ECON 7221 - The Economics of Climate Change
North Terrace Campus - Summer - 2015
General Course Information
Course Code ECON 7221 Course The Economics of Climate Change Coordinating Unit School of Economics Term Summer Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per day for 20 days (Summer Semester). Up to 6 hours per day for 10 days (Winter Semester) Available for Study Abroad and Exchange Y Assumed Knowledge Introductory Microeconomics & Macroeconomics Course Description The course provides an understanding of climate change issues, especially the economics of climate change. It provides the tools to assess the relative merits of various climate change policies that will increasingly be put forward by governments and other stakeholders. On completion of this course students should be able to describe and articulate some of the key issues relating to climate change and demonstrate a knowledge of what economics can offer to policies aimed at mitigating its effects. Students should understand the role of economic instruments in designing appropriate climate change policies, the role of the Kyoto Protocol, and the issues of climate change from a developing country perspective. Finally, students should be able to undertake some independent research in the area of economics of climate change mitigation.
Course Coordinator: Dess Pearson
Course Coordinator: Professor Paul Kerin
Course Lecturer: Mr Dess Pearson, Bachelor of Economics (La Trobe University); Graduate Diploma in Public Economic Policy (Australian National University); Master of Management in Industry Strategy (Australian National University); MBA (Edinburgh Business School, UK); Professional Certificate in International Trade (University of Adelaide).
Contact email address: firstname.lastname@example.org
Contact telephone: 0434 360 299
The full timetable of all activities for this course can be accessed from Course Planner.
This course will be delivered in intensive mode over 2 consecutive weeks (9 days) from 27 January to 6 February 2015 inclusive. In total classes will comprise 1x 5-hour lecture, 8x 3-hour lectures and 4x 1-hour workshops. Students’ oral presentations will take place in the last two 3-hour lectures and 1 hr workshops on the 5th and 6th of February.
Course Learning Outcomes
2.1 COURSE Learning Objectives
On completion of this course, students should be able to:
1. articulate key issues relating to climate change;
2. demonstrate a good understanding of what and how economics can offer public policies aimed at mitigating the effects of climate change;
3. understand and be able to apply economic instruments in designing appropriate climate change policies;
4. understand the role of the Kyoto Protocol;
5. understand the role of energy prices in mitigating the effects of climate change..
6. understand climate change issues from a developing country perspective;
7. undertake independent research in the area of the economics of climate change mitigation.
Particular skills to be developed through undertaking this course include:
· learning independently and in groups;
· self-directed research (through the written project and individual/group presentations);
· working collaboratively in small groups;
· using the World Wide Web and government agencies to seek relevant information;
· problem solving; and
· knowledge building in the field of climate change economics.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,7 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 7 Skills of a high order in interpersonal understanding, teamwork and communication. 1 A proficiency in the appropriate use of contemporary technologies. 1,2,7 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-7 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1-7 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1-7
The following book is required.
Anthony Owen and Nick Hanley, The Economics of Climate Change, Routledge, London, 2006 (Paperback - ISBN: 978-0-415-40642-0)
Copies are available at Unibooks.
The articles and sites provided below are a good starting point for materials relevant to topics covered in this course.
Baker, R., Barker, A., Johnston, A. and Kohlhaas, M. 2008, The Stern Review: an assessment of its methodology, Productivity Commission Staff Working Paper, Melbourne, January.
Australian Greenhouse Office, 2005. Australia’s Fourth National Communication on Climate Change, http://unfccc.int/resource/docs/natc/ausnc4.pdf
Barrett . S (1998) On the Theory and Diplomacy of Environmental Treaty Making, Environmental and Resource Economics 11: 317-333.
Baumol, WJ and Oates, WE (1988) The Theory of Environmental Policy, 2nd Edition, Cambridge University Press.
Fisher BS et al (1996) ‘An Economic Assessment of Policy Instruments for Combating Climate Change’, in Economic and Social Dimensions of Climate Change, Cambridge University Press.
Garnaut Climate Change Review, Final Report available at http://www.garnautreview.org.au/index.htm
Lutter, R and Shogren, J (2002) ‘Tradable permit traffics: how local air pollution affects carbon emissions permit trading, Land Economics 78: 159-70.
Productivity Commission (2008), What Role for Policies to Supplement an Emissions Trading Scheme?: Productivity Commission Submission to the Garnaut Climate Change Review, May.
