http://www.knzb.org.nz/

Identify and explain how this organisation contributes to a more sustainable economy and environment)

the organization is http://www.knzb.org.nz/

Leadership for Sustainable Enterprise

SUSE501

Semester 2 2016

Contents
Welcome to Leadership for Sustainable Enterprise 3
Paper information 3
Pre-requisite/Co-requisite/Restriction requirements 3
Paper aim 3
Learning outcomes 3
Content 3
AUTonline programme organisation 4
Required texts and recommended reading 4
Weekly programme 4
Assessment information 6
Extensions and other Special Consideration Applications (SCAs) 6
Assessment structure 6
Exam schedule 6
Pass requirements 6
Assessment event details 7

Welcome to Leadership for Sustainable Enterprise
You are expected to read the contents of this study guide, also available on AUTonline under ?All My Courses?.
This paper runs for 12 weeks, and has 1 session per week (1 x 3hr Workshop). Students will be required to supplement each hour of class with 3 hours of their own work: This is a level 5 paper, worth 15 points.
Teaching team and contact details:
Teaching Staff Phone Email Office hours
Dr. Peter McGhee (Paper Coordinator) 9219999 ext. 5865 pmcghee@aut.ac.nz Wed 1-3pm in WY101

Paper information
Pre-requisite/Co-requisite/Restriction requirements
None
Paper aim
The concepts of sustainability, sustainable development and sustainable enterprise are explored from a range of different perspectives, including their relevance to individuals. The focus is on the development of personal and professional skills related to ethical leadership. The case for stakeholder engagement in the development of sustainable enterprise is examined.
Learning outcomes
By the end of this paper the student will be able to:
1. Analyse the importance of sustainability, the impediments to achieving it and potentially enabling conditions as a basis for personal, enterprise and systemic change.
2. Discuss alternative conceptions of the business-society-environment relationship.
3. Identify various ways in which sustainability, sustainable development and sustainable enterprise are defined and pursued.
4. Identify and analyse the criteria by which ethical leadership can be assessed and reflect on the skills needed for leading sustainable enterprise.
Content
Over the course of Leadership for Sustainable Enterprise you will cover the following topics:
1. Personal ethics and value positions ? consumption habits, attitudes to waste, considerations of futurity, equity and equality
2. Sustainability as a broad systems construct and ideal, sustainable development as a potential process mechanism and sustainable enterprise development as an ethical responsibility
3. Alternative conceptions of the business-society-environment relationship
4. Impediments and enablers – market potential/failure (especially negative externalities), the profit motive, cultural norms, developed/developing country aspirations, stakeholder interests and value positions, collaboration and conflict
5. Ethical leadership ? change agent exemplars
6. Challenges facing the ethical leader in the context of sustainable enterprise
AUTonline programme organisation
Details of all papers, major requirements, full paper descriptors, exam schedules (mid semester and final), assessment forms, semester timetables and all other information relevant to current students can be found on AUTonline (http://autonline.aut.ac.nz) under: ?My Organisations? Business Undergraduate Programme Information
Required texts and recommended reading
Each week you will have required & suggested readings and visual material for your classes. All readings and videos will be made available on AUTonline.
Weekly programme
Week Topic Reading
1
Why can?t we be more sustainable? ? ?Sustainable means nothing without an end in sight? in Ehrenfeld, R. & Hoffman, A.J. (2013). Flourishing: A frank conversation about sustainability (pp. 15-26). Stanford, CA: Stanford Business Books.

? Ted Talk: Ray Anderson, The business logic of sustainability. Retrieved 4 March, 2013 from http://www.ted.com/talks/ray_anderson_on_the_business_logic_of_sustainability.html2
? ?Me to We throughout History? in Doppelt, B. (2012). From me to we: The five transformational commitments required to rescue the planet, your organization, and your life (pp. 9-23). Sheffield: Greenleaf Publishing.
? RSA Animate: 21st century enlightenment retrieved 2 July, 2015 from https://www.youtube.com/watch?v=AC7ANGMy0yo&list=PLLphd6XReYY84xQKl_wG0pxaBjAJK1_Sl3 ? “Identity” in Hamilton, C. (2003). Growth fetish (pp. 62-97). Crow Nest: Allen & Unwin

? Slackjaw. (2014). Consumed. Retrieved 14 Dec, 2015 from https://www.youtube.com/watch?v=esFiWdwXVXA4
What has business got to do with sustainability?
? Lawn, P. (2013). The economics of sustainable development. In Moscardo et al. (Eds.). Sustainability in Australian business (pp. 99-132). Milton, QLD: John Wiley & Sons.

