University of Technology Sydney

99221 Sustainability in Context

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: International Studies: International Studies and Global Societies
Credit points: 6 cp
Result type: Grade and marks

Anti-requisite(s): 99215 Sustainability in Context

Description

How can our society be made sustainable? What does sustainability mean? This subject provides a foundation for engaging with the concept of sustainability. The subject unpacks its various meanings and a range of associated practices attempting to address challenges related to environment, health, education, the economy, and social inequalities around race and gender. Students ground the concept in different settings and scales - from the global Sustainable Development Goals, to sustainability planning for cities and regions, to corporate sustainability for business actors. Across these fields, the subject highlights the complex process of bringing together different aspects of sustainability – environmental, social, economic, cultural and political. How do the different priorities interact, come into conflict, or create synergies? Students wrestle with this key practical puzzle raised by the concept, analysing how it is applied in different contexts, and with what results.

Subject learning objectives (SLOs)

a. Identify and explain the key concepts, terms and practices of sustainability
b. Analyse different standpoints, priorities and frameworks for approaching sustainability
c. Reflect on one’s own identity and worldview to develop self-awareness of sustainability and environmental action and professional pathways
d. Recognise specific issues of sustainability relating to Indigenous peoples
e. Critically examine the dominant interpretations of sustainability and their possible impacts on marginalised social groups
f. Apply skills in planning and writing assignments, individually and in groups

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences (INT = International Studies CILOs):

  • Employ teamwork and independent insight to understand and operationalise sustainability objectives (SE.1.1)
  • Conduct multi-disciplinary research into sustainability issues  (SE.2.1)
  • Employ knowledge from and about local and international contexts to account for the differential impacts of sustainability needs and solutions (SE.3.1)
  • Value indigenous knowledges as relevant precedents to understand the human-nature coexistence in Australian and international settings (SE.4.1)
  • Communicate complex concepts clearly and effectively to a variety of audiences (SE.6.1)

Teaching and learning strategies

Weekly engagement involves a mix of synchronous and asynchronous learning. Students are expected to prepare before each weekly seminar by engaging in curated online materials of readings and videos. Students then extend this learning in seminars by engaging collaboratively with each other and the tutor to deepen their understanding of the subject material and challenge their knowledge base. Seminars incorporate short presentations, videos, discussion of readings and case studies, group work, and workshopping of assignments. Assignments include quizzes, written essays and reports, and groupwork. In doing so, students are presented with opportunities to develop and practice some of the methodological skills needed to complete the Bachelor of Sustainability and Environment successfully – reading and thinking critically, building a narrative, and using academic and nonacademic materials in research. Students receive formative feedback on the development of assignment ideas as well as on their writing ability.

Content (topics)

This subject covers a range of foundational topics surrounding sustainability. Beginning with understanding the roots of key sustainability concepts, the subject examines diverse sustainability practices including global goals and standards, state/local government planning, corporate responsibility, methods for measuring sustainability, economics underpinning sustainable development, and innovative sustainability technologies. The subject also exposes students to the cultural and political aspects of sustainability that delve into social justice, indigenous worldviews, and civil engagement. The subject aims to develop students’ literacy, curiosity and familiarity at an introductory level regarding what sustainability is, what it encompasses and how it operates in different cultural settings and at multiple scales.

Assessment

Assessment task 1: Indigenous Sustainability Worldviews

Objective(s):

b, c, d, e and f

Weight: 25%
Length:

1000 words (not including references)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Authenticity of author’s voice and degree of engagedness 20 c SE.4.1
Depth of reflective and critical engagement (i.e. attempting to understand, question, or analyse) the link between Indigenous worldviews and sustainability 50 b, c, d, e SE.4.1
Clarity of expression 30 f SE.6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Contemporary Sustainability Issues

Objective(s):

a

Weight: 25%
Length:

30 minutes for each quiz
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Correctness of answers 100 a SE.1.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Sustainability in Applied Contexts

Objective(s):

a, b, c, d, e and f

Weight: 50%
Length:

Individual written reflection 600-1000 words; Group report 1,500 words (not including references)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Quality of individual reflection (Part 1) 40 a, b, c, f SE.2.1
Coherence and conceptual focus evident in the report writing (Part 2) 10 a, d SE.3.1
Depth and soundness of analysis (Part 2) 25 b, c, e SE.2.1
Relevance and appropriateness of recommendations to stakeholder (Part 2) 10 b, e
Clarity of written expression and correct citation (Part 2) 15 f SE.6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Required texts

This subject draws on a wide array of academic, media and grey literature and reports. Relevant chapters and other essential readings will be indicated for corresponding weeks and listed in the weekly program in the Canvas subject site.

Recommended texts