SCHOOL OF GEOGRAPHY AND THE ENVIRONMENT

COURSE HANDBOOK 2019–2020

MSC/MPHIL NATURE, SOCIETY AND ENVIRONMENTAL GOVERNANCE

This handbook applies to students starting the MSc (by coursework) in Nature, Society and Environmental Governance in Michaelmas Term 2019. Most of the information applies also to those commencing the MPhil version of the course, although where different, the information in the separate MPhil handbook takes priority. The information in this handbook may be different for students starting in other years. The Examination Regulations relating to this course are available at http://www.admin.ox.ac.uk/examregs/. If there is a conflict between information in this handbook and the Examination Regulations then you should follow the Examination Regulations. If you have any concerns please contact Dr Lorraine Wild (Academic Administrator) via Lorraine.wild@ouce.ox.ac.uk MSc (by coursework) in Nature, Society and Environmental Governance 2019: version 1.0 For the latest version of this handbook please see http://www.geog.ox.ac.uk/graduate/msc-nseg/handbook.html

Disclaimer The information in this handbook is accurate as at 1st October 2019, however it may be necessary for changes to be made in certain circumstances, as explained at www.graduate.ox.ac.uk/coursechanges. If such changes are made the department will publish a new version of this handbook together with a list of the changes and students will be informed.

Welcome to the School of Geography and the Environment

I am delighted to welcome you to the School of Geography and the Environment. The School consists of the Department of Geography and three associated research centres: the Environmental Change Institute, the Transport Studies Unit, and the Smith School of Enterprise and the Environment. Together, we are a unique hub in Oxford University for teaching and research on the interactions between people and environments. We aim to provide all our students – undergraduate, MSc, MPhil and DPhil – with the combination of social and natural science skills to engage effectively with the big challenges of the twenty-first century: from environmental change to globalisation; from philosophies of nature and society to biodiversity conservation; and from the frontiers of environmental science to the hard realities of public policy and corporate

decision-making. The world-class quality of our research was recognised yet again in the latest national assessment exercise (REF 2014), and it underpins our teaching excellence. We believe that our learning environment will further hone your analytical and communication skills – with lifelong benefits to you and the contributions you will make to the wider world.

I hope that you will be very happy in the University of Oxford. I hope that you will flourish academically and personally. Within the School, I trust that you will become active participants and become engaged with the many events and activities that we host. The collegiate University also offers a diverse and enriching series of opportunities to learn new skills, and I encourage you to make the most of what is on offer. And when you graduate, I very much hope you will become an active member of our global alumni community.

Gillian Rose, Professor of Human Geography Head of the School of Geography and the Environment

… and to the International Graduate School

As Director of Graduate Studies (Taught Programmes), I am delighted to welcome you to the International Graduate School (IGS), within the School of Geography and the Environment. The IGS is an intellectually demanding but supportive environment in which to study. We emphasise both independent and collaborative styles of working, providing a wealth of opportunities to engage in an energetic research and teaching culture through class discussions, seminars, reading groups, fieldwork and many other academic and social events. Gaining entry to our taught programmes is challenging and we therefore have great confidence that each of you brings something special to the cohort you are joining. I am sure you will be

looking forward to getting to know your new classmates within the IGS and to tackling new challenges and new ideas within your chosen programme. I look forward to meeting you as your course progresses.

Jamie Lorimer, Associate Professor Director of Graduates Studies (Taught Programmes)

… and to the MSc in Nature, Society and Environmental Governance

The MSc in Nature, Society and Environmental Governance (MSc NSEG or NSEG) is grounded in the conviction that responding to contemporary global challenges demands intellectual rigour, innovation and flexibility. Some of the most pressing environmental issues of our time have politics intensely at their core, interwoven with the complexities of historical institutions, social practices, beliefs and material infrastructures. Understanding these complex phenomena requires multiple perspectives and the ability to think across disciplinary boundaries. Over the year, you will encounter a broad range of expertise from human and political geography, anthropology, economics, management and the environmental sciences. The overarching objective is not to offer a singular view of nature,

society, or governance, but to present a set of theoretical and practical insights alongside scholarly debates which are alive and in flux. We invite you to actively engage in these debates, to experiment with new ideas, and to develop meaningful collaborations within the NSEG community and beyond. You have been selected for NSEG because we believe you have the ability to engage with us in thinking through the implications of current trends and developments in these fields, and can participate in identifying the key conceptual questions that need to be addressed. Every year, the NSEG cohort includes individuals from diverse academic and professional backgrounds, from engineering and law to philosophy and human geography. We value this diversity of thought and encourage you to explore new perspectives through discussion with faculty, your student cohort and your own independent study. The NSEG core modules are designed to provide the theoretical, case study and methodological foundations through which you can both engage with future-looking questions, and develop the critical social science research skills necessary to investigate them. We hope this intensive year of study will allow you to identify tools to make a positive difference, whether in acadaemia, the policy community, or related professions. Oxford is an amazing place for anyone interested in the environment, politics and society. Both inside and outside of the University there is an extraordinary range of events relevant to this course, offering you the opportunity to hear some of the world’s leading academics and other thinkers speak on topical issues. Your time in Oxford presents a unique opportunity to build your networks, meet like-minded people and others in the International Graduate School and beyond. At the same time, our eight-week terms can prove to be short and intense. It is therefore important that you pace yourself and find time for reflection and rest. This way you will get the very most out of the course. Welcome to NSEG!

Dr Ariell Ahearn, Course Director

Dr Beth Greenhough, Academic Director

CONTENTS

INTRODUCTION ................................................................................................................. 1

1.1. Course Introduction ..................................................................................................................... 1 1.2. School of Geography and the Environment ................................................................................. 1 1.3. Transfer from MSc to MPhil ......................................................................................................... 2 1.4. Oxford Learning Environment ...................................................................................................... 3

2. COURSE INFORMATION ................................................................................................. 4

2.1. Aims/Objectives ........................................................................................................................... 4 2.2. Intended Learning Outcomes ....................................................................................................... 4 2.3. Core Teaching Staff ...................................................................................................................... 5 2.4. Course Components ..................................................................................................................... 5 2.5. Course Structure .......................................................................................................................... 6 2.6. Course Workload .......................................................................................................................... 6 2.7. Core Modules ............................................................................................................................... 6 2.8. Elective Modules ............................................................................................................ 9 2.9. Reading Groups ............................................................................................................ 10 2.9. Class Meetings .............................................................................................................. 10 2.10. Dissertation ................................................................................................................ 10 2.11. Research Seminars and Workshops ........................................................................... 11 2.12. Fieldtrips ..................................................................................................................... 11 2.13. Entering the Workplace ............................................................................................. 12 2.14. Induction .................................................................................................................... 13 2.15. Security and Care of Personal Belongings and Data .................................................. 13

3. ASSESSMENT ................................................................................................................ 14

