? In The discovery of global warming. Cambridge, Massachusetts: Harvard University Press, 1-18.
Websites	Intergovernmental Panel on Climate Change: http://www.ipcc.ch/ How to talk to a climate sceptic: http://grist.org/series/skeptics/ Skeptical Science: http://www.skepticalscience.com/big-picture.html Download the free Skeptical Science App for iPhone, Android & Nokia: iPhone: http://www.skepticalscience.com/iphone.shtml Android: http://www.skepticalscience.com/Skeptical-Science-now-an-Android-app.html Nokia: http://www.skepticalscience.com/Skeptical-Science-now-a-Nokia-app.html

Session 2: Monday, 14 May 2012, BZ1/2-3 (Seminar Room 2-3, Mochtar Riady Building)

Lecture Slides	Sustainability Definitions Sustainability Strategy Life Cycle Assessment
Case Study	Live Life Cycle Assessment Case
Case Questions	No case preparation – please focus on reading material to not get behind
Reading Material	Baumann, H. & Tillman, A-M. LCA in a nutshell. In The Hitch Hiker’s Guide to LCA. Lund: Studentlitteratur, 19-41. Chouinard, Y., Ellison, J. & Ridgeway, R. The sustainable economy. Harvard Business Review, 89(10): 52-62. Ehrenfeld, J. R. (2005). The roots of sustainability. MIT Sloan Management Review, 46(2), 23-25. Hoffman, A.J. & Woody, J.G. (2008). Create your climate change strategy. In Climate Change: What’s your business strategy? Boston, Massachusetts: Harvard Business Press, 24-83. Hopkins, M. S. (2009b). What executives don't get about sustainability (and further notes on the profit motive). MIT Sloan Management Review, 51(1), 35-40. Lash, J., & Wellington, F. (2007). Competitive advantage on a warming planet. Harvard Business Review, 85(3), 94-102. Markevich, A. (2009). The evolution of sustainability. MIT Sloan Management Review, 51(1), 13-14. Porter, M. E., & Reinhardt, F. L. (2007). A strategic approach to climate. Harvard Business Review, 85(10), 22-26.
Websites	UN Global Compact: http://www.unglobalcompact.org/AboutTheGC/TheTenPrinciples/index.html Global Reporting Initiative: https://www.globalreporting.org/Home ISO Environmental Management & Social Responsibility: http://www.iso.org/iso/iso_14000_essentials http://www.iso.org/iso/iso_catalogue/management_and_leadership_standards/social_responsibility/sr_iso26000_overview.htm

Session 3: Monday, 21 May 2012, BZ1/2-3 (Seminar Room 2-3, Mochtar Riady Building)

Lecture Slides	Energy Greenhouse Gas Emissions
Case Study	Patagonia
Case Questions	Evaluate Patagonia’s business model. Does it make sense? How important is the company’s environmental position to its overall business model? What is the risk that Patagonia’s competitive differentiation erodes? What is your assessment of Patagonia’s Product Lifecycle Initiative? Would the company’s business model differ if it was publicly traded?
Reading Material	Brown, L. (2009). Chapter 5: Stabilizing climate: Shifting to renewable energy. In Plan B 4.0: Mobilizing to save civilization. Pages 109-142, from http://www.earth-policy.org/images/uploads/book_files/pb4book.pdf Brown, L., Larsen, J., Dor n, J.G. & Moore, F.C. (2008). Time for Plan B, from http://www.earth-policy.org/datacenter/pdf/80by2020notes.pdf Lovelock, J. (2006). Chapter 5: Sources of energy. In The revenge of Gaia. London: Penguin, 84-134. Lovelock, J. (2009). Chapter 5: Geoengineering. In A final warning: The vanishing face of Gaia. London: Penguin, 92-104. Pacala, S & Socolow, R. (2004). Stabilization wedges: Solving the climate problem for the next 50 years with current technologies. Science, 305 (5686), 968-972. Pew Center. (2011), Climate change 101: Cap and trade, from http://www.pewclimate.org/docUploads/climate101-captrade.pdf Rau, A., Toker, R., & Howard, J. (2010). Can technology really save us from climate change? Harvard Business Review, 88(1/2), 21-23.
Websites	The Greenhouse Gas Protocol: http://www.ghgprotocol.org/files/ghg-protocol-revised.pdf General Reporting Protocol: http://www.theclimateregistry.org/downloads/2012/01/TCR-Draft-GRP-2.0-For-Public-Comment.pdf Carbon War Room: http://www.carbonwarroom.com Carbon Disclosure Project: https://www.cdproject.net/en-US/Pages/HomePage.aspx

Session 4: Monday, 28 May 2012, BZ1/2-3 (Seminar Room 2-3, Mochtar Riady Building)

Lecture Slides	Water Pollution and Waste Management
Case Study	Ricoh Company, Ltd.
Case Questions	Does Ricoh’s environmental positioning benefit shareholders? Is there anything Ricoh could do differently to better engage with the financial community? How did Ricoh’s environmentalism evolve through the different stages? What principles have Ricoh used to promote sustainability? Concerning product design Concerning manufacturing Concerning recycling and waste management
Reading Material	Nidumolu, R., Prahalad, C. K., & Rangaswami, M. R. (2009). Why sustainability is now the key driver of innovation. Harvard Business Review, 87(9), 56-64. Unruh, G. C. (2008). The biosphere rules. Harvard Business Review, 86(2), 111-117.
Websites	Environmental Performance Index http://epi.yale.edu/epi2012/rankings Water Footprint http://www.waterfootprint.org/ CDP Water Disclosure https://www.cdproject.net/water WHO Air Pollution Database (see Excel Sheet at bottom of page) http://www.who.int/phe/health_topics/outdoorair/databases/en/index.html

Session 5: Monday, 4 June 2012, BZ1/2-3 (Seminar Room 2-3, Mochtar Riady Building)

Lecture Slides	Ethics, Fallacies of Reasoning & Worldviews Corporate Manipulation Exam Review (plus time kept in reserve to discuss past topics)
Case Study	Fiji Water
Case Questions	Does bottled water make sense? If so, under what conditions? What is socially responsible marketing? What is greenwashing? What are the criteria to evaluate? What factors contributed to the initial success of Fiji Water? Is Fiji Water a responsible company?
Reading Material	Hoggan, J. (2009). Chapter 4. The age of astroturfing: In which industry steals credibility from the people. In Climate cover-up. Quebec: Greystone, 31-48.
Websites	Sins of Greenwashing: http://sinsofgreenwashing.org/findings/the-seven-sins/ The Good Guide: http://www.goodguide.com/ DeSmogBlog: http://www.desmogblog.com/ Interbrand Best Global Brands http://www.interbrand.com/en/best-global-brands/Best-Global-Green-Brands/2011-Report/BestGlobalGreenBrandsTable-2011.aspx

Session 6: Monday, 11 June 2012, BZ1/2-3 (Seminar Room 2-3, Mochtar Riady Building)
The final class will consist of short overview presentations of group projects. Hence, there will be no lecture or case discussion.

Workload

Top3-0-0-3-4

Workload Components : A-B-C-D-E
A: no. of lecture hours per week
B: no. of tutorial hours per week
C: no. of lab hours per week
D: no. of hours for projects, assignments, fieldwork etc per week
E: no. of hours for preparatory work by a student per week