Western Washington University

Greening Business Policy and Practice
Fall 2018

Class Syllabus:

Meets: BI 234, CRN 42246 / 41846 (variable days and times; see course schedule for details)
Professor Craig Dunn
PH 317
Office Hours:
by appointment (see https://calendly.com/wilderprofessor)
360-650-2593 (office/voicemail)

ENVS / MGMT 359 -- GREENING BUSINESS POLICY AND PRACTICE (4) Prereq: This course will provide both a survey and applications of major U.S. and Washington state policies and practices supporting the greening of business.

As a result of successfully completing this course, students will:


o Validate mastery of discipline-specific business and sustainability knowledge and analytical skills.

Reflective journal
Writing Assignments
o Illustrate ability to apply critical thinking and systems thinking to complex business problems. Participation
Reflective journal
Writing Assignments
Case study
o Be conscientious in the application of business and sustainability knowledge.

Reflective journal
Writing Assignments
Case study

o Create an orientation of personal responsibility, respect and professionalism. Participation
Reflective journal
Writing Assignments
Case study

This course is designed as an introductory course for the combined major in Businss & Sustainability. The State of Washington is a leader in responding to the societal imperative regarding environmental issues. The Bachelor of Arts degree in Business & Sustainability is an action component of the state's initiatives. This degree combines three areas of study that give graduates the necessary knowledge, skills, and abilities to operate in a changing economic and social environment. Graduates from this program will possess:

- A fundamental knowledge of economics, giving them the skills to apply economic analysis to problems in sustainable business faced by modern organizations;
- A fundamental knowledge of environmental science and policy, giving them the ability to understand the social and political climate as well as the scientific issues involved in sustainable business;
- An extensive knowledge of business and management in the context of business sustainability giving them the basic mindsets, perspectives, abilities and skills needed to succeed in organizations.

Unlike other courses which you have taken, this one is deliberately emergent in that at the beginning of the term you will be required to suggest a revised course description as your first reflective journal assignment (see https://wwu.instructure.com/courses/1235698/assignments/4438744). In spite of what the current course description might imply this is not a 'nuts and bolts' litany of environmental laws. Learning will instead relate directly to theory and practice, with attention given to how a systems perspective can be useful in engaging students in critical thinking that will be of practical benefit to organizations not likely to be organized around sustainabilty as a central theme.

Further to this point, critical attention will be given to professional readiness and job placement. While the employment landscape is rapidly evolving it is still the case that Business & Sustainabilty majors are very likely to be employed in more 'traditional' business roles at the beginning of their careers. In light of this pragmatic reality significant time will be devoted to equiping students to identify jobs that reflect their personal purpose(s), as well as to how to be effective in shifting organizational culture in the direction of sustainabiltiy praxis...all while engaging students in an exploration of their own predispositions and biases, which can serve to enhance or detract from personal effectiveness.

This is an intensive class, with active participation being critical to both student learning as well as success of the course. Be prepared to speak up and be involved. Students are encouraged to work with and discuss class activities with other students; however, written papers and reflective journal entries are to be recognizable as individual work. If assumptions, objectives and tentative plans do not fit our situation, we will modify them as we work together; if such changes are made, they will be posted on the course web page and/or Canvas site. Students should ask questions, raise issues, express concerns; our best discussions often evolve from trying to figure out how to skillfully handle difficult management situations.

"This is an exciting time to be a manager, full of challenges and opportunities. Today's organizations are increasingly complex, unpredictable, and fast-paced. Significant social and economic trends such as diversity, globalization, and technological advances have fundamentally changed the nature of managerial work. In such an environment, the ability to think broadly and deeply from a variety of perspectives is one of the most important skills a manager can have."Paula J. Caprioni
The Practical Coach

A maximum of 100 points may be accumulated in this course. Point distribution varies as follows (see grading contract at back of syllabus for details):

o Writing Assignments and Reflective Journal 70-85 points
o Group Project 15-30 points

The following grading standards will be used to determine your final course grade. Students are responsible for monitoring their own progress throughout the term.

93.35 - 100 points


90 - 93.34 points


86.65 - 89.99 points


83.35 - 86.65 points


80 - 83.34 points


76.65 - 79.99 points


73.35 - 76.64 points


70 - 73.34 points


In a section entitled Grades and Intellectual Honesty, the Western Washington University catalog states:

Grades are given for the student’s work and achievement. Fair evaluation of students’ work and helpful instruction are possible only when students submit work which genuinely reflects their own reading, computation, research and thoughts and is their own production, whether in writing or other format(s). Intellectual dishonesty can result in a failing grade and the placement of a note in the student’s permanent record. For the university’s policy on academic dishonesty, see Appendix D.

Students involved in any form of academic dishonesty (including but not limited to plagiarism or `cheating') on any coursework will receive a failing grade for the course.

The future will either be green or not at all-Bov Brown
Environmentalist / Author

Assigned case studies, reading materials, podcasts, and course videos will be available on the course schedule. Students are expected to read each assigned reading before the scheduled discussion that reading, and to come prepared to respond to the disucssion questions posted for each class session.

