app 2 engd · web viewscience and the environment, thermodynamics of ecosystems and human...

Appendix 2

Module Outlines & Schedule

EngD Module Programme

For modules at Brunel, the module administrator is Janet Wheeler, the module programme provides:

In-depth understanding of how engineering relates to sustainability Professional development in key business skills and personal competencies

Year 1

Induction (includes Communication, Project Management & Writing Skills

Sustainable Development

Environmental Science and Society

Environmental Risk Assessment

Life Cycle Approaches

Year 2

Sustainable Power Generation

Writing a Scientific Paper

Environmental Legislation and Auditing

Advanced Leadership – Off-site

Year 3

Financial Management

Renewable Energy Technologies

Year 4

Communication Management

Module Title: Induction (Communication, Project Management & Writing Skills)

Duration: 2 days

Module leader: Prof L Wrobel, SED

Other contributors: Other internal and external lecturers

Aims

This induction module provides the new Research Engineers with a grounding in basic Communication Skills, Project Management and Writing Skills.

Learning Outcomes

Managing your research project Setting Objectives Time Management Working in Teams To gain practical experience of Project Management and Writing Skills

ContentBeing able to write a technical document in a way that actively engages your audience is essential for a doctorate and is also highly-prized by industry. Examiners will not be impressed by an excessively long document but by a report that accurately and concisely represents your work and is targeted at its audience.

This course describes how to create such a report and also includes tips on planning, preparation and time management. Not only will these skills assist in completing your thesis but will also provide a platform to writing to a variety of academic and non-academic audiences.

Module delivery

Lectures, discussion groups and practical exercises.

Assessment method – Mandatory Attendance

Required ReadingNone

Recommended Reading

Tim Jackson, Material Concerns (1996) Routledge, London

Guidelines on Environmental Issues, Code of Professional Practice, Engineering Council, 1994

Module Title: Environmental Science and Society

Duration: 5 days

Module leader: Dr Jonathan Chenoweth

Other contributors: External speakers

Aim

This module aims to provide students with: An introduction to key theoretical concepts in the physical and natural sciences

and their importance for sustainable development; An understanding of the underlying science behind specific environmental

problems such as climate change, ozone depletion and biodiversity loss; An overview of the scientific approaches to diagnosis, analysis and solution of

environmental problems; An understanding of the complex interactions between scientific knowledge,

uncertainty and public policy.

Learning Outcomes:

On completion of this module, students will be able to: Understand the importance of science to the debates on sustainable

development; Identify the scientific aspects of specific environmental problems; Articulate the scientific dimensions of policy responses to environmental

problems; Understand the complexities for sustainable development inherent in the

science / policy interface.

Module Content:

Science and the environment, thermodynamics of ecosystems and human systems, ecology and biodiversity, human population issues, pollution science, the science of climate change, the science of ozone depletion, water resources management, fisheries management, scientific approaches to environmental risk, the precautionary principle, and environmental policy.

Module Delivery:

Pre-course reading, lectures, discussions, group exercises, outside speakers, post-course study.

Assessment:

Essay 100%

Module title: Sustainable Development

Duration: 5 days

Module leader: Prof Roland CliftOther contributors: Dr. J. Chenoweth, CES; Dr. Y. Mulugetta, CES; Dr. W. Wehrmeyer, CES; Mr P. Desai, Bioregional Development Group; Mr I. Christie, SCC

Aim

Sustainability has emerged as a rich multi-layered concept which needs to guide the development of all human activities. This module provides an intoduction to sustainable development, to provide students with the framework within which they should practise as environmental technologists.

Learning Outcomes

On successful completion of this module, students will be able to: Articulate the principles of sustainable development; Apply the principles to analysing long-term constraints on human activities; Identify changes in technological and business practices and in regulation

needed to promote sustainable development.

Content

The module introduces the concept of sustainable development using lectures, discussion groups and case studies. The principal elements covered are:

Definitions and origins of the concept of sustainable development Key historical developments: the environment and development; national and

international organisations Systems thinking Resource and carrying capacity constraints; equity and ethics The precautionary principle; regulatory approaches Developed and developing worlds Needs and satisfiers Clean technology, industrial ecology and dematerialisation; “rebound” Sustainable production and consumption Education, practice and role of the technical specialist Public participation and decisions Introduction to Corporate Social Responsibility Global and local issues; assessment and planning; sustainable development

indicators and metrics The politics of sustainable development Practical examples

Assessment methodWritten assignment.Required ReadingA. Azapagic, S. Perdan and R. Clift (2004). Sustainable Development in Practice – Case Studies for Engineers and Scientists (John Wiley & Sons, Chichester): Chapter 1 and 2.T. Jackson (1996) Material concerns, (Routledge London).