3.1. University Examinations ............................................................................................... 14 3.2. Role of External Examiners, Colleges and Proctors ...................................................... 14 3.3. Feedback on Learning and Assessment ....................................................................... 15 3.4. Monitoring Academic Progress .................................................................................... 15 3.5. Good Academic Practice and Avoiding Plagiarism ....................................................... 15 3.6. Examination Conventions ............................................................................................ 15

4. ASSESSMENT COMPONENTS ........................................................................................ 16

4.1. Written Examination .................................................................................................... 16 4.2. Elective Modules .......................................................................................................... 17 4.3. Policy brief .................................................................................................................... 17 4.4. Dissertation .................................................................................................................. 17

5. COURSE GOVERNANCE AND STUDENT REPRESENTATION ............................................. 18

5.1. Graduate Teaching and Examinations Committee (GTEC) ........................................... 18 5.2. Student Representation: Joint Consultative Committee (JCC) .................................... 18 5.3. Feedback and concerns ................................................................................................ 18 5.4. Complaints and Appeals ............................................................................................... 19

6. KEY DOCUMENTS AND RESOURCES .............................................................................. 20

6.1. Library and Learning Facilities ...................................................................................... 20 6.2. Canvas .......................................................................................................................... 20 6.3. Departmental Intranet ................................................................................................. 20 6.4. Past Exam Papers ......................................................................................................... 20 6.5. The Central University Research Ethics Committee ..................................................... 20 6.6. Fieldwork Behaviour and Safety .................................................................................. 20 6.7. IT Services ..................................................................................................................... 21 6.8. Alumni Networks .......................................................................................................... 21

7. KEY DEPARTMENTAL CONTACTS .................................................................................. 21

8. KEY DATES ........................................................................................................... 21

8.1. Term dates ............................................................................................................. 21 8.2. Assessment Dates .................................................................................................. 22

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INTRODUCTION

1.1. Course Introduction This handbook provides an overview of the MSc in Nature, Society and Environmental Governance (NSEG). The MSc in NSEG also serves as the first year (and qualifying examination) of the two-year MPhil in Nature, Society and Environmental Governance. MPhil students should also refer to the handbook for the MPhil course for the details of the MPhil examination conventions and the second-year research thesis. This handbook sets out the aims of the course, the content of the study programme and the various components of the course, including core modules, electives, dissertations and fieldtrips. The booklet also contains important information about handing in coursework, guidelines for dissertations, attending examinations, and other aspects of course management. You should read through the handbook carefully and ensure that you understand your obligations throughout the course. Details of the core modules will be provided at the start of each term. NSEG is rooted within the ‘Economy and Society’, ‘Political Worlds,’ and ‘Technological Life’ research clusters of the School of Geography and Environment (SoGE), but also draws on wider expertise from across the School. The core NSEG team are Dr Ariell Ahearn (Course Director), Dr Caroline Anderson (MSc Course Coordinator) and Dr Beth Greenhough (Academic Director), and Dr Ahearn is responsible for overseeing and coordinating key aspects of course delivery and teaching on core modules. She is the academic staff member you will have most contact with, particularly during the first two terms. Dr Greenhough is Chair of the Exam Committee for NSEG, oversees academic content and development, and teaches on core modules. Dr Anderson deals with the administrative and organisational aspects of NSEG, and is part of the Student Services Team.

1.2. School of Geography and the Environment The School of Geography and the Environment (SoGE), and its associated research institutes based in the Oxford University Centre for the Environment (OUCE), are internationally recognised for their excellence in environmental research and scholarship. The historical origins of the SoGE lie in the former School of Geography, the first geography school in the UK, established over 100 years ago by Sir Halford Mackinder. This was established through a co-operative effort involving the Royal Geographical Society and Oxford University. From these deep roots the School has grown and prospered. The ethos of the School of Geography and the Environment is to promote research that is bold, innovative and challenging while remaining committed to the highest standards of scholarship. Today, the School of Geography and the Environment is one of the leading centres of scholarship for environmental and social change. The SoGE is committed to training a new generation of graduate students in the core research fields of environmental science and human geography and in the new and exciting interdisciplinary research frontiers that exist between and across these disciplines.

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The School of Geography and the Environment is home to the internationally-recognised Environmental Change Institute (ECI), and other vibrant research centres, such as the Smith School of Enterprise and the Environment (SSEE), Transport Studies Unit (TSU), Oxford Centre for Tropical Forests (OCTF) and the Oxford Centre for Water Research (OCWR), along with cross-departmental research groups, such as the Climate Systems and Policy group, African Environments Programme (AEP), the Innovative Food Systems and Learning programme (IFSTAL), and the Global Environmental Change and Food Systems (GECAFS) international project office. The creative combination of theory and practice within the School provides a relevant and fertile training ground for our postgraduates. Our research programmes span the globe, with researchers working in Africa, Asia, the Caribbean, North and South America, along with a strong record in European studies and, of course, the UK. The SoGE currently offers five thesis-based higher research degrees (the DPhil and four MPhil courses) and four MSc courses, which include:

MSc in Biodiversity, Conservation and Management MSc in Environmental Change and Management MSc in Nature, Society and Environmental Governance MSc in Water Science, Policy and Management

The four MPhil courses are two-year versions of these programmes aimed at students who wish to have a substantial research component to their studies. In the first year, candidates take the coursework and examinations associated with one of the four MSc courses in the School of Geography and the Environment, and in the second-year students devote most of their time to researching and writing a thesis of 30,000 words.

1.3. Transfer from MSc to MPhil During the MSc course some students decide that they would like to extend their studies by transferring to the two-year MPhil programme. In the first instance you should discuss the possibility of transferring with your Course Director. The deadline for making an application to transfer to the MPhil is Friday week 1 of Trinity Term. Applications should be submitted to Ruth Saxton, Research Degrees Coordinator (research-degrees-coordinator@ouce.ox.ac.uk). The application should include:

• an email of support from the agreed supervisor of your MPhil thesis (sent directly to Ruth Saxton by the deadline);

• a completed Change of Programme of Study form (GSO.28) signed by both your college and proposed dissertation supervisor; and,

• an MPhil dissertation proposal (to a maximum of 1000 words) outlining the context, aims, methods, and timetable of your proposed research.

All applications will be reviewed by a panel chaired by the Director of Graduate Studies (Taught Programmes) in early Trinity Term. Applications will be assessed on the basis of the academic performance of the applicant, the dissertation proposal, and any resource requirements from the School (including staffing and supervision resources). Applications will normally only be considered from students who have achieved at least 60% in their assessed

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essays from the two electives. Final decisions on applications to transfer to the MPhil will only be confirmed after the meeting of the MPhil (Qualifying Examination) board in early July. The department retains the right to refuse a transfer. You should also note that your college will ask for evidence that you have the financial means to cover the fees and living expenses of the additional year of study.

