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Model UNFCCC - CEMS Climate Change Strategy Role-Play - an introduction to the course

Model UNFCCC - CEMS Climate Change Strategy Role-Play - an introduction to the course. Dr. Gyula Zilahy Corvinus University of Budapest. Structure. Why teach Climate Change in a mainstream business education setting? Metholdology Topics covered Results.

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Model UNFCCC - CEMS Climate Change Strategy Role-Play - an introduction to the course

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  1. Model UNFCCC - CEMS Climate Change Strategy Role-Play- an introduction to the course Dr. Gyula Zilahy Corvinus University of Budapest

  2. Structure • Why teach Climate Change in a mainstream business education setting? • Metholdology • Topics covered • Results

  3. Why teach Climate Change in a business school?

  4. Why teach Climate Change in a business school? Source: Csutora and Zsóka, 2011

  5. Education forSustainableDevelopment –UNESCO Criteria • Critical and creative thinking • Oral, written and graphic communication • Collaboration and cooperation • Conflict management • Decision-making, problem-solving and planning • Using appropriate technology, media and communication tech • Civic participation and action • Evaluation and reflection Many of the criteria for effective education for sustainable development are poorly met by traditional forms of classroom lecturing.

  6. Methodology • 8 interactive classes with guest lecturers • Parralel teaching in 6 universities: Cologne, Corvinus, ERASMUS University, ESADE, St. Gallen and Warsaw • Same topics covered in each school • Preparation for roles during the semester • Two day role play in Barcelona • File sharing platform: www.mydrive.ch

  7. Topic 1: An introduction to the science of Climate Change Problems at different scales Sustainable Development: definitions, types and requirements Scientific evidence of Climate Change Impacts of Climate Change

  8. Topic 2: Mitigation

  9. Topic 3: Adaptation

  10. Topic 4: Business and Climate Change • Potential costs • Business opportunities • Carbon trading - good business or just big business?

  11. EUAs Global market • AAUs • AAUs • ERUs • ERUs • ERUs • CERs • CERs • CERs • CERs • ERUs • Kyoto Annex 1 • Kyoto Non-Annex 1 Forrás: Barna Baráth • Non-Kyoto

  12. Topic 5: The negotiation process http://www.youtube.com/watch?v=haSvaWNYtCQ

  13. Results Students will: • Understand the complexity of global problems • Learn about country interests and international negotiation • Practice team work, leadership and conflict resolution • Learn about themselves, their own behaviour in conflict situations

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