Economics and management

Educational objectives and their coherence with the objectives of the degree programme: Climate change, biodiversity loss, poverty, hunger, access to education, and gender inequality are just some of the global challenges identified by the United Nations Sustainable Development Goals (SDGs). The SDGs consist of 17 internationally recognised goals that set sustainability targets to be achieved by 2030. Achieving these goals requires transformative change involving governments, businesses, and civil society. This C1-level English course aims to integrate the study of the SDGs with the development of advanced English language skills at C1 level, in line with the Common European Framework of Reference for Languages (CEFR). Through an approach based on authentic materials (articles, essays, infographics, videos, lectures, speeches, etc.), group projects, debates, and workshop-style lessons, students will develop specialised vocabulary related to sustainability and global economic challenges. They will reflect on how different actors can organise for transformative action and discuss strategies for implementing the SDGs across different geographical contexts and economic sectors. Course objectives: To acquire an in-depth knowledge of the Sustainable Development Goals. To understand how the SDGs can be implemented by different actors (governments, companies, NGOs) in local and global contexts. To develop advanced language skills, with particular attention to economic and sustainability-related vocabulary. To engage in critical reflection on the SDG targets and the strategies to achieve them. The course will be divided into six thematic modules of 12 hours each: Introducing the 2030 Agenda, Sustainable Development, The three dimensions of sustainability, The Doughnut of social and planetary boundaries, The Sustainable Development Goals Social Sustainability (SDGs 1–6) Environmental Sustainability (SDGs 7, 12–15) Economic Development (SDGs 8–11) Changing Societies and Global Partnerships (SDGs 16–17) Interpreting and Implementing the SDGs The course will integrate all C1-level language skills across all modules: Reading: comprehension and critical analysis of academic texts and institutional reports. Listening: comprehension of lectures, interviews, debates, and authentic multimedia content. Writing: focus on academic writing (essays, reports), with attention to cohesion, register, referencing, and text revision. Speaking: debates, presentations, and simulations in academic and professional contexts. Pronunciation lessons will also be included, focusing on intonation, rhythm, word stress, and clarity of expression, with the aim of enhancing communicative effectiveness.

The course is intended for students who have achieved an English language proficiency of at least B2 level of the Common European Framework of Reference for Languages (CEFR), in all four communicative skills: reading, listening, writing, and speaking.

Course pack prepared by the instructor, including a selection of the texts listed below. The teacher reserves the right to supplement the bibliography with additional materials proposed during the lessons or to reduce the study materials as necessary.

Attendance, although not compulsory, is strongly recommended in order to ensure full acquisition of both linguistic and disciplinary competences through interactive activities, group work, and exam simulations.

Assessment methods The course aims to consolidate advanced language skills, enabling students to develop abilities related to the comprehension of different text genres, discourse features, and the specialised vocabulary of English used in the field of Economics and Sustainability Management. Mid-term and final mock tests are planned in order to monitor progress and simulate academic exam conditions. Specifically, the final examination consists of a written test assessing reading and writing skills, and an oral test through which the instructor may confirm or adjust the grade obtained in the written component.