Clift, R. (2001) Clean Technology and Industrial Ecology pp 411-444 in Harrison R.M. (ed) Pollution Causes, Effects and Control (The Royal Society of Chemistry, Cambridge).

Recommended Reading

Clayton, A. and Radcliffe, N.J. (1997) Sustainability – A System Approach, (Earthscan, London).Jacobs, M. (1991) The Green Economy (London: Pluto Press).Reid, D. (1995) Sustainable Development – An Introductory Guide (Earthscan, London).

Module Title: Life Cycle Approaches

Duration: 4 days

Module leader: Prof Chris France, CES

Other contributors: Dr Llorenç Mila i Canals, Prof Roland Clift, CES, Dr Lucia Elghali (CES)Dr Elies Dekonink, University of Bath, and industrial practitioners

Aim

To equip participants with the required knowledge to use Life Cycle thinking in design and to understand the principles of Life Cycle Assessment (LCA) and related systems approaches.

Learning Outcomes

On successful completion of this module, students will be able to: Understand simple LCA studies Explain the role of related environmental management approaches such as

Design for the Environment (DfE) and Material/Substance flow Analysis (M/SFA)

Understand and utilise basic tools and techniques in environmental product design.

Content

Introduction to life cycle thinking; approach, methodology and practice. Principles and practice of using LCA, Simplified life cycle studies; principles and practice of DfE and M/SFA, Application of LCA: case studies from academia and industry

Module delivery

Preparatory readings/distance learningLectures, group discussion and exercisesComputer-lab based tutorials using PEMS software

Assessment method - 100% report

Required Reading

Nebel, B & Cowell, S. J. (2002), Introduction to Life Cycle Assessment (CD-ROM) (Guildford: CES).Society of Environmental Toxicology and Chemistry, SETAC (1993), Guidelines for Life-Cycle Assessment: A ‘Code of Practice (Brussels and Pensacola: SETAC).Various academic papers recommended on the course.

Recommended Reading

Allen D.T. et al (eds) (1996), Public Policy Applications of LCA (SETAC).Allenby, B.R. (1999), Industrial Ecology: Policy Framework and Implementation (Prentice Hall, USA).Graedel, T.E. (1998), Streamlined Life-Cycle Assessment (Prentice Hall Inc. USA).Guinée, J.B. (ed) (2002), Handbook on Life Cycle Assessment. Operational Guide to the ISO Standards (Kluwer, Dordrect).Heijungs, R., Guinee, J. B., Huppes, G., Lankreijer, R. M., Udo de Haes, H. A., Wegener Sleeswijk, A., Ansems, A. M. M., Eggels, P. G., van Duin, R. and de Goede, H. P. (1992), Environmental Life Cycle Assessment of Products – Background and Guide (Leiden: Netherlands Agency for Energy and the Environment).Swiss Agency for the Environment, Forests and Landscape (1998), Life Cycle Inventories for Packagings Vols I and II, Environmental Series No. 250/1 and 250/II – Waste (SAEFL, Berne, Switzerland).

Module Title: Environmental Risk Assessment (ERA)

Duration: 5 days

Module leaders: Dr Gera Troisi, School of Engineering and Design, Brunel

Other contributors: other internal and external lecturers

Aim

To provide students with an understanding and critical appreciation of risk management and the analytical approaches applied to assess risk for informed decision-making in the light of socio-political needs.

Learning Outcomes

Sound knowledge of risk terminology and the principals of risk management. Good understanding of risk analysis methods, including environmental risk

assessment (ERA), ecological and health risk assessments, risk analysis for robustness of engineered systems and to be able to apply these skills to undertake a basic ERA.

Knowledge of current legislative frameworks, regulatory guidelines and technical guidance relating to risk management practice and risk assessment methodologies in the context of environmental management.

Holistic understanding of the multi-faceted complex socio-political issues surrounding risk, and the importance of risk perception and risk communication in the successful management of risk.

Understanding the issues of 'uncertainty' in risk assessment and how the precautionary principal can be applied to accommodate this in the light of differing political and social views of scientific uncertainty and environmental risk.