1.4. Oxford Learning Environment

1.4.1. Learning Approach During your time at Oxford you will experience a wide range of different formats and styles of teaching; from small group discussions to field-based courses, and from traditional lectures to public talks by some of the world’s leading academics. In keeping with Oxford’s tradition of academic freedom, the exact nature of the learning experience within any particular seminar or lecture is left to the discretion of the lecturer, which, we hope, produces a useful variety of learning experiences. The typical teaching approach is a lecture supplemented with discussion and exercises. In the International Graduate School, we place strong emphasis on both peer group and individual learning. Your peer group consists of exceptionally talented scholars from around the world, many of whom have practical experience or extensive knowledge of issues and topics that are covered during the MSc course. We strongly recommend that you form strong academic bonds with your peers and we encourage this with small group projects, reading groups and discussions. There is an obligation on you as an individual to schedule time to engage with assigned readings, to work hard at identifying gaps in your knowledge and training, and to develop your own spheres of interest within the subject area. At Oxford, students are expected to be independent thinkers and treat their fellow colleagues with professionalism, respect and generosity. In addition to the course content, we expect students to learn time management and effective communication skills. Oxford’s exceptional learning facilities provide unrivalled opportunities for individual learning, not to mention the array of international researchers and scholars who present their work at external lectures around the university. We urge you to take full advantage of these opportunities in order to get the most out of your time here. Staff members are available to advise students on reading, literature, and topics. The Course Director of the MSc will have regular office hours during term time when you can seek guidance or sound out ideas. Your Colleges will provide a personal adviser who can give additional support.

1.4.2. Academic conduct You are expected to attend the classes, workshops, seminars and field trips as specified in the course handbooks. It is also important that you attend sessions involving external professionals, whose contributions to the course are voluntary and based on good will. Arriving late for a class or workshop or leaving before it has ended without the agreement of the lecturer is considered disrespectful and unprofessional.

1.4.3. Guidance on undertaking paid work whilst studying Students should note the University guidelines on graduate students undertaking paid work: https://academic.admin.ox.ac.uk/policies/paid-word-guidelines-graduate-students

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2. COURSE INFORMATION Master of Science (by coursework) in Nature, Society and Environmental Governance FHEQ level 7 Duration of course: 12 months

2.1. Aims/Objectives The rate and complexity of environmental change poses profound economic, social and political challenges for contemporary society. Developing ways to address these challenges demands intellectual rigour, innovation and flexibility, as well as the capacity to think across existing disciplinary boundaries. This course aims to help students develop a theoretically sophisticated and empirically grounded understanding of the dynamic relations between environment, society and policy. To this end, the course draws on methods and approaches from across the social sciences, including human and political geography, anthropology, environmental economics, science and technology studies, and management. As an entry course for further advanced study at Oxford and elsewhere, the course has a strong emphasis on developing research skills for studying the relations between environment, society and policy at all levels.

The specific objectives of the MSc course are: • To provide broad and critical engagements with key debates in the environmental social sciences,

focussing on the relations between nature-society, science-politics, and on urban natures; • To foster an understanding of the applied practices of environmental policy, business and the

environment, and behavioural economics and the challenges of real-world environmental governance; • To develop students’ conceptions of, and skills in, the methods and practices of contemporary

environmental social sciences, providing critical foundations for further research; • To integrate students into world-leading research taking place in the School of Geography and the

Environment, providing core teaching and supervision by research-active staff; • To enhance students' personal and professional development.

2.2. Intended Learning Outcomes Students will develop:

1. A knowledge and critical understanding of key theoretical literatures from across the social sciences which engage in conceptual debates about Nature-Society, Science-Politics and Urban Natures;

2. An ability to ground these conceptual frameworks in theories of Environmental Policy, Politics and Governance, including through detailed investigations of Decision-Making Processes, Environmental Economics and Environmental Management;

3. An ability to critically apply outcomes 1 and 2 to the analysis of a range of case studies of environmental governance in the real world;

4. A knowledge and critical understanding of specialist topics consistent with a candidate’s particular interests and expertise in relation to the research environment of the School;

5. Practical skills in Research Design and Research Methods and analysis that are consistent with the field of human geography, including a critical awareness of research ethics.

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2.3. Core Teaching Staff This inter-disciplinary course is led by academics in the School of Geography and the Environment, and its constituent research centres.

The core teaching staff on the course include:

Dr Ariell Ahearn Course Director and Departmental Lecturer Dr Marion Ernwein Departmental Lecturer in Human Geography Dr Beth Greenhough Academic Director, Associate Professor in Human Geography and Fellow,

Keble College Dr Aoife Haney Departmental Research Lecturer in Innovation and Enterprise Prof Cameron Hepburn Professor of Environmental Economics, Smith School and Fellow, New College Prof Anna Lora-Wainwright Professor of the Human Geography of China and Fellow, St. Cross College Dr Jamie Lorimer Associate Professor in Human Geography and Fellow, Hertford College Prof Derek McCormack Professor in Human Geography and Fellow, Mansfield College Marcel Metzner DPhil Candidate and NSEG Graduate Teaching Assistant Dr Amber Murrey-Ndewa Associate Professor in Human Geography and Fellow, Mansfield College Prof Gillian Rose Professor of Human Geography, and Professorial Fellow in Geography, St

John’s College Dr Stefania Innocenti Research Associate in Behaviour, Finance and Social Statistics Liam Saddington DPhil Candidate and NSEG Graduate Teaching Assistant Prof Tim Schwanen Professor of Transport Studies and Geography, Director of the Transport

Studies Unit, and Research Fellow, St Anne's College Dr Alex Vasudevan Associate Professor in Human Geography and Fellow, Christ Church College

2.4. Course Components The MSc programme comprises:

• Nine core modules organised under three themes: Policy and Governance, Theory and Analysis, and Research Skills

• Two elective modules • An original research dissertation of 15,000 words • Field courses in Oxford and the Netherlands • A series of occasional workshops, seminars and study days

The core assessed components of the course are two, 3-hour examinations on the themes of Policy and Governance, and Theory and Analysis, one two-hour examination on Research Skills and a policy brief assignment based on the Amsterdam field trip work. Additionally, one essay per elective (two in total); and a research dissertation will be part of the formal assessment. The elective essays will count towards 20% of total marks (10% per essay). The Research Dissertation consists of 40% of total marks. Three written exams, one per theme, and the policy brief assignment (40% total marks).

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2.5. Course Structure Below is an outline timetable for the course. Core modules and elective modules are taught in the first two terms, leaving the third term for examinations and dissertation preparation. For full details, see the reading lists and module outlines available on the Canvas virtual learning environment before the start of each term.