There will be four writing assignments throughout the term (see course schedule for due dates). All assignments relate directly to the course content, either as presented in class and/or as covered in assigned readings. Each paper will take the form of a one-page, double-spaced, typed paper which directly addresses the question(s) posed. While it is certainly allowable for students to discuss these writing assignments with one another, final papers ought to be recognizable as the 'independent' work of the student submitting the writing assignment.

Papers are to be submitted electronically through the Canvas Learning Management System (LMS), as a word document or a .pdf. A link to the course LMS can be found here: https://wwu.instructure.com/courses/1235698.

To post an entry, do the following:

o Login to https://wwu.instructure.com/courses/1235698
o Click on 'Assignments' tab in the left menu bar
o Click on relevant Reflective Writing Assignment#
o Read and respond to the Writing Assignment prompt
o Click on 'Submit Assignment' (option for file upload, .doc or .docx)
o Click on 'Submit Assignment' when done

Entries are due by midnight of the day on which a 'prompt' is listed on the course schedule. Evaluation criteria for these assignments include:

o evidence of self-awareness
o adequacy of analysis
o coherence of argument
o practical/prescriptive merit
o overall professionalism

Each assignment should conclude with identification of the student learning outcomes that are addressed by that particular writing assignment (catalogued at beginning of this syllabus).

There will be six reflective journal assignments throughout the term, of which five must be submitted (see course schedule for due dates). This term-long assignment is designed to engage you in linking the course content with 'real life' application(s).

To post a journal entry, students are to 'cut and paste' the 'prompt' from the course schedule into a new thread within their own journal, and then provide their reflections on the 'prompt.' The reflective journal is to be kept in Canvas as noted above. To post an entry, do the following:

o Login to https://wwu.instructure.com/courses/1235698/assignments
o Click on 'Assignments' tab in the left menu bar
o Click on relevant Reflective Journal #
o Read and respond to the Reflective Journal prompt
o Click on 'Submit Assignment' (options for text entry or file upload)
o Click on 'Submit Assignment' when done

Each student has access to only their own journal. Only each individual student, as well as the faculty member, have access to these posts ? which are time and date stamped upon submission. Entries are due by midnight of the day following the day on which a 'prompt' is listed on the course schedule.

Sooner or later, we will have to recognise that the Earth has rights, too, to live without pollution. What mankind must know is that human beings cannot live without Mother Earth, but the planet can live without humans.-Evo Morales
President, Bolivia

Each student shall participate in a team-based project, with the primary objective being to link theory and practice. The entire class will be engaged in a brainstorming exercise that will result in generating a list of possible options for Sustainable Action Fund (SEJF) proposals. In order to get a general sense of how the SEJF works, visit https://sustain.wwu.edu/sejf/. There note in particular the 'Projects' tab, which contains links to a variety of in-process and completed SEJF projects, as well as the 'Apply' tab, which provides access to the submission standards for SEJF funding.

During this group project you will have full access to Johnathan Riopelle (Johnathan.Riopelle@wwu.edu) from Western's Office of Sustainability, who will serve as a project advisor and mentor. Johnathan will regularly visit class, and additionally will be 'enrolled' in the course Canvas site in order to provide a mechanism for him to provide direct feedback on your work product as it evolves.

In this group project several key points related to solid managerial practice should be kept in mind:

- It is required that there be a clear elaboration somewhere in the application as to how the proposed project relates to the WWU Sustainability Action Plan (see https://sustain.wwu.edu/sustainability-action-plan/), additionally enumerating those specific goals of the plan that would be met by the proposed project
- It is required that there be a clear elaboration somewhere in the application as to how the proposed project relates to at least three of the Sustainable Development Goals outlined by the United Nations (see http://faculty.wwu.edu/dunnc3/rprnts.SDGs_as_the_driver_for_future_business_strategy.pdf)
- It is required that the critical stakeholders for the proposed project be identified within the application (see http://faculty.wwu.edu/dunnc3/rprnts.Innovators_Toolkit_STAKEHOLDER_MANAGEMENT.pdf), and a plan formulated for garnering support for these constituencies
- Related to the current course description, it is required that you identify the key regulations and/or organizational policies that would be relevant to your proposed project...and that you indicate how the 'demands' of such regulations and/or policies will be met within the execution of the proposed project

Beyond these course-specific instructions, you are to be as thorough as possible in completing each aspect of the SEJF form...and submitting same for a preliminary review.

There is a presentation component to this assignment. Reporting will take the form of a 15 minute oral presentation followed by a 10 minute question and answer session. Be creative. Prepare the presentation as if you were presenting the information to any fitting audience you explicitly identify, to be role-played by those students not in your group (who will be accountable for posing relevant questions to the presenting group).

Areas considered (in addition to those previously or subsequently mentioned) in grading the group project are listed in the table below.

o clarity and conciseness of arguments
o use of theory to support SEJF proposal
o soundness of recommendation(s)
o professionalism of SEJF application
o creativity of approach
o ability to engage the class in discussion

There are no examinations for this course.

Outