Le Grand Syllabus 2016/2017
tive policy, ideas, and funds for investing in new technologies for sustainable growth. Students will work on solutions to 1 major geopolitical issue that poses a systemic challenge related to sustainability and 1 major pain point of organizations setting out to embed sustainability within their operations. Learnings from this exercise will be discussed in the classroom. Required reading : Matson, Clark, & Andersson (2016). Pursuing Sustainability : A Guide to the Science and Practice. ; Brundtland, G., Khalid, M., Agnelli, S., Al-Athel, S., Chidzero, B., Fadika, L., … and Singh, M. (1987). Our Common Future. ; Klaus Schwab (2016). The Fourth Industrial Revolution ; Paul F. Steinberg and Stacy D. VanDeveer, eds. (2012). Comparative Environmental Politics. Theory, Practice, and Prospects. ; Lomborg, B. (2003). The Skeptical Environmentalist : Measuring The Real State of the World..
- An individual dissertation on a theoretical or empirical subject chosen by the student together with the professor (length : from min 15,000 signs (approx. 5/6 pages) to max. 20,000 signs, spaces not included, footnotes included, references not included), 45% (9 points) ; - Student participation, 15% (3 points). Workload : This course will simultaneously build on theory, scientiﬁc articles and empirical case studies. For each session, students will be asked to read one or two scientiﬁc articles (theory or case-study) ; a short oral presentation will also be required (see 'grading & assessment' above). Pedagogical method : This lecture course will simultaneously build on economic theory and scientiﬁc articles, always illustrated by empirical case-studies (from grey or scientiﬁc literature). PowerPoint presentations and short videos (when possible) will be displayed for illustrating the class. Scientiﬁc articles will be read and discussed. Course Description : Building on theory (political economy, new institutionalism with Nobel prize laureates Elinor Ostrom and Oliver E. Williamson) as well as empirical examples (case studies), this course aims at providing students with an understanding of local conﬂicts over land and common natural resources (ﬁsheries, pastures, forests, wildlife, water, etc.) and the possible institutional mechanisms which potentially lead to sustainable resource management, development and poverty alleviation at the local level. Most rural actors use natural resources (NR) in order generate revenues (create a rent) and sustain their family's livelihoods (session 1 : introduction). As a result, when analysing the link between rural development, rural poverty alleviation and conservation of natural resources, one needs to precisely understand the whole process that goes from the use (extraction/harvesting) of natural resources to the actual generation and distribution of the associated income. We call this process the 'resources-activitiesactors-revenues' sequence (session 2) : ﬁrst, rural areas are endowed with various natural assets such as arable lands, forests, ﬁshing grounds, grazing lands, wildlife and valuable landscapes ; second, economic activities in rural areas are production processes that make use of those natural resources. Those activities are : agriculture (subsistence and/ or cash crops), ﬁshing, collecting timber and non-
DEVELOPMENT AND COMMON POOL RESOURCES MANAGEMENT
Semester : Spring Number of hours : 24 Language of tuition : English
Opened to the exchange program
Teachers : Renaud LAPEYRE (Research Fellow (PhD)). Prerequisite : No speciﬁc pre-requisites are necessary for this course. Please note however that some very basic knowledge in economics and environment would be preferable so as to better understand concepts of actors' strategies, property rights and institutions as well as sustainable development. This course does not however require any background in mathematics and/or econometrics. Pedagogical format : Seminar Course validation : Grading of students will be undertaken based on : - A collective oral presentation (15 mn