? The story of stuff. Retrieved 2 July, 2015 from
http://storyofstuff.org/movies/story-of-stuff/5
? Mele, D. (2009).Corporate social responsibility theories. In A. Crane, A. Williams, D. Matten et al. (Eds.). The Oxford handbook of corporate social Responsibility (pp. 47-82). Oxford: Oxford University Press.

? Achbar, M. & Abbot, J. (Writer/Director) (2004). The corporation. Canada: Madmen.
6
? ?Sustainable strategies & frameworks? in Young, S.T. & Dhanda, K.K. (2013). Sustainability: Essentials for business (pp. 137-164). Thousand Oaks: Sage Publications.

? The natural step & sustainability. Retrieved 2 July, 2015 from https://www.youtube.com/watch?v=FFCNCQleCuk7
What is systems thinking? ? ?Solving the wrong problem? in Ehrenfeld, J.R. (2008). Sustainability by design (pp. 10-21). CT: Yale University Press.

? PBS. (2011). The play pumps of Africa. Retrieved 25 March, 2013 from http://www.pbs.org/frontlineworld/rough/2005/10/south_africa_th.html8
? ?Equality & Sustainability? in Wilkinson, R., & Pickett, K. (2009). The spirit level: Why more equal societies almost always do better (pp. 215-228). London: Penguin.

? Ted Talk: Richard Wilkinson: How economic inequality harms societies. Retrieved 27 Feb, 2013 from http://www.ted.com/talks/richard_wilkinson.html9
? ?A New World? in McKibben, B. (2010). The post carbon reader (pp. 43-52). Healdsburg, CA: Watershed Media.

? Ted Talk: Tim Jackson ? An economic reality check. Retrieved 2 July, 2015 from http://www.ted.com/talks/tim_jackson_s_economic_reality_check10
What is sustainability leadership?
? Western, S. (2010). ?Eco-leadership: Towards the development of a new paradigm? in S. Redekop, (Ed.). Leadership for environmental sustainability (pp. 36-54). New York: Routledge.

? Ted Talk: Derek Sivers – How to start a movement. Retrieved 20 January, 2015 from http://www.ted.com/talks/derek_sivers_how_to_start_a_movement11
? ?Human Virtues in Leadership of Organizations? in Mel?, D. (2003). Business ethics in action: Seeking human excellence in organizations (pp.198-220). Belmont, CA: Wadsworth.

? Ted Talk: Barry Schwartz: Using our practical Wisdom retrieved 12 March, 2013 from http://www.ted.com/talks/barry_schwartz_using_our_practical_wisdom.html12
? Pruzan, P. (2011). ?Spiritual-based leadership? in L. Bouckaert & Zsolnai, L. (Eds.). The Palgrave Handbook of Spirituality & Business (pp. 287-294). London: Palgrave Macmillan.

? TED Talk: Alex Steffen, The route to a sustainable future. Retrieved 6 March, 2013 from http://www.ted.com/talks/alex_steffen_sees_a_sustainable_future.htmlAssessment information
All students should obtain a copy of the Business Assessment & Study Handbook which includes information on:
? Academic Integrity
? Attendance Protocol
? Assignments (Format, Presentation, Referencing, Submission)
? Exams (Regulations, Schedule)
? Assessment (Return of Assessments – Handback, Uncollected Assessments, Reconsideration)
? Results
This handbook is available online from ?My Organisations? on AUTonline (http://autonline.aut.ac.nz)
Please note: Assessments may be copied and kept for moderation and programme administration purposes. Presentations may also be videoed.
Extensions and other Special Consideration Applications (SCAs)
Students may apply for an extension or for special consideration where there are exceptional circumstances.
The SCA form is available from your programme organisation on AUTonline or your programme office.
For assignment extensions please complete the SCA form prior to the assessment due date. Submit the form to the Student Information Centre on WF1
For Special Consideration Applications for exams or tests please complete the SCA form and submit to the Student Information Centre on WF1
Assessment structure
Item % of Mark Allocation Group/Individual Max mark Due date
Assessment 1 45 Individual 45 TBA
Assessment 2 30 Individual 30 TBA
Assessment 3 25 Group 25 Week 12