MSc Nature, Society and Environmental Governance

1st Term 2nd Term 3rd Term

Nature & Society Science & Politics Sit Exams in Exam Schools

Governance, Politics and Policy Business and the Environment Research Dissertation

Environmental Economics and Policy Urban Natures

Research Design Research Methods & Practice

Dissertation Preparation Decision Making Processes

Induction Field Course: Oxford Research Field Course: Amsterdam

Class Meetings, Electives Modules and Reading Groups Research Methods Surgeries

2.6. Course Workload The Oxford educational approach combines class-based teaching with individual reading and study. Much of the value of an Oxford University degree lies in student’s own initiative and effort in exploring literature and ideas. Students hoping to excel at Oxford will need to demonstrate significant reading and understanding beyond the taught material. The course design is guided by a work-load model that assumes c.3 hours of reading associated with each class, and 20% of any week available for extended reading, individual project study, workshops and attending seminars elsewhere. There will be 12–14 hours of class time (formal contact hours) per week.

2.7. Core Modules The MSc is organised under three themes: (1) Policy and Governance; (2) Theory and Analysis; and (3) Research Skills, taught during Michaelmas Term (MT) and Hilary Term (HT).

Theme 1: Policy and Governance Governance, Politics and Policy (MT) – 16 hours in 8 x 2-hour classes Institutions, processes and instruments of environmental governance have altered significantly over the past few decades, as environmental issues have become increasingly trans-boundary, complex and uncertain, and as the networks of actors involved in addressing those problems have proliferated well beyond the nation state, as well as across scales. Perhaps more fundamentally, however, the instruments, processes and institutions of environmental governance increasingly conceptualise the object of ‘the environment’ itself in a range of different ways, each with distinct political implications. As we shall see throughout this module, conflict over ideas about how humans should relate to the environment, and how natural resources should be

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used and governed are intensifying as they intersect with issues such as development, inequality, globalisation and health. This module introduces different analytical approaches to contemporary environmental governance processes and challenges, drawing on frameworks and theories from environmental geography, political geography and the anthropology of the state. This module also aims to provide an opportunity for students to apply this conceptual toolkit to a number of case studies and scenarios. Thus this module at times maintains a tension between the critical analysis of contemporary forms of environmental governance and developing knowledge of a variety of action-able approaches to dealing with critical environmental issues today. Decision-Making Processes (HT) – 16 hours in 8 x 2-hour classes This core module engages decision making processes from a variety of disciplinary perspectives. It begins by outlining basic notions about decision making from economic theory in the first session and gradually allows for more complexity in how decision processes unfold. Thus, in subsequent sessions the focus will be broadened to consider: how individuals actually take decisions; decision processes as undertaken by collectives and technology rather than individual human agents; how the past and future shape decisions in the present; multiple criteria according to which decision making processes can be considered to be successful or to have failed; how decision making processes are affected by various forms of uncertainty; and how such processes are complicated and sometimes even paralysed by “wicked” problems. The module will pay specific attention to how geographers have engaged with and understood decision making processes, and how decision making processes are implicated in the production of spaces. Throughout the module theoretical frameworks and ideas will be illustrated with the help of case-study examples focused, among others, on issues related to climate change, energy and transport. Close attention will be paid to the implications for policy processes of the various aspects of decision making that will be addressed. Economics of the Environment (MT) – 14 hours in 7 x 2-hour classes Economics is critical for understanding contemporary environmental, natural resource and sustainable development challenges. Economic ideas, incentives and institutions are both a root cause of these challenges and a key feature of policy responses to them, spanning from climate change and biodiversity loss to water scarcity and service delivery. The Economics of the Environment module equips MSc students in SoGE with the foundational concepts, methods and analytical tools to examine economic approaches to environmental and related policy issues across a range of contexts, scales and issues. This module addresses the role of economic ideas, instruments and institutions in environmental policy and governance. Using a problem-based approach, you will learn how economists analyse and respond to environmental problems. The course will also trace how and why the theory and practice of environmental economics have evolved since the 1960s with the increasing complexity of environmental issues. A primary aim of this course is to encourage you to think critically about important environmental issues from the perspective of economics, whilst integrating economic analysis into broad, interdisciplinary approaches to address environmental problems.

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Business and the Environment (HT) – 16 hours in 8 x 2-hour classes Doing business in the 21st century increasingly requires companies across industries to consider both how they influence and are influenced by the environment. Although there are many companies that now aim to integrate environmental sustainability with overall business strategy, there are fundamental difficulties associated with doing this in practice. Furthermore, it is not at all clear that doing so will solve some of the world’s most pressing environmental challenges such as climate change, resource scarcity and biodiversity loss. In this course, students will learn to:

1. Understand the complex relationship between business and the environment 2. Critique the strategies of individual companies in their efforts to design and implement environmental

sustainability strategies 3. Develop a nuanced understanding of the systems within which companies and other organizations

such as NGOs, national governments, city authorities, and social enterprises operate 4. The goal of this course is to equip you with the conceptual tools to critique the role of business in

helping to solve environmental challenges and the practical tools to help you to translate some of these concepts into strategies pushing for change.

Theme 2: Theory and Analysis Nature and Society (MT) – 16 hours in 8 x 2-hour classes Current environmental debates rely heavily on unexamined understandings of historically changing and geographically varied concepts of nature and society. The idea of a natural world separate from and/or prior to human society is one of the most powerful and persistent in human thought, finding expression in religious beliefs, cultural artefacts and scientific and legal practices. Understanding the contested ways in which nature-society relations are articulated in different times and places, and with what consequences for environmental change, is crucial to developing a critical grasp on environmental politics today. This course will introduce key theoretical approaches with which to make sense of such debates – from environmentalist alarms about ‘the end of nature’ and corporate claims to be ‘working with nature’, to governmental efforts to ‘put a value on nature’ through the calculus of eco-system services. Against the backdrop of an academic discipline – namely Geography – distinguished by its claims to combine the study of the natural and social world, this module will examine various articulations of nature-society relations. The module attends in particular to questions of materiality and the various ways in which the diverse stuff of the world comes to feature in environmental thought and practice. Moving off from any singular understanding of Nature the module examines the potential and pitfalls of a ‘multinatural’ approach to environmental governance. Science and Politics (HT) – 16 hours in 8 x 2-hour classes This module focuses on the complex relations between science, politics and public policy. Drawing on theories from science and technology studies and political ecology, the module critically examines how science and politics are often viewed as discrete fields, whereby science provides an objective knowledge base for the development of political responses to environmental problems. Drawing on a range of case studies, the module explores the implications of this division of labour for the conduct of scientific controversies, relationships between experts and non-experts, uncertainty around scientific knowledge and interdisciplinary research.

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Urban Natures (HT) – 16 hours in 8 x 2-hour classes This module provides a political ecological perspective on contemporary forms of urbanisation. It places particular emphasis on the different and often uneven ways in which urban environments are produced, governed and contested. Key theoretical insights are introduced drawing on a range of case studies from both the global North and South. The primary aim of the module is to critically develop a way of understanding and connecting the political ecology of cities to how we think about and conceptualise the relationship between nature, society and environmental governance.