Indicative Syllabus

1. Introduction to terminology and principals of risk management2. Risk Assessment in Environmental Management and UK and EU regulatory

requirements3. Health Risk Assessment 4. Ecological Risk Assessment5. Environmental risk assessment (ERA)6. Risk management for robustness of engineered systems7. Precautionary Principal in risk assessment8. Uncertainty in ERA and application of the precautionary principal9. Resources for conducting ERAs 10. Standardisation and quality issues in ERA 11. Socio-political issues in risk assessment focussing on risk perception and risk

communication 12. Risk assessment case studies for different forms of risk (chemical, biological,

physical) including presentations by risk assessors from industry and government agencies.

Module Delivery

Lectures and case-study seminars (22 hrs); RA Tools Workshop (3 hrs); Discussion-Debate sessions (5 hrs);Directed reading (5 hrs);Oral Presentation on management of risk relating to each researcher’s EngD project;Written assignment constituting a mini-risk assessment exercise with real environmental data

AssessmentsWritten Assignment (weighting 70%)Researchers will be provided with detailed information and marking criteria on this assignment during lectures. Briefly, it will comprise of specific guided structured exercises to accomplish the learning objectives of reinforcing student understanding of ERA principals and methodologies. The assessment marking criteria will be indicated on the assessment sheet provided in lectures. Students will be provided with guidance on how to complete the exercises and provided suitable supporting resources.

Oral Presentation (weighting 30%)Researchers will be provided with detailed information and marking criteria on this assignment during lectures. Researchers will prepare an oral presentation covering a basic risk assessment of the major risks associated with their EngD project, be they environmental risks (environmental impact, risk to wildlife), risks to human life (health & safety), system fault risk or a combination of these. Presentations will last 10mins.

Reading list

All recommended reading is provided in the module resource pack (CD)

1 Essential reading

DEFRA (2000). Guidelines for Environmental Risk Assessment and Management. Her Majesty’s Stationery Office (HMSO).Hester, R. and Harrison, R. (1998) Risk Assessment and Risk Management. Issues in Environmental Science & Technology Series, Issue 9. Royal Society of Chemistry.

2. Recommended reading A Risk Management Standard. (2002) Institute of Risk Management (IRM).

Module SyllabusModule Code:

MSc EE5524MEng EE5124

Module titleSustainable Power Generation

Module Leader:Prof M R Irving

Credit value: 15

Level: 5 Pre-requisites

Co-requisites Additional Tutors:Dr G A Taylor

School(s) responsible for teaching:Engineering and Design

MAIN AIMS OF THE MODULE:

The main aims of this module are to teach the students how toi. critically analyse and assess sustainable power generation technologies

ii. produce full technical and economic evaluation of sustainable generation technologies.

LEARNING OUTCOMES FOR THE MODULE

The module provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

A Knowledge and Understanding

On completion of the module the student should be able to understand1. The economics of the full range of sustainable energy sources.2. Present and future energy conversion and storage technologies and their limitations.3. The technical challenges and opportunities for the connection of embedded renewable generation in

electrical transmission and distribution grids.

B Cognitive (thinking) Skills

On completion of the module the student should be able to understand4. Life cycle analysis and total energy accounting for sustainable power generation.5. The planning and design of renewable energy schemes.6. Impact of sustainable generation embedded in distribution networks.7. Various analyses required for the design of grid connections.8. Experience and practice in a sample of developed and developing countries with various renewable

energy resources.

C Other Skills and Attributes (Practical/Professional/Transferable)

On completion of the module the student should be able to9. Present complex issues and resolutions in written form.10. Employ library and other information resources for technical research.

TEACHING/ LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF LEARNING OUTCOMES: For example these might include lectures, seminars, tutorials, practicals, workshops, laboratories, distance learning, projects or other methods (please specify).

i. Lectures and Seminars/Tutorials will help to achieve Learning outcomes 1,2,4 ,7 and 8.ii. Laboratories will help to achieve Learning outcomes 3, 6 and 7.iii. Assignments are designed to draw the students to achieve learning outcomes 5, 7, 9 and 10.

CONTACT HOURS: Please state the indicative distribution of learning hours across this module.

30 hours student/tutor contact hours.

ASSESSMENT METHODS WHICH ENABLE STUDENT TO DEMONSTRATE THE LEARNING OUTCOMES FOR THE MODULE:

Assignment(s):Each student will consider a particular renewable energy source and will research and write a report(s) giving a life-cycle analysis, for example a life-cycle analysis of a 10 MW wind farm.