Exam schedule
All exam schedules are available on AUTonline, under ?My Organisations?, via the Exams & Handback tab. Visit the student computer kiosks on WF1 and WF7 to view the schedules, or go to AUTonline (http://autonline.aut.ac.nz).
Pass requirements
Students are expected to attempt every assessment event. In order to gain a pass in this paper you must complete the service learning project and obtain at least 50% overall in the paper.
Reconsideration
You are entitled to make a formal request for reconsideration of marks in cases where you believe your assessment work has not been marked in accordance with published marking criteria. This request can only be made when assessed work is returned, or during handback. There is a strict process to follow ? refer to the Assessment and Study Handbook for details. Note that, where assessments have been submitted electronically, you normally only have 24 hours from the time the graded assessment is made available on Blackboard to apply for reconsideration.
Assessment event details
Assessment 1: Reflective Exercises
Due Date: In Class ? Week 3, 6 & 9
Weighting: 45%
Type: Individual
Length: TBA
Submission: In Class
Requirements: ? Complete a series of reflective exercises (3) designed to encourage critical thinking, reflection and engagement with the topics discussed in class.
? These reflective tasks will be handed out in class in week 1, 3 & 6. They will not be posted online.
? Class work and your own study should inform and guide your thinking and writing in this assessment. While the focus of these reflective writing tasks is on your views and opinions, it is critical informed opinion that the marker will be looking for.
? Bring your completed reflection to class in week 3, 6 & 9. This assessment will also be peer-marked. You must attend class (with your reflection) the week your reflection is due. Failure to do so will result in a penalty of 50% of your grade.
? Use the provided marking criteria when working on your writing, as the marker will use those criteria when your work is assessed.
? Use APA style (6th ed.) in-text referencing and provide a correctly formatted reference list (if required).
Programme Learning Goals 1. Be knowledgeable in their major field of study
2. Be self-directed learners reflective learners
3. Be critical enquirers and problem solvers
4. Be effective communicators (written & oral)
5. Be able to think and act ethically
Paper Learning Outcomes: This assessment measures paper learning outcomes 1,2,3 & 4 as listed above

Assessment 2: In-Class Quizzes
Due Date: In Class ? Week 6 & 11
Weighting: 30%
Type: Individual
Length: 60 Minutes
Submission: In-Class
Requirements: ? Complete two in-class quizzes worth 15% each during the semester.
? These quizzes will consist of multi choice, true/false and short answer questions based on course readings prior to the quiz (not course material after). These quizzes test reading, knowledge and comprehension.
? These quizzes will be administered throughout the semester. Students who are not in class when the quiz is administered will be awarded a mark of zero.
Programme Learning Goals 1. Be knowledgeable in their major field of study
2. Be self-directed learners reflective learners
3. Be critical enquirers and problem solvers
Paper Learning Outcomes: This assessment measures paper learning outcomes 1,2,3 & 4 as listed above

Assessment 3: Service Learning Project
Due Date: In Class ? Week 12
Weighting: 25%
Type: Group
Length: TBA
Submission: In Class
Requirements: For this assessment (worth 25%), teams of 4 students are required to:
? Select a community organisation (a list of potential groups will be provided online) for the purpose of engaging with that organisation in a volunteer/service capacity of 10 hours per student (max 40 hours work per group) across the semester.
? Perform a sociological analysis of the organisation. This will include a brief history (including an analysis of societal conditions that led to the formation of the organisation), an examination of the leadership required for such organisations, and an evaluation of how the organisation contributes to a sustainable economy, a sustainable society and a sustainable environment.
? As part of this analysis, students will also conduct an appreciative inquiry interview with the founder and/or manager of the organisation.
? This analysis is submitted on a minimum size A2 poster (along with the transcript of the interview) in-class in week 12. Further details will be provided about Part A of this assessment in week 2.
Further information
? If you use any sources make sure you reference them using APA 6th edition and that you include a reference list. Use the marking criteria provided, as the marker will use those criteria when your work is assessed.
? Despite your best efforts, occasionally a group does not function well and some members end up doing far more work than others. Accordingly, a ?peer appraisals? system is provided (handed out in week 2) which allows each group member to rate their colleagues? input on a number of criteria. This rating modifies the marks different members of the group receive.
NOTE: This is a compulsory assessment. Failure to complete this assessment will result in DNC for this course. All students must also complete 10 hours of service. A failure to achieve this will result in a fail grade for this assessment.

Programme Learning Goals 1. Be knowledgeable in their major field of study
2. Be self-directed learners reflective learners
3. Be critical enquirers and problem solvers
4. Be effective communicators (written & oral)
5. Be able to think and act ethically
6. Be able to work collaboratively
Paper Learning Outcomes: This assessment measures paper learning outcomes 1,2,3 & 4 as listed above

ASSESSMENT 3: SERVICE LEARNING PROJECT ? SOCIOLOGICAL ANALYSIS (POSTER)

Worth: 25% (combined with service learning & interview)
Due: Week 12 In-class
Purpose:
The purpose of this sociological analysis is for your team to gain a better understanding of the context that gave rise to the community organisation that you are volunteering with. As participant observers, you have the best vantage point from which to analyse the organisation and its impact.
Requirements:

Submit in-class in Week 12 a minimum size A2 poster of your sociological analysis (include your attached interview transcript) covering four main areas: Historical, Leadership and Sustainability. Each of these is discussed below:

Historical ?