Theme 3: Research Skills Research Design (MT) – 16 hours in 8 x 2-hour classes The purpose of this module is to critically examine key questions in the philosophy of science, including different approaches to asking questions about society and nature; the practice of generating data; and the role of writing in the research process. It then relates these questions to specific methodological techniques and analytical strategies. Research Methods and Practice (HT) – 16 hours in 8 x 2-hour classes This module is a skills-based and applied approach to qualitative research design and implementation. It follows from the Research Design Module in Michaelmas term, and presents a series of methodological approaches for conducting research in the social sciences. The objectives of this module are:

1. Provide students with the knowledge and tools to make key decisions around what methods to employ for different types of research projects;

2. Introduce students to key methods in the social sciences, including ethnography and participant observation, interviews, focus groups and surveys, digital methods, visual methods, and descriptive statistics;

3. Introduce students to good research practice, including data management and storage; 4. Enable students to design their own mini group research project, and implement it during the

Amsterdam field trip; 5. Examine the ethical issues involved in qualitative research, analysis and dissemination.

Research Dissertation (TT onwards) – Independent study, with up to 8 hours of supervision The above modules aim to help students design and execute original and independent research that is expected to be of high quality. All students are supervised by staff based within the School of Geography and the Environment, although it is possible to appoint additional advisors from external institutions. Many students carry out their dissertation research outside of the UK and some work as members of research teams in the SoGE, or in firms and organisations that the School has close relationships with. Supervisors will provide up to eight hours of supervision, which includes consultations and time needed to review dissertation drafts. If a secondary supervisor is required, as may be the case when specific methodological or disciplinary expertise is needed, then the eight hours will be split between the supervision team.

2.8. Elective Modules There is a separate Electives Handbook that provides outlines of available elective module options in the School of Geography and the Environment for the forthcoming year. Please note, however, that module details may change at short notice due to changes in staff availability.

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Elective modules offer a small-group, tutorial-style teaching and discussion, based on a suite of contemporary research themes set within the broader context of Geography and the Environment. The modules reflect the specific interests of core faculty and Teaching Associates, and are often based on their current research. Each student will have the opportunity to identify electives of particular interest, though the final allocation will be determined by committee at the start of term to avoid modules being over-subscribed. The teaching aim is to foster discussion and debate between academic staff and students, and to identify and explore theory, methods and practice in an academic space that encourages a critical dialectic. Each elective is assessed through a submitted essay of no more than 4,000 words. For details on how to submit elective essays see: https://intranet.ouce.ox.ac.uk/msc/index.html

2.9. Reading Groups During Michaelmas and Hilary terms there are compulsory reading groups led by graduate teaching assistants. Reading groups are linked to core module teaching and offer an opportunity for in-depth exploration of a particular key text from the literature within a smaller group setting. Attending and participating in reading groups is a required part of the course.

2.9. Class Meetings Class meetings will be held once a week during term time. The meetings will be focused on providing supplementary information on topics such as: the CUREC ethical review process, risk assessment for dissertation fieldwork, reading strategies, consultation with past NSEG students, and discussion of general questions about the course. Students may also propose a topic to discuss during the class meetings.

2.10. Dissertation As outlined above, in addition to the core and elective modules, you will also undertake an independent and original research dissertation. The dissertation is an integral and formal part of the course, and completing a good dissertation is essential for further research study in the SoGE, leading to the MPhil or DPhil degree. The dissertation gives you the opportunity to design and execute your own research. The choice of research topic is up to you, but it normally relates to one or more of the core or elective modules, or to the research interests of one of the SoGE staff. In designing your research project, it is a good idea to bear in mind the expertise available within SoGE to supervise your work. Over the course of Michaelmas and Hilary terms, students are expected to consult with teaching staff, faculty and other postdoctoral research staff who may serve as a dissertation supervisor. It is your responsibility to identify a suitable supervisor for your particular project and make these arrangements. You may consult with the NSEG course team for additional advice regarding who may serve as your supervisor. A dissertation proposal will be due by week 6 of Hilary term. The bulk of dissertation research which will be carried out after the exams are over, and the final work must be handed in on the first weekday of September, namely Tuesday 1st September 2020. Each student may have up to eight hours of supervision from their appointed supervisor.

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It is expected that the supervision period will end on 15 August, unless specific arrangements are made with individual supervisors.

The best dissertations will be of publication quality, and all submissions should show originality and rigour. It is possible to submit the work in the form of a journal paper ready for submission. This should be discussed with your dissertation supervisor. A separate MSc Dissertation Handbook describes dissertation formats and expectations in further detail. All dissertations will be judged according to the dissertation marking criteria; students are expected to read the marking criteria early in the course.

2.11. Research Seminars and Workshops The University of Oxford offers a truly outstanding opportunity to immerse oneself in public talks from leading global thinkers, activists and politicians on a kaleidoscope of topics and issues.

2.11.1. Research Seminars SoGE runs departmental seminars where researchers from outside Oxford are invited to share their work. In addition, each research cluster normally organises seminars during term. Elsewhere in the University, a whole host of regular seminar series exist, and many have an environmental focus. Many of these events are advertised through the Oxford Networks for the Environment (ONE)’s email mailing list and website.

2.11.2. Workshops Students may participate in workshops that provide an in-depth exploration of key issues in environmental policy. The number of places available for students to attend workshops is normally restricted to thirty or so, depending on the precise format. More details on the focus and dates of the workshops will be available at the start of the academic year.

2.12. Fieldtrips

As a research-driven MSc, fieldwork represents a core element of the teaching philosophy of NSEG. Each year there are two compulsory field courses that aim to provide grounded, critical engagements with core empirical and theoretical themes of the course, and to develop students’ research skills and competence with methods and practices appropriate to the contemporary environmental social sciences. In the 2019–2020 academic year, field trips will run as follows:

Induction field course: Oxford and the surrounding area (3 days, 3 to 5 October 2019) The specific aims of this field course are:

• To enable students and key teaching staff to get to know each other, and to introduce the structure and core themes of the course;

• To examine how some of the key challenges emanating from contemporary environmental change are being tackled by different actors based in Oxford;

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• To begin to explore conceptual debates about nature and society, specifically through a focus on landscape.

Please see the Induction Handbook for further information about this field course.

Research field course: Amsterdam and the Netherlands (4 days, March 2020)

The specific aims of this field course are:

• To provide students with practical experience of designing, implementing and presenting the results of a small-scale, environmental social science research project;

• To develop students’ awareness of the challenges of applying qualitative research methods to a specific, real-world problem;

• To enable students to critically examine the politics and governance of key environmental issues in Amsterdam and the Netherlands more broadly;

• To prepare students to write a policy brief based on the research findings.