2 hour Examination

WEIGHTING:

20%

80%

INDICATIVE READING LIST:

1 ESSENTIAL READING [* Purchased advised]

2 RECOMMENDED READINGG Boyle (Ed.), Renewable Energy. Oxford University Press, 2004, ISBN 0199 261784G Boyle, B Everett and J Ramage (Ed.s), Energy Systems and Sustainability. Oxford University Press, 2003, ISBN 0199 261 792G M Masters, Renewable and Efficient Electric Power Systems. John Wiley and Sons, 2004.

3 JOURNALSIEEE Transactions on Power SystemsIET Generation, Transmission & Distribution (formerly IEE Proceedings Generation, Transmission and Distribution)International Journal of Electrical Power and Energy Systems

Module Title Writing a Scientific Paper

Duration: 1 day Module convenor: Prof Luiz Wrobel, Brunel University

Other contributors: other academic staff

Aim

to introduce Research Engineers to the requirements, format and techniques of successful scientific paper writing.

to provide Research Engineers with professional skills to include: effective presentation information retrieval report and scientific paper writing skills to facilitate the writing of scientific papers by the Research Engineers and

have them accepted for publication in Refereed Journals and Conference proceedings

Learning Outcomes

Understand the various stages of writing and publishing scientific papers Appreciate the structure and format of scientific reports and papers Learn how to correctly reference other work on the subject Appreciate the requirements for good presentation of Figures and Tables.

Content and Module delivery

1) IntroductionTypes of scientific paper

2) Stages of writing scientific papersThe ‘pre-writing’ stageWriting the paperThe ‘post-writing’ stage

3) The ‘pre-writing stage’

4) Writing the paperTitle, Authors, Abstract, Keyword list, Introduction, Materials and methods,

Results,Discussion, Conclusions, Acknowledgements, List of references, Appendices

5) Referencing/Citation

6) Tables and Figures

7) Review type papers

8) Authorship issues

9) The `post-writing’ stage

10) Hints and general guidelines

Assessment method

Successful completion of the module will be the acceptance of a scientific paper for publication in a double peer refereed journal approved in advance by the module leader.

Required Reading

Silyn-Roberts, Heather Writing for Science and Engineering, Butterworth Heinemann ISBN 0 7506 4636 5

Module SyllabusModule Code:MSc ME5522MEng ME5025

Module titleEnvironmental Legislation; Energy and Environmental Review and Audit

Module Leader:Prof Maria Kolokotroni

Credit value:15

Level:M

Pre-requisites Co-requisites Additional Tutors:Hilary StoneJohn Washington-SmithBrian Mallalieu


MAIN AIMS OF THE MODULE: To provide awareness of legislation related to energy, environment and sustainability. To provide theoretical and practical hands-on training in conducting a site environmental review and

audit. To provide training on energy audit and management.



A Knowledge and Understanding of: Main elements of environmental and energy law in the context of English, EU and International Law system The key steps in conducting a site/environmental review/audit The key steps in conducting a building/process energy audit The methodology of establishing a Monitoring and Targeting scheme

B Cognitive (thinking) Skills which facilitate Use elements of energy and environmental law to define corporate environmental strategies and anticipate

possible business liability. Interpret the key legislation pertinent to a site Construct a site environmental impacts and aspects register

C Other Skills and Attributes (Practical/Professional/Transferable) which develop: Formulate energy policies for an organisation Conduct interviews with site staff Communicate findings of review/audit to client through an oral and a written presentation

MAIN TOPICS OF STUDY:Environmental Regulations: Introduction to English, EU and International Law, overview of environmental law (air, land, water, waste, IPPC, sustainable development), town and county planning, energy law at English, EU and international levels, environmental economic instruments, emissions trading, environmental management systems, environmental accounting.

Environmental Review & Audit: Site Monitoring Setting, Scoping Study, Technical Auditing for emissions to air, water and land, environmental management systems, environmental impacts register, environmental aspects register.

Energy Audit & Management: Energy/Water Audit and Management, Analysis of energy invoices, Power and Lighting, Space Heating and Air Conditioning System, Steam, Compressed Air and Ducted Air, Equipment and Building Insulation, Power Generation, Purchasing, Water/Effluent/Sludge Control, Alternative/Renewable Energy Sources, Establishing a Monitoring and Targeting scheme.

TEACHING/ LEARNING METHODS/STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF LEARNING OUTCOMES: For example these might include lectures, seminars, tutorials, practicals, workshops, laboratories, distance learning, projects or other methods (please specify).

Full-time students:A mixture of lectures, seminars and hands-on audit are employed, accompanied by self-directed reading materials.

Distance Learning students:Self-study course materials will be used with self-assessment questions and solutions.

