University of kent module Specification The title of the module

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Module Specification

1. The title of the module

Economics of Biodiversity Conservation (DI888)

2. The School which will be responsible for management of the module

School of Anthropology and Conservation

3. The Start Date of the Module

Spring 2013

4. The cohort of students (onwards) to which the module will be applicable.

September 2012 entrants onwards

5. The number of students expected to take the module

6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal

7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])

M (FHEQ Level: 7)

8. The number of credits which the module represents

15 credits

9. Which term(s) the module is to be taught in (or other teaching pattern)

Term 2
10. Prerequisite and co-requisite modules

11. The programmes of study to which the module contributes

PGDip/MSc Conservation Biology

PGDip/MSc Conservation and Tourism

PGDip/MSc Conservation and International Wildlife Trade

PGDip/MSc Conservation and Rural Development

PGDip/MSc Conservation and Biodiversity Law

PGDip/MSc Conservation Project Management

12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes

Subject specific learning outcomes

12.1: Knowledge of economic theory essential to understanding key issues in biodiversity conservation.

12.2: An ability to discuss the contribution of economics to improving the cost-effectiveness of biodiversity conservation

12.3: A knowledge of the economic costs and benefits of biodiversity conservation

12.4: A knowledge of the economic impacts of biodiversity conservation on the rural economy

12.5: An understanding of current debates about economics of biodiversity conservation

12.6: An ability to appraise biodiversity projects from an economic perspective.
Relationship to programme learning outcomes

PLO A4. Principles and significance of resource economics (12.1, 12.2, 12.4).

PLO A6. Principles and practice involved with sustainable resource use (12.5, 12.6).

PLO A7. Principles and practice involved with managing protected areas for conservation (12.3).

PLO D2. Presentation skills (12.2).

PLO D8. Independent learning skills required for continuing professional development (12.1, 12.2, 12.3, 12.4, 12.5, 12.6)

13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes

Generic learning outcomes

13.1: Integration of economic theory into understanding of conservation conflicts and issues.

13.2: Skills to analyse case studies within a coherent theoretical framework.

13.3: Critical thinking.

13.4: Ability to present reports containing balanced arguments supported by quantitative and qualitative evidence.
Relationship to programme learning outcomes

PLO B1. Ability to marshal ideas and examples into well-organised written presentations (13.1, 13.3, 13.4)

PLO B2. Critical analysis of case studies (13.2, 13.3)

PLO B3. Reflective evaluation of theoretical and methodological frameworks (13.1)

PLO C4. Methodologies for analysing and appraising conservation case studies (13.1, 13.2).
14. A synopsis of the curriculum

Effective biodiversity conservation relies on an understanding of how markets work and also how they fail. In this module students will be introduced to key economic theories and concepts such as the laws of demand & supply, market competition and economic efficiency, and the market failure paradigm (property rights, public goods, transaction costs and externalities). We will explore the economic causes of biodiversity conflict and loss such as habitat loss and wildlife trade, and using case studies, we will learn how to identify possible solutions using analytical approaches and techniques such as cost-benefit analysis, cost-effectiveness analysis and multi-criteria analysis.

15. Indicative Reading List

Perman, R., Ma, Y, and McGilvray, J. Natural Resource & Environmental Economics. Longman, London.

Turner RK, Pearce D and Bateman I. Environmental Economics: An Elementary Introduction. Harvester Wheatsheaf.

Sloman J (2005) Economics. Harvester Wheatsheaf.

Hanley, N., Shogren, J.F. and White, B. An Introduction to Environmental Economics. Oxford University Press.

16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes

Students will devote a total of 150 hours of study time to this module. Formal contact time of c. 20 hours consists of five x 4-hour sessions, held at weekly intervals. The material across the five sessions will be related to the subject areas listed above under ‘Synopsis of the curriculum’ and will be structured to address the specific learning outcomes of the module. Non-contact study hours will comprise private reading and research, unsupervised group discussions, and preparation of an assessed assignment and a field exercise. Teaching methods include a mixture of short presentations by the lecturer, group discussions and student presentations in a workshop format. Group discussions are based on theoretical and case study presentations and guided student readings. The module will be team-taught by DICE staff whose expertise covers an overview of economics the tourism industry (12.1) and the role of economics in biodiversity conservation (12.2) in terms of costs and benefit (12.3), rural economy (12.4) and economic dimensions of public policy as it relates to biodiversity conservation (12.5) and the contribution of economic tools in that debate (12.6).


12.1, 12.3, 12.4, 13.1, 13.2

Group discussions

12.2, 12.5, 13.3, 13.4

17. Assessment methods and how these relate to testing achievement of the intended learning outcomes

One 2000 word assignments on a practical issue related to the economic of biodiversity conservation (80%) and one class test (20%). The assignment will assess the ability of students to integrate and critically analyse information and ideas, and present their arguments in a balanced way.


12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 13.1, 13.2, 13.3, 13.4

Class test

12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 13.1, 13.2, 13.3, 13.4

                    18. Implications for learning resources, including staff, library, IT and space

None: this module is optional and will only run if there is sufficient demand – in this case it will replace another optional module
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities

As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment will not present any non-justifiable disadvantage to students with disabilities.

Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"


Director of Learning and Teaching

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Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"


Head of School

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