In addition to these two field courses, students are also expected to engage in a significant period of fieldwork as part of the research dissertation component of the course. Appropriate instruction and supervision will be offered to help students with planning, risk assessment, and ethical approval for this fieldwork.

The costs of all fieldtrips (excluding dissertation fieldwork) are covered by the department. Students are also able to apply for funding to help towards the cost of their dissertation fieldwork expenses. Some limited support is also available towards the travel costs associated with obtaining the appropriate visa required to attend the non-UK based fieldtrips (where applicable). Additionally, students should expect to pay for some meals in Amsterdam and for their own alcohol during group dinners. If students wish to stay at the destination after the fieldtrip they will have to pay for the costs of their return fare to the UK.

2.13. Entering the Workplace The course design includes opportunities to engage with alumni and environmental policy practitioners and to get a sense of the range of possible career pathways available for those with expertise in environmental governance.

2.13.1. Internship Opportunities The Environmental Change Institute has a sustainability internship programme that is open to students on all four of our MSc courses. The programme runs a 3-day Training Better Leaders course during the Easter vacation and places students in 8 to 12 week paid internships after the course. These internships are sourced and managed through a coordinator who ensures that each placement satisfies specific criteria to make these experiences engaging, interesting and a useful next step in professional progression. They are advertised on a rolling basis through Hilary and Trinity terms for placements starting at the end of September. For more details and to sign up to the mailing list visit http://www.eci.ox.ac.uk/internship/.

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2.13.2. Innovative Food System Teaching and Learning (IFSTAL) All NSEG students are strongly encouraged to take advantage of IFSTAL (Innovative Food Systems Teaching and Learning), a free programme and pioneering collaboration. The programme offers evening lectures/activities, an online portal connecting you with other participating students, an internship programme, symposiums, away days and a summer school. Offered by a group of Universities – Oxford, Reading, Warwick, City University London, the Royal Veterinary College, the London School of Hygiene and Tropical Medicine and the School of Oriental and African Studies – this training programme aims to generate a cohort of MSc and PhD graduates equipped to address food system challenges by framing their specialist understandings (e.g. of environmental governance, nature-society relations, and the science-policy interface) within the broader social, economic and environmental context. Participation is on a voluntary basis and can be flexible; a certificate of participation will be available at the end of the year. Find out more here: www.ifstal.ac.uk.

2.13.3. NSEG Alumni Mentorship Programme The SoGE Alumni Office organises a mentorship programme for NSEG Students. Based on your interests, you will be matched with an appropriate alumnus who will act as a mentor for course or career related issues. The alumni and students are matched during Michaelmas term.

2.14. Induction All new postgraduates are expected to attend a full-time orientation and induction programme in the week before Michaelmas Term commences. The purpose of this orientation is to provide an opportunity to lay out the structure and expectations of the programme in an informal setting. The first half of the induction programme is organised by the department and comprises, among other things, an introduction to the School of Geography and the Environment, its component centres, and its facilities. It also introduces and explains the training and research programme, institutional and organisational procedures, the aims, objectives, structure, outline, and assessment methods of the course and the key expectations and responsibilities of the students. Information about supervision arrangements is also provided. In addition, there is specialist induction to library and database resources, electronic databases and Internet facilities, GIS and mapping, and the use of available equipment and facilities. The second half of the induction is organised by the student’s respective colleges and includes induction and information concerning college facilities and arrangements, college computing and internet access, university affairs, and the like.

2.15. Security and Care of Personal Belongings and Data People outside the School have access to the building. It is important therefore that you are vigilant of your own and others’ valuables at all times. This applies particularly to laptops, tablets and phones. In addition, we request that you are particularly vigilant of ‘tail gating’, i.e. people coming in through the security barriers behind you and who lack swipe card access to the Department.

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In an effort to combat crime the University runs registration schemes for bikes and personal possessions and you are encouraged to use these. Please contact your college for details. You are strongly advised to back-up your data, lecture notes and drafts of written work at regular intervals.

3. ASSESSMENT

3.1. University Examinations The procedure for entering for University examinations is explained on the University website: http://www.ox.ac.uk/students/academic/exams/entry. If you have any questions about your entry for the examinations or requesting alternative examination arrangements, you should contact the academic office at your college. The examination timetable will be confirmed no less than five weeks before the examination. The provisional dates for the examinations are in 4th week of Trinity Term. Once they are confirmed, the examination timetables may be found at: http://www.ox.ac.uk/students/academic/exams/timetables Information on (a) the standards of conduct expected in examinations and (b) what to do if you would like examiners to be aware of any factors that may have affected your performance before or during an examination (such as illness, accident or bereavement) are available on the Oxford Students website http://www.ox.ac.uk/students/academic/exams/guidance

3.2. Role of External Examiners, Colleges and Proctors There are several important actors within the examination process all of whom have distinct roles. Below is a brief guide to these roles:

1. The Exam Board: The University appoints an exam board comprising three or four members of faculty and an external examiner. The current chair of the NSEG MSc is Dr Beth Greenhough. The Exam Board is responsible for ensuring the examinations are conducted fairly and according to University regulations. The Board of Examiners may be assisted in setting and marking assessed elements of the course by other internal staff members who are termed assessors.

2. The External Examiner: This is a senior academic from a reputable external academic institution

whose role is to verify the quality of the examination materials, advise the MSc course team on course content, and sit on the final examination board. The current External Examiner of the NSEG MSc is Professor Mara Miele (Cardiff University). The external examiner has the right and the duty to modify marks if she or he sees fit. Students are strictly prohibited from contacting external examiners directly. If you are unhappy with an aspect of your assessment you may make a complaint or appeal (see section on Complaints and Appeals).

3. Colleges: If you need to ask for an extension on a piece of coursework or your research dissertation, or

are ill and cannot attend an examination, or have any other reason for not taking part in the

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examination process in a typical way, you should liaise with the university authorities through your College, not through SoGE. Only your College can organise this in advance of the deadline.

4. The Proctors are responsible for the integrity, quality and effectiveness of the Oxford University

examination system. Ultimately, they are responsible for making decisions on extensions, resubmission or any other aspect of examination protocol. Requests to the Proctors can only be made through your College. Under the University Examination Regulations candidates are not permitted to communicate with examiners about any aspects of the assessment process after the examinations have begun. Any complaints about assessment procedures should be addressed to the Proctors via the candidate’s College.

3.3. Feedback on Learning and Assessment Throughout the year, there will be opportunities for informal feedback on your learning and understanding through class discussions, peer feedback on presentations and interactions with course staff. You will receive constructive, qualitative feedback on at least one piece of formative assessment for each elective, as well as written feedback on each of your two summative elective essays and your policy brief assignment. This feedback will focus on identifying the good points of your essay and give suggestions on how to improve the quality of your written work. You will also receive written feedback on your dissertation.

