NES8317 : Biodiversity Policy: Global and National Processes (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Pete Robertson
- Lecturer: Professor Aileen Mill, Mr Olaf Booy, Dr Louise Mair, Professor Philip McGowan
- Owning School: Natural and Environmental Sciences
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
There are a range of national and global biodiversity conservation policy processes. These range from overarching global agreements, such as the Convention on Biological Diversity and its Kunming-Montréal Global Biodiversity Framework and national policies to address specific issues in wildlife management. The aim of the module is to equip students with an understanding of global and national biodiversity policy, and in particular, what it is, how it works and the key elements of the science-policy process in different contexts.
Outline Of Syllabus
The course will focus on the principles of research informing policy, including agenda setting, understanding issues, preparing evidence, monitoring and adaptation and the research environment. After the policy landscape and associated principles and processes are introduced, students will gain detailed experience in current global and national high profile policy areas that Newcastle University staff are actively engaged in.
Topics covered will include:
1. An overview of the role of policy in global conservation, the use of evidence, the research/policy interface and examples of the policy process.
2. Overview of the global policy landscape and targets for biodiversity conservation policy. This will include a case study focus on invasive alien species and the translation of these into national responsibilities and actions.
3. The routes for evidence to feed into global policy processes (e.g. CBD and IPBES) and use at a national level (the Defra Policy Cycle)
4. Practical examples the production and implementation of national policy, including practical examples from UK invasive alien species policy, and the challenge of developing national and global biodiversity indicators for the Kunming-Montreal Global Biodiversity Framework.
The detailed case studies will allow students to explore the interaction between science and policy through policy processes and/or cycles. The case studies that students will work are in areas where policy has been in place for many years, and the interaction with science is well established. This provides rich context to examine and discuss opportunities and challenges and for students to develop a strong understanding of how the science-policy interface operates in key areas of biodiversity conservation.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 2 | 10:00 | 20:00 | Preparation for and completion of two summative assessments |
| Structured Guided Learning | Lecture materials | 12 | 1:00 | 12:00 | Review lecture materials ahead of class |
| Scheduled Learning And Teaching Activities | Lecture | 12 | 1:00 | 12:00 | Lectures |
| Guided Independent Study | Directed research and reading | 26 | 1:00 | 26:00 | Directed reading from list provided |
| Structured Guided Learning | Academic skills activities | 4 | 1:00 | 4:00 | Reading materials on the development of materials to inform policy |
| Scheduled Learning And Teaching Activities | Workshops | 6 | 2:00 | 12:00 | Workshops to examine the use of science in informing policy in case study examples. |
| Guided Independent Study | Student-led group activity | 4 | 2:00 | 8:00 | Student-led discussion on the development of materials to inform policy |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 3 | 2:00 | 6:00 | Drop-in session to help with applying principles to practice in examples |
| Guided Independent Study | Independent study | 30 | 1:00 | 30:00 | Reading (non-guided list) |
| Guided Independent Study | Independent study | 35 | 2:00 | 70:00 | Deepening topic specific knowledge and understanding of the science-policy landscape and issues around that topic |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching is designed to support attainment of the knowledge and skill outcomes. Lectures will be used to introduce new ideas, factual information and the policy framework. Workshops will be used to deepen knowledge and understanding through the assessment of science-policy issues that teaching staff are heavily involved in. Independent study is important for students to build on the knowledge and understanding introduced in lectures and workshops, first through targeted reading of relevant material and then through student-led discussion of that material
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 50 | Submission to a policy maker (maximum 2000 words) |
| Written exercise | 2 | M | 50 | Invasive species risk assessment (maximum 1000 words) |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Prof skill assessmnt | 2 | M | Small group activity within workshop to practice policy communication with feedback provided |
Assessment Rationale And Relationship
The two written exercises align with the competencies in this module.
For the submission to a policy maker students will outline options to deal with an issue and recommend an appropriate course of action. This is a commonly used tool in UK government and guidelines are available on their production.
For the risk assessment for a named invasive species, again students can follow the established global process and then make a recommendation on proposed action.
The formative group activity within a workshop allows students to practice policy communication with feedback provided, which can be reflected on and inform the completion of the summative assessment.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NES8317's Timetable