The University expects student learning hours to be a notional 35-hour week (over 31 weeks) including taught classes, private study, revision and assessment. Please indicate below the approximate number of:

Average learning hours per week: 4.5Of which 1.5 hours are student/tutor contact hours per week before Christmas. The environmental and energy audit will be carried out in block delivery over one week (30hrs).


Assignment on environmental legislationOral Group Presentation - Environmental and Energy AuditWritten Report - Environmental and Energy Audit

WEIGHTING:

30%20%50%


1 ESSENTIAL READING [* Purchased advised]Williams G, Learning the Law, 12th Edition, Stevens & Sons, 2002.ISO 14001 Series, HMSOEnvironmental Management systems, ISO 14004 Series, HMSOEnvironmental Management systems, General Guidelines on principles, systems and supporting techniques, NSCA Pollution Handbook.CIBSE, AM05, Energy Audits and Surveys, CIBSE, 1991.

2 RECOMMENDED READINGENDSEnvironmental Protection Act 1991Environment Act 1995Greeno J L, Hedstrom G S, DiBerto M, Environmental Auditing; Fundamentals and Techniques, ????CIBSE, TM22, Energy Assessment and Reporting Methodology, CIBSE 1999. CIBSE, Building Energy Codes, CIBSE, 1999.

3. OTHER

The following information is optional:CORE module on the following programmes (please list):

MSc Sustainable Energy Technologies & ManagementMSc Building Services Engineering with Sustainable Energy

OPTION module on the following programmes (please list):

MEng in Electrical Energy with Renewable Energy Systems

Date approved by Department July 2006Date approved by Faculty

Module Title: Advanced Leadership

Duration: 5 days

Module leaders: Mission Performance

Other contributors: external experts in outdoor activities

Aim

The emphasis is on building a functional team capable of dealing with a physically and intellectually demanding task in an unfamiliar environment.

Learning Outcomes

Advanced understanding of the processes of effective teamworking from (i) a personal perspective and (ii) the perspective of the team.

Practical experience of leading and being led in a team situation.

Content & Module delivery

This module is a five day residential course mainly based in the Brecon area of South Wales. The first stage is classroom based revision of the basic concepts covered in an introductory module in year 1. The remainder of the course takes place in outdoor locations initially concentrating on teambuilding activities and concluding with a challenging technical exercise.

Assessment method - attendance and active participation. This is graded as a pass/fail and therefore is not included in the RE's annual average.

Required Reading

Review 'Teamwork' material from Induction module.

Recommended Reading

None

Module Title: Financial Management MODULE SYLLABUS

Module Code:MG5081

Module titleFinancial Management

Module Co-ordinator:Mr. John Aston

15-creditCore module

Level: Masters

Pre-requisitesNone

Co-requisitesNone

Additional tutor:Other external / internal lecturers

Taught by: BrunelBusiness School

MAIN AIMS OF THE MODULE: 1 Provide participants with a broad understanding of the process of financial

management in both the short and long term within an organisation, and in the world of finance;

2 Introduce participants to concepts, themes and methodological tools & techniques for analysing and evaluating the financial performance of organisation;

3 Develop participants’ skills of critical thinking, logical analysis, argument and judgement via the use of appropriate materials, selected readings and information sources.


A: Knowledge and Understanding of1: The world of finance in the global era including risk and the cost of capital;2: The process of financial management in both the short and long term; 3: General principles of management accounting and techniques such as contribution

analysis, budgeting, planning and performance measurement;3: Systematic techniques for analysing and evaluating the financial health of the organisation

including the construction and interpretation of financial statements;4: Long-term financing, investment appraisal and capital budgeting decisions;5: The regulatory framework governing different types of organisation and how compliance

with it is monitored.

B: Cognitive (thinking) Skills1: The application of appropriate concepts and systematic techniques to the interpretation of

corporate financial performance, leading to critical, well-considered and plausible conclusions;

2: The capacity to assess critically the significance of financial issues and processes in the broader context of the organisation in its competitive environment;

3: The compilation and presentation of complex financial information into a coherent, synthesised set of findings relevant to the particular enquiry being undertaken.

C: Other Skills and Attributes (Practical/Professional/Transferable)1: Research and enquiry skills using library-based and on-line data sets, corporate sources,

financial reports etc; 2 Concise, pertinent and well structured written communications, using IT media as

appropriate to support the preparation and presentation of financial data.