3.4. Monitoring Academic Progress The course director is normally assigned as your supervisor for the duration of the course. Once you start work on your dissertation you will also work with a specialist dissertation supervisor. Your course director will be responsible for monitoring your academic progress and each term your supervisor will complete a GSR report (Graduate Supervision Reporting). These reports will be read by the Director of Graduate Studies (Taught Programmes). The GSR system also allows you to complete an evaluation of your own progress.

3.5. Good Academic Practice and Avoiding Plagiarism Plagiarism is presenting someone else’s work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement. All published and unpublished material, whether in manuscript, printed or electronic form, is covered under this definition. Plagiarism may be intentional or reckless, or unintentional. Under the regulations for examinations, intentional or reckless plagiarism is a disciplinary offence. Please see the University guidelines at: http://www.ox.ac.uk/students/academic/guidance/skills/plagiarism. All submitted work will be run through Turnitin (an electronic text matching system) which assists staff in identifying cases of plagiarism.

3.6. Examination Conventions Examination conventions are the formal record of the specific assessment standards for the course or courses to which they apply. They set out how your examined work will be marked and how the resulting marks will be used to arrive at a final result and classification of your award. They include information on: marking scales, marking and classification criteria, scaling of marks, progression, resits, use of viva voce examinations, penalties for late submission, and penalties for over-length work.

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The Examination Conventions for this course may be found at: https://intranet.ouce.ox.ac.uk/msc/examination-conventions/

These conventions are the definitive version to apply to examinations in 2020.

4. ASSESSMENT COMPONENTS

4.1. Written Examination Core courses will be examined by means of two three-hour and one two-hour written examination in Trinity Term. These examinations are designed to determine the student’s critical understanding and knowledge of the range of issues covered, and also provides the opportunity for students to display the results of their individual study, including information gained from field courses and seminars. For ease of reference, the official course Schedule provides the following examination rubric:

(a) Core courses The core courses will be examined under the following heads: 1. Research Skills

Candidates will be expected to have knowledge of research methods in social, environmental, and geographical research. These will include qualitative and quantitative methods relevant to contemporary research themes.

2. Theory and Analysis Candidates will be expected to have knowledge of relevant debates in human geography and related disciplines concerning the relations between nature and society, science and environmental politics, and urban political ecology.

3. Policy and Governance Candidates will be expected to have knowledge of relevant debates and issues concerning environmental policy and governance, environmental economics and business and the environment.

(b) Elective courses Candidates will be expected to show advanced knowledge of two of the elective courses on offer in any one year.

(c) Policy Brief Assignment Candidates will be expected to present research findings from the Amsterdam fieldtrip in a policy brief format, demonstrating the ability to communicate to non-academic audiences while upholding high research and writing standards.

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4.2. Elective Modules Students are required to submit written essays (of no more than 4,000 words plus 150-word abstract) on two elective courses by noon on the first Monday of the following term after which the elective module was taken (i.e. a Michaelmas elective module requires submission on the first Monday of Hilary Term). Full details on the required format and how to submit the elective essays can be found at: https://intranet.ouce.ox.ac.uk/msc/submission/electives.html

4.3. Policy brief Students are also required to submit a policy a policy brief assignment based on the Amsterdam field trip work at the beginning of Trinity term. Further guidance on the format and marking criteria for the policy brief will be provided in Hilary Term.

4.4. Dissertation You must submit a dissertation proposal to the NSEG MSc Course Director before the end of Hilary Term in the year in which you enter the examination, the title and details of your dissertation as set out in the proposal template, together with the name of a person who has agreed to act as your supervisor during preparation of the dissertation. For 2019-2020, the proposal will be due in Week 6 of Hilary term. While many dissertations are submitted in a traditional thesis format (e.g. a series of chapters covering introduction, literature review, methods, results, discussion), it is also permissible to submit a dissertation in journal paper format prepared as if for submission to a specified international journal. Students should discuss this option with their supervisor. All paper format dissertations should contain at least two separate sections:

a) an academic paper in the appropriate format for submission to an international journal, where students should follow the published ‘Instructions for Authors’ for the journal in question and should prepare the paper according to the exact requirements of submission to that journal, including a copy of those instructions bound in as an appendix to the thesis, and

b) up to 7,000 words framing the content of the academic paper, potentially including research questions, further literature review, discussion of methods and results. This can be divided into sections before and after the paper to promote a logical flow and reduce repetition.

The total text of the entire dissertation (as defined above) should not exceed 15,000 words. Full details on the required format and how to submit the dissertation can be found at: https://intranet.ouce.ox.ac.uk/msc/index.html

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5. COURSE GOVERNANCE AND STUDENT REPRESENTATION

5.1. Graduate Teaching and Examinations Committee (GTEC) The GTEC Committee, chaired by the Director of Graduate Studies (Taught Programmes), defines the strategic direction of MSc and MPhil provision in line with SoGE’s evolving academic strategy. It is responsible for coordinating academic programmes, staffing and timetabling across all four courses. It receives and considers the minutes of course team meetings, examiners reports and student assessments in preparation for Divisional scrutiny. It discusses and proposes amendments to assessment regulations for approval by higher committees as appropriate.

5.2. Student Representation: Joint Consultative Committee (JCC) At the start of the course the NSEG student group elects two of their members to serve as representatives on the Joint Consultative Committee (JCC) which meets each term. If you have any comments or concerns you should pass these on to your representatives who will raise them with the Course Team at the JCC meeting.

5.3. Feedback and concerns Our courses are constantly being adjusted in response to changes in the discipline and student feedback. We welcome your constructive feedback and have a number of avenues through which you can contribute feedback. You can also use these avenues to raise any concerns that you might have; we will seek to resolve these as quickly as possible. You can:

• Provide feedback and ask questions during weekly class meetings; • Speak with your Course Director during her weekly office hours; • Make an appointment with your Academic Director; • Provide feedback or raise concerns via your class representatives; • Ensure that at the end of each term you complete the feedback survey on each module, field-trip, or

workshop. •

This feedback, along with any concerns, will be discussed at the termly Joint Consultative Committee (JCC) for your course. The minutes of the JCC and the module feedback are then considered by the relevant Course Team and by the MSc Committee (on which there is student representation). Students on full-time and part-time matriculated courses are surveyed once per year on all aspects of their course (learning, living, pastoral support, college) through the Student Barometer. Previous results can be viewed by students, staff and the general public at:

https://www.ox.ac.uk/students/life/student-engagement?wssl=1

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5.4. Complaints and Appeals The University, the Social Sciences Division and the School of Geography and the Environment all hope that provision made for students at all stages of their course of study will result in no need for complaints (about that provision) or appeals (against the outcomes of any form of assessment).

Where such a need arises, an informal discussion with the person immediately responsible for the issue that you wish to complain about (and who may not be one of the individuals identified below) is often the simplest way to achieve a satisfactory resolution.

