IEM: Introduction to Environmental Management

Course Description: 

The aim for this module is to prepare the students to systematically think about and work towards formulating and achieving concrete environmental objectives in the world of scarce resources and competing agendas. The topics within the course include:

  • Introduction to the idea of management. Management mindsets: approaches to framing and resolving problems at the interface of the environment and human activities. Difference between management, policy and science.
  • The role of economic thinking in environmental management and the main principles and elements of such thinking;
  • The importance of analysis and planning for management. The nature of Environmental Assessment (EA) including Environmental Impact Assessment (EIA) of individual projects and Strategic Environmental Assessment (SEA) of plans and programs. Stages and elements of EIA and SEA. Integrating environmental assessment with other assessments and sustainability assessment.
  • The basic principles of Environmental Management Systems (EMS) 
  • Dealing with complexities, uncertainties, innovation, and diversity of perceptions and perspectives interests in environmental management. 
  • Management strategies. What is a strategy and how it may be conceived and implemented? 
  • Introduction to Solid Waste Management (field trip).
Learning Outcomes: 

A successful student completing this model should be able to:

  1. Know the purpose and key elements of environmental impact assessment (EIA) . 
  2. Understand the basic principles of environmental management systems in their relation to environmental and sustainability strategies and to broader management concepts. 
  3. Understand the main principles of economic thinking in application to environmental management
  4. Appreciate the challenges involved in managing people in various organizations and contexts. 
  5. Become familiar with solid waste management in an urban context in Europe.
Assessment: 

Exam (80%) Participation in class and group exercise, including students’ blogging (20%)