The following describes the components of assessment in the 'Green Management' course that took place in January-February 2011. They are also components which helped motivate and form the production of this book.
Individual student's work reflects the knowledge of the theoretical part of the course in a form of essay/reflection on a question, given out in the beginning of the week 1. Length 1-5 pages (single line-spacing)
Each had to choose from one of the following questions to respond to:
1. Reflect upon steady state economy and alternatives to GDP? What are advantages/ disadvantages of their implementation?
2. What do you think about green policies (for climate change, green taxes, etc..)? Describe how they work in theory and practice?
3. How would you run a green business if you had one? What are important factors?
4. Consider how local initiatives/communities where you are from can be engaged in the green economics?
Each group was expected to make a group work on a topic which they themselves select and which is in line with the criteria set out by the instructor. The group work should be a pertinent issue combining one or more of the major topics covered in the course, with an awareness of local or international concern. The work was expected to show developed themes and logical arguments. The work must be referenced at an academic standard, should be proof read, corrected and legible. The final publication of group project will be done via collaborative platform Booki (see below), open to public. More detailed instructions on group assignment were provided in class.
Students were required to create a publication of the group research project using the online participatory booklet-making platform [www.booki.cc] which is a wiki-like/collaborative writing platform that exports to printing standards. It is an open and publicly accessible (google searchable) document online. We aimed to make a physical copy at the end of the course. More detailed instructions on the collaborative document-making were provided in class.
The presentation style was up to the individual group but should reflect accurately the rationale, scope and key findings of their research. Each presentation was to be a minimum of 15 minutes (but may be more). The presentation was assessed on content, presentation skills and ability to answer questions.
The exam consisted of a series of discussion questions and/or short essays. The students' manuscripts were assessed in terms of the students ability to demonstrate knowledge and understanding of the topics presented and, breadth of reading beyond the prescribed material.
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