Many sources of advice are available from colleges, faculties/departments and bodies like the Counselling Service or the Oxford SU Student Advice Service, which have extensive experience in advising students. You may wish to take advice from one of those sources before pursuing your complaint.

General areas of concern about provision affecting students as a whole should be raised through Joint Consultative Committees or via student representation on the faculty/department’s committees.

5.4.1. Complaints If your concern or complaint relates to teaching or other provision made by the faculty/department, then you should raise it with the Director of Graduate Studies, Dr Jamie Lorimer. Complaints about departmental facilities should be made to the Head of Finance and Administration, Richard Holden. If you feel unable to approach one of those individuals, you may contact the Head of School, Professor Gillian Rose. The officer concerned will attempt to resolve your concern/complaint informally.

If you are dissatisfied with the outcome, you may take your concern further by making a formal complaint to the Proctors under the University Student Complaints Procedure (https://www.ox.ac.uk/students/academic/complaints).

If your concern or complaint relates to teaching or other provision made by your college, you should raise it either with your tutor or with one of the college officers, Senior Tutor, Tutor for Graduates. Your college will also be able to explain how to take your complaint further if you are dissatisfied with the outcome of its consideration.

5.4.2. Academic Appeals An academic appeal is an appeal against the decision of an academic body (e.g. boards of examiners, transfer and confirmation decisions etc.), on grounds such as procedural error or evidence of bias. There is no right of appeal against academic judgement.

If you have any concerns about your assessment process or outcome it is advisable to discuss these first informally with your subject or College tutor, Senior Tutor, Course Director, Director of Studies, supervisor or College or departmental administrator as appropriate. They will be able to explain the assessment process that was undertaken and may be able to address your concerns. Queries must not be raised directly with the examiners.

If you still have concerns you can make a formal appeal to the Proctors who will consider appeals under the University Academic Appeals Procedure (https://www.ox.ac.uk/students/academic/complaints).

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6. KEY DOCUMENTS AND RESOURCES

6.1. Library and Learning Facilities The Oxford University library system is extensive, with state-of-the-art online facilities and dozens of individual libraries around the city. A tutorial on using the library facilities will be provided during induction week. More information may be found at: http://www.ox.ac.uk/research/libraries/ and in the library subject guide for Geography and the Environment: http://libguides.bodleian.ox.ac.uk/geography.

6.2. Canvas NSEG is an early adopter of Oxford University’s new Virtual Learning Environment, Canvas. You will be able to download a Canvas app in order to receive updates and notifications about core modules. Each course has its own space where we post general course information along with lecture notes, reading lists and other materials specific to each module, workshop or field trip. It will be important for you to familiarize yourself with Canvas and consult with your module leader about how they expect you to engage with learning materials on the VLE. Each module leader has a different teaching style and will use Canvas in different ways. The term timetable will be available on Canvas as a PDF document, and also entered on the Canvas calendar. Canvas has a number of resources in its ‘help’ section which can help you get acquainted with the system.

6.3. Departmental Intranet The department’s intranet pages contain all of the up-to-date information on members of staff, Health & Safety, House Rules and so on. To view this information, follow the link via the SoGE homepage. www.geog.ox.ac.uk. There is a specific page for information for MSc and MPhil students which contains important information on assessment: http://intranet.ouce.ox.ac.uk/msc/index.html.

6.4. Past Exam Papers Available from OXAM: https://weblearn.ox.ac.uk/portal/site/:oxam. The NSEG papers are Research Skills; Theory and Analysis; Policy and Governance.

6.5. The Central University Research Ethics Committee The Central University Research Ethics Committee (CUREC) website (http://www.admin.ox.ac.uk/curec/) provides essential information on the University’s policy concerning the ethical review of research projects involving human participants or personal data, undertaken by staff and students, or on University premises. The form you must complete and have approved before conducting such research is available at: https://intranet.ouce.ox.ac.uk/dept/curec.html

6.6. Fieldwork Behaviour and Safety As a student, you are obliged to comply with all relevant University requirements relating to health, safety and risk assessment. You must not begin your research without being notified that your research risk assessment has been approved. The relevant forms to complete are available on the School’s intranet at: https://intranet.ouce.ox.ac.uk/safety/fieldwork.html.

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6.7. IT Services IT Services (http://www.it.ox.ac.uk/) offer a wide range of Information Technology support including excellent training courses and a shop selling leading software at educational discount prices.

6.8. Alumni Networks The School of Geography and the Environment now runs active alumni networks. With over 1,000 Masters graduates as well as more than 5,000 thousand former geography undergraduates, this network is a growing source of professional contacts, knowledge, and advice. You will be invited to become part of the alumni networks upon graduating. In addition, NSEG runs an active LinkedIn group which you can join on arrival. This provides an opportunity to network with alumni to discuss career opportunities, dissertation ideas and current issues in science and policy. For more information, please visit www.geog.ox.ac.uk/alumni or email the Alumni Relations Officer, at alumni@ouce.ox.ac.uk. Alumni are always keen to hear what current students are up to – so do let the Alumni Officer know about projects, field trips and events you think might be of interest to them.

7. KEY DEPARTMENTAL CONTACTS • DGS (Taught Programmes): Dr Jamie Lorimer

• Academic Director: Dr Beth Greenhough

• Course Director: Dr Ariell Ahearn

• Course Coordinator: Dr Caroline Anderson

• Academic Administrator: Dr Lorraine Wild

• Head of Finance and Administration: Mr Richard Holden

• Disabilities Officer: Dr Claire Hann

8. KEY DATES

8.1. Term dates Term 1st day of term Last day of term Michaelmas 2019 Sunday, 13 October Saturday, 7 December Hilary 2020 Sunday, 19 January Saturday, 14 March Trinity 2020 Sunday, 26 April Saturday, 20 June

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8.2. Assessment Dates • 1st elective submission: first Monday of Hilary Term • 2nd elective submission: first Monday of Trinity Term • Policy brief submission: Monday the week before the start of Trinity Term (week 0), 20th April 2020 • Dissertation submission: Tuesday 1st September 2020 • Provisional dates for examinations: Week 4 in Trinity Term

MSC/MPHIL NATURE, SOCIETY AND ENVIRONMENTAL GOVERNANCE

MSC/MPHIL NATURE, SOCIETY AND ENVIRONMENTAL GOVERNANCE

Academic Director: Dr Beth GreenhoughCourse Director: Dr Ariell AhearnContacts:Tel: +44 (0)1865 285045Email: msc-coordinator-bcm-nseg@ouce.ox.ac.uk

OUCE, South Parks RoadOxford OX1 3QYUnited KingdomW: www.geog.ox.ac.uk

SCHOOL OF GEOG RAPHY AND THE ENVIRONMENT

Photo credit (left): © Neil Hanson