1- Demonstrate advanced level of understanding of the broader economic, social, political, and ecological dimensions of governance and regulations of climate change.

2-Comprehend the multifaceted relationship underlying climate change debate as a wicked problem including- the Intersection of science, economics, politics, human behaviour, institutional change - to provide critical insight into climate change negotiations and governance processes.

3-Evaluate existing and alternative climate change mitigation and adaptation measures and governance policies at the regional, national, and global levels.

4- Develop independent research skills using a range of concepts and theoretical perspectives and be able to evaluate how the governing of climate change takes place in various contexts.

Assessment 1 – 20 minute group presentation (15-minute presentation with 5 minutes question time (LO1 , LO2 and LO3)

Assessment 2 –Individual written assessment (2000 words) LO1 and LO4

The module initially introduces students to the environmental, economic, political, and ethical dimensions of climate change. To foster an appreciation of the complex and holistic nature of the politics surrounding contemporary climate governance problems we will then introduce students to governmental actors, public institutions, and social movements that contribute to and shape climate governance processes. Furthermore, it assesses the main promise and pitfalls of different mitigations and adaptation measures and policies proposed to address climate crisis at a variety of scales and in a range of settings including power asymmetric issues. These theoretical and empirical perspectives will be then illustrated with practical case studies on key mitigation and adaptation concepts of climate change including but not limited to: Carbon pricing policies, the role of renewable energy technologies, The Science Based Targets initiative, and ‘Environmental, Social, Governance' reporting. In general, the module will offer students an advanced understanding of the nature and process of governance as it relates to climate change and will provide the opportunity to apply the knowledge acquired in this area to a specific factual circumstance through an advocacy exercise.

Climate change is one of the major challenges facing humanity, and we are at a pivotal moment in the climate emergency. This module aims to provide students with an understanding of the topic of climate change governance as the process of steering and enabling collective action to address governance failures, strengthen incentives and build capability for climate action. The module intends to further explore these issues and to develop critical perspectives by introducing students to the local and global actors, institutions, and decision-making structures that deal with the impacts of climate change on both the national and international levels. Students will gain an overview of mitigation and adaptation responses to climate change and opportunities for further positive transformation and examine how climate action pertains to several United Nations (UN) sustainable development goals. This knowledge underpins the activity delivered in this course toward both climate justice and sustainable development.

In line with Staffordshire University’s strategic plan, we are devoted to providing a flexible, student-centered, and inclusive approach to learning and teaching. The course has been designed around the delivery of appealing, workshops- activity- and discussion-based case studies. This will be nurtured by meaningful series of interactive live lectures and tutorials in addition to pre-recorded and online content. In addition to the face-to-face lectures, quizzes and knowledge checkers may be used to assist and monitor students' progress and provide feedback when necessary. External speakers including climate change experts may also be invited to further contextualise the module content. This approach establishes more flexibility for pupils, while also improving deeper knowledge through interaction with peers academic and professional experts. This is additionally endorsed by the assessment approach embraced, allowing pupils to improve their academic skills combined with work readiness — all aligned with the main learning outcome and aims of the course.

Clift, Ben (2018). Unusual Bedfellows? The IMF, Tackling Inequality and Social Democratic Policy Renewal. In: Hay & Bailey (Eds.), Diverging Capitalisms. Palgrave Macmillan.

De Pryck, K. and Hulme, M. eds., 2022. A Critical Assessment of the Intergovernmental Panel on Climate Change. Cambridge University Press.

Ding, I (2020) ‘Performative governance’. World Politics, 72(4), pp. 525-556.

Livingston, J.E. and Rummukainen, M., 2020. Taking science by surprise: the knowledge politics of the IPCC Special Report on 1.5 degrees. Environmental Science & Policy, 112, pp.10-16.

Van der Gaast, W. and Van der Gaast, W., 2017. Climate negotiation factors: design, process and tactics. International Climate Negotiation Factors: Design, Process, Tactics, pp.13-42.

Warrilow, D.A., 2017. Science and the international climate negotiations. Weather, 72(11), pp.330-335.

Vogler, J. (2016). Climate Change in World Politics, Basingstoke: Palgrave Macmillan.

The University Library and Learning Resources - books and academic journals¿
The module VLE¿
Electronic data bases¿
Learning support materials¿
Online Tools, Internet¿
Module handbook
Case Studies