? Provide a brief history of the organisation noting any people, events, stories, points in time etc that were crucial to its current practice. Be sure to incorporate any secondary material available in your analysis.

? Be sure to identify the social context that existed when the organisation began and explain how this contributed to its formation. Link this discussion to theories and ideas from the course.

Leadership

? Identify and discuss the leadership style(s) required for this organization?s success.

? Make sure you include commentary from your interview and that you relate your findings to theory and ideas from the course.

Sustainability –

? Identify and explain how this organisation contributes to a more sustainable economy

? Identify and explain how this organization contributes to a more sustainable society

? Identify and explain how this organization contributes to a more sustainable environment

? As part of this scetion, make sure you identify and explain any constraints on the organisation?s success (e.g. market, resource, or social constraints). Connect this section with theory and ideas discussed in the course.

NOTE:

? There may be overlaps in these three areas. Your analysis does not have to logically follow these three areas but it does have to incorporate their broad ideas.

? Incorporate data from your interview where appropriate.

? Use the marking guidelines provided online (combined for interview & poster) when completing this assessment as this is what your lecturer will use when marking this assessment.

Faculty of Business & Law
Semester 2, 2016
Leadership for Sustainable Enterprise SUSE501
Group Assessment Marking Criteria (25%)

Group Name:________________________________
Effective written communication Indicators of
UNSATISFACTORY
Achievement Indicators of
SATISFACTORY
Achievement Indicators of
GOOD
Achievement Indicators of
EXCELLENT
Achievement
Presentation Has major flaws in presentation
Fails to use various aspects of a poster to convey ideas
Poster is not A2 size Has some flaws in presentation
Uses some aspects of a poster to convey ideas
Poster is minimal A2 size
Has minor flaws in presentation
Demonstrates insight using various aspects of a poster
Poster is minimal A2 Size Excellent presentation
Demonstrate excellent insights using various aspects of a poster
Poster is minimal A2 size
No interview transcript Includes minimal interview transcript Includes adequate interview transcript Includes full & complete interview transcript
Written substantially in own words Inadequate use of own words ? inappropriate use of the words of others Some attempt to use own words – inappropriate use of words of others Adequate use of own words ? any use of inappropriate words of others very limited Used own words with appropriate use of direct quotes from others
Expressed ideas clearly and concisely Expression of ideas is confused or difficult to understand Ideas correctly expressed but at times may not be to the point Clear and concise expression of ideas with only few inconsistencies Expressed ideas clearly and concisely
Does not always use language correctly and in many places is inappropriate to context and/or topic Language is used correctly but with some errors. Mostly appropriate to context and topic Language is effective and appropriate to context and/or topic Language is fluent and appropriate to context and/or topic
Used accurate grammar and spelling Many spelling and grammatical errors Some errors in grammar and spelling Minor errors in spelling and grammar. Grammatically correct with accurate spelling
Referenced material used within the essay using APA style (6th ed.) Material not referenced in APA style
No reference list or
Reference list contains substantial errors Some attempt made to reference material in APA style
The reference list has some omissions or errors in formatting In most cases material appropriately referenced in APA style
The reference list is complete but contains some errors
APA style is used consistently appropriately and expertly
The reference list is complete and is accurately formatted
Comments:

Demonstrates effective thinking and problem solving & ethical responsible citizenship in a global environment Indicators of
UNSATISFACTORY
Indicators of
SATISFACTORY
Indicators of
GOOD
Indicators of
EXCELLENT

Content, analysis and integration Relevant issues are not clearly identified
Some relevant issues are identified
Relevant issues are mostly identified
Consistently identifies relevant issues

Largely descriptive with little or no analysis and evaluation Some description and limited analysis and evaluation Concise & relevant description with good attempt at analysis and evaluation Concise and relevant description with excellent analysis and evaluation
Lack of theory or theory not relevant
Identified some relevant theory

Demonstrates good links between theory and issues Excellent identification and interpretation of appropriate theoretical frameworks
Lack of examples or examples not relevant

Supports statements with some examples Supports statements with relevant examples Supports statements with clearly explained and relevant examples
May at times demonstrate analysis that is unexpected and insightful
Range and appropriateness of research Limited or no use of course materials Some use of course material Used course material effectively and appropriately Used course material to develop better understanding of the question
Limited or no use of secondary research Some use of relevant secondary research Good use of relevant secondary research Excellent use of relevant secondary research
Limited or no critical thinking Some evidence of critical thinking in research Attempts to apply critical thinking to research
Applies critical thinking to research
NOTE: Not all criteria are equal
Comments:

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