MAIN TOPICS OF STUDY: Financial reporting Financial statement analysis Ratio analysis Relevant costs and contribution analysis Budgeting and planning Budgeting and performance measurement - problems and future directions Investment appraisal Acquisitions and mergers Cost of capital Corporate financial decisions Financial markets and sources of funds

ASSESSMENT

Coursework This may be split into two components, one prior to the workshop, one following it

WEIGHTING:

100%

ESSENTIAL READING [Module textbooks provided]Arnold, J. & Turley, S. (1996) Accounting for Management Decisions, 3rd edition, FT Prentice Hall. ISBN: 0133088189Robertson, J. & Mills, R.W. (2000), Accounting Principles for Non-Accounting Students, Mars Business Associates. ISBN: 1873186177

RECOMMENDED READINGGlautier, M.W.E. & Underdown, B. (2001) Accounting Theory and Practice, 7th edn, Pitman Publishing. ISBN: 0273651617

Module SyllabusModule Code:ME5521

Module titleRenewable Energy Technologies

Module Leader:Prof M Kolokotroni

Credit value:15

Level:M

Pre-requisites

Co-requisites

Additional Tutors:Dr R Cooke


MAIN AIMS OF THE MODULE:1. To consider principles of the main renewable resources2. To provide an understanding of renewable energy technologies



A Knowledge and Understanding of: Physical, technological and economic factors that determine the design and use of

renewable energy systems. System design and sizing for solar heating (solar thermal) and solar electricity

(Photovoltaics) Wind power generation and wind turbine sizing Hydro electricity generation Biomass power systems

B Cognitive (thinking) Skills which facilitate Design and analysis of renewable energy generation systems.

C Other Skills and Attributes (Practical/Professional/Transferable) which develop: The ability to present results in a structured written report. The ability to carry out internet searches for up-to-date technical information on

renewable technological solutions and products.

TEACHING/ LEARNING METHODS / STRATEGIES USED TO ENABLE THE ACHIEVEMENT OF LEARNING OUTCOMES: For example these might include lectures, seminars, tutorials, practicals, workshops, laboratories, distance learning, projects or other methods (please specify).

Full-time students:A mixture of lectures and seminars are employed, accompanied by self-directed reading materials.

Distance Learning students:Self-study course materials will be used with self-assessment questions and solutions.

The University expects student learning hours to be a notional 35-hour week (over 31 weeks) including taught classes, private study, revision and assessment. Please indicate below the approximate number of:

Average learning hours per week: 4.5 (all students)of which 1.5 hours are student/tutor contact hours per week (FT students only)


Formal 2 hour Examination

Assignment

WEIGHTING:

75%

25%


1 ESSENTIAL READING [* Purchased advised]Lecture Notes (provided as course material)

2 RECOMMENDED READING1. Boyle G (Ed), Renewable Energy: Power for a Sustainable Future – Oxford and Open

University Press, 2004.

2. OTHER1. http://www.windpower.org/ 2. http://aurora.crest.org/ 3. http://www. retscreen.net/4. http://solstice.crest.org/ 3. Boyle G, Everett B and Ramage J (Eds), Energy systems and Sustainability, Oxford

Univeristy Press, 2003

Date approved by Department 7 May 2003/October 2006Date approved by School November 2006

http://solstice.crest.org/

http://aurora.crest.org/

http://windpower.org/

Module Title: Communication Management

Duration: 5 days

Module leader: Prof Chris France

Other contributors: Outside speakers professionally experienced in the media

Aim

The module deals with getting a message across to the media - whether it be in written form, in a radio interview or in a television interview. When the Research Engineers graduate and take up permanent positions in Industry, it is anticipated that as experts in Environmental Technology, they will be called upon to talk to the media when environmental issues affecting their companies hit the news. The aim of the course is to teach the REs to communicate their message to the media and to prepare them for the various types of interview situation that they might encounter.

Learning Outcomes

Insight into the process of giving the following interviews: face-to-face in a television studio, down-the-line in a television studio looking at a camera while plugged into an ear-piece, down-the line on radio, face-to-face in a radio studio, a televised door-step interview, question-time panel discussion in a television studio, public phone-in in a radio studio, a Newsnight’ type interview in a television studio.

Content

There are lectures on basic presentation, including facial expression, posture and body language; communication - conversation not confrontation; crisis management; press releases, articles, news agencies. Other lectures include: selling your story to the media, the making of a documentary, and a lecture by a visiting broadcaster.

Module delivery

The module includes lectures and group work, much of which is held in studio conditions.

Assessment method

Written assignment.

Required ReadingNone

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