Productivity Commission (2011), Emission Reduction Policies and Carbon Prices in Key Economies, Commissioned Study, May. www.pc.gov.au
The Climate Commission (2011), The Critical Decade, Report Prepared by the Climate Commission tasked by the Australian Government to report on policies to mitigate climate change. http://climatecommission.gov.au/topics/the-critical-decade/
The Garnaut Climate Change Review: Garnaut Review 2011 - http://www.garnautreview.org.au/update-2011/garnaut-review-2011.html
United Nations, 1992. United Nations Framework Convention on Climate Change, http://unfccc.int/resource/docs/convkp/conveng.pdf
United Nations, 1997. Kyoto Protocol to the United Nations Framework Convention on Climate Change, http://unfccc.int/resource/docs/convkp/kpeng.pdf
World Bank, World Development Report (2010), Development and Climate Change – from the World Bank’s official site – www.worldbank.org
www.http://unfccc.int/meetings - Official site of the United Nations Climate Change Conference in Copenhagen, 5 to 18 December 2009
www.theworldbank.org - The World Bank.
http://unfccc.int/2860.php - UN Framework Convention on Climate Change.
www.dfat.gov.au – The Australian Department of Foreign Affairs and Trade.
www.wri.org – World Resources Institute.
http://www.environment.gov.au – The Australian Department of Environment.
www.environment.sa.gov.au – South Australian Department of Water and Natural Resources.
www.abares.gov.au – Australian Bureau of Agricultural and Resource Economics and Sciences.
http://bravenewclimate.com – Professor Barry Brook’s website.
Learning & Teaching Activities
Learning & Teaching ModesThe primary teaching modes are through lectures and workshops. Learning is expected to take place through writing a comprehensive report that ideally is an equivalent quality to a policy paper or a consultant’s report prepared for clients; through preparing and participating in an oral presentation; through class discussion and through writing under pressure (final exam). All of these modes will prepare students for the rigours of the workplace.
This course aims to enhance students’ independent learning, research skills and self-directed study, qualities you will need in abundance if you are seeking a career in policymaking, government, NGOs or in international organisations or consultancies. In particular, the course will enhance students’ ability to distil and synthetise information, write succinctly and verbally present facts and findings clearly. The course is thus structured around three elements of assessment – an individual or group oral presentation (20%), a 3,500 word paper on a relevant topic that can be done either individually or as part of a group (30%) and a 3-hour closed book examination (50%). Under no circumstances can groups for either the oral presentation or the written assignment exceed 3 people. Please also note you can work in groups for only one of the modes of assessment – the oral presentation or the written assignment. That is to say, if you work in a group in one mode, the other assessment mode must be done individually. The School of Economics has a policy that does not allow students’ group assessments to be weighted at MORE THAN 30%.
While the main text book, ‘The Economics of Climate Change’ by Owen and Hanley (2004) and other prescribed reading materials forms the ‘core reading’ of the course, students will be expected to go beyond these if they are to get high grades (that is Distinctions or Higher Distinctions). Further, as students will be working independently, as well as in small groups, the weekly lecture topics and discussion questions should be seen as building blocks and additional knowledge based on students’ own independent research should be added to this.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The course requires independent and group learning if it is to be completed successfully. It is anticipated that students will engage in study outside of class time (either individually or in groups) for at least 15 hours a week for the duration of the course, since it is delivered in intensive mode.
Learning Activities Summary
The course will be held from Tuesday 28 February to Friday 7 February 2014 inclusive. Lectures will be held from 9 am to 12 pm from Monday to Friday and Workshops will be held on Wednesdays, Thursdays and Fridays from 12-1 pm.
Tuesday at the Majoribanks 126 SANTOS Theatre.
Specific Course RequirementsThere are no specific course requirements
Small Group Discovery ExperienceNot applicable
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
The University’s policy on Assessment for Coursework Programs is based on the following five principles: 1) assessment must encourage and reinforce learning; 2) assessment must measure achievement of the stated learning objectives; 3) assessment must enable robust and fair judgements about student performance; 4) assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned; and 5) assessment must maintain academic standards (see: http://www.adelaide.edu.au/policies/700/ )
This course’s assessment encourages and reinforces learning and measures achievement of the stated learning objectives by evaluating (a) class discussion (clarifying and initiating ideas); (b) group cooperation and learning (through the oral presentation and written paper); critical thinking and analysis (written assignment) and working under pressure (exam). The relative weights reflect the importance of each of the assessment modes. The assessment practices are fair and equitable as students have the choice of either working individually or in small groups.
Assessment Related Requirements
Oral Presentation 20%
5 and 6 Feb
15-20 minute presentation (individual or group) followed by questions and answers.
Problem-Based Assignment 30%
Mon 9 Feb: 4 pm
No more than 3,500 words (individual or group)
3 hr Closed Book Examination 50%
To be advised
No information currently available.
The date for submission of your written assignment is 4 pm on Monday 9 February 2015. Penalties for late submission will apply, with 5% deducted for each day overdue. Submissions are to be placed in the assignment drop box on the ground floor, University of Adelaide, 10 Pulteney St, (Nexus 10 building), or alternatively you could email your assignments to me at: email@example.com .
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.Additional Assessment
If a student receives 45-49 for their final mark for the course they will automatically be granted an additional assessment. This will most likely be in the form of a new exam (Additional Assessment) and will have the same weight as the original exam unless an alternative requirement (for example a hurdle requirement) is stated in this semester’s Course Outline. If, after replacing the original exam mark with the new exam mark, it is calculated that the student has passed the course, they will receive 50 Pass as their final result for the course (no higher) but if the calculation totals less than 50, their grade will be Fail and the higher of the original mark or the mark following the Additional Assessment will be recorded as the final result.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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