Raworth, Kate (2017), A Doughnut for the Anthropocene: humanity's compass in the 21st century, The Lancet Planetary Health https://www.thelancet.com/journals/lanplh/article/PIIS2542-51961730028-1/fulltext Kharas H., McArthur J. W., and Ohno I (2019). Getting Specific to Leave No One Behind on Sustainable Development https://www.brookings.edu/wp-content/uploads/2019/09/LNOB_Chapter1.pdf Boffey, D, (2020) Amsterdam to embrace 'doughnut' model to mend post-coronavirus economy, Guardian online https://www.theguardian.com/world/2020/apr/08/amsterdam-doughnut-model-mend-post-coronavirus-econo my?utm_term=Autofeed Barrett, A. (2015). Measuring literacy post-2015: Some social justice issues. (pp 71-75) https://www.britishcouncil.org.za/sites/default/files/language_rich_africa_policy_dialogue_british_council.pd f#page=75 Gaber, N. (2019). Mobilizing health metrics for the human right to water in Flint and Detroit, Michigan. Health and human rights, 21(1), 179 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6586960/ Joyashree Roy, Petra Tschakert, Henri Waisman, Sharina Abdul Halim, Philip Antwi-Agyei, Purnamita Dasgupta, Bronwyn Hayward, Markku Kanninen, Diana Liverman, Chukwumerije Okereke, Patricia Fernanda Pinho , Keywan Riahi, Avelino G. Suarez Rodriguez. 2018. Chapter 5: Sustainable Development, Poverty Eradication and Reducing Inequalities in Global Warming of 1.5 °C: an IPCC special report on the impacts of global warming of 1.5 °C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and ef orts to eradicate poverty. IPCC.https://www.ipcc.ch/sr15/chapter/chapter-5/ Rockström, J., Steffen, W. L., Noone, K., Persson, Å., Chapin III, F. S., Lambin, E., … & Nykvist, B. (2009). Planetary boundaries: exploring the safe operating space for humanity. Ecology and Society 14(2): 32 https://www.ecologyandsociety.org/vol14/iss2/art32/ Forbes (2017): The four most effective things you can do about climate change according to science https://www.forbes.com/sites/jeffmcmahon/2017/07/13/the-four-most-effective-things-you-can-do-about-clim ate-change-according-to-science/#6f440ed4635c Brickell, K., Picchioni, F., Natarajan, N., Guermond, V., Parsons, L., Zanello, G., & Bateman, M. (2020). Compounding crises of social reproduction: Microfinance, over-indebtedness and the COVID-19 pandemic. World Development, 136, 105087 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7396146/ Oxfam (2015). Extreme Carbon Inequality: Why the Paris climate deal must put the poorest, lowest emitting and most vulnerable people first. https://oxfamilibrary.openrepository.com/bitstream/handle/10546/621052/mb-confronting-carbon-inequality 210920-en.pdf Sachs, Jeffrey D., Guido Schmidt-Traub, Mariana Mazzucato, Dirk Messner, Nebojsa Nakicenovic, and Johan Rockström. (2019). Six transformations to achieve the sustainable development goals. Nature Sustainability 2(9),805-814 https://static1.squarespace.com/static/5d59c0bdfff8290001f869d1/t/5ef259c6c02ec610aaa78c70/1592941001445/Sachs+et+al+%282019%29_Six+Transformations+to+Achieve+the+SDGs.pdf Sarkis, J., Cohen, M. J., Dewick, P., & Schröder, P. (2020). A brave new world: lessons from the COVID-19 pandemic for transitioning to sustainable supply and production. Resources, Conservation, and Recycling https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7164912/ Schaefer, A., & Crane, A. (2005). Addressing sustainability and consumption. Journal of Macromarketing, 25(1), 76-92 https://mural.maynoothuniversity.ie/9255/1/Addressing Asah, S. T. (2015). Post-2015 Development Agenda: Human Agency and the Inoperability of the Sustainable Development Architecture. Journal of Human Development and Capabilities, 16(4), 631-636. https://www.researchgate.net/publication/291003171_Post-2015_Development_Agenda_Human_Agency_an d_the_Inoperability_of_the_Sustainable_Development_Architecture/link/569d954308ae950bd7a6a6bb/down load?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW 9uIn19 Pattberg, P., & Widerberg, O. (2016). Transnational multistakeholder partnerships for sustainable development: Conditions for success. Ambio, 45(1), 42-51 https://link.springer.com/article/10.1007/s13280-015-0684-2 Magni, G. (2017). Indigenous knowledge and implications for the sustainable development agenda. European Journal of Education, 52(4), 437-447 https://iks.ukzn.ac.za/sites/default/files/Indigenous%20knowledge%20and%20implications2.pdf Videos: Raworth, Kate (2017). Doughnut economics: seven ways to think like a 21st-century economist. Introduced in this TED talk. https://www.ted.com/talks/kate_raworth_a_healthy_economy_should_be_designed_to_thrive_not_grow?subt itle=en&lng=it&geo=it Maude Barlow: Scarcity and abundance - Nobel Prize Dialogue Tokyo 2022, Water Matters: 3https://www.youtube.com/watch?v=z61Nc6qajlQ

Lectures, interactive and workshop-based classes using authentic materials (articles, essays, infographics, videos, lectures, speeches, etc.), group projects, debates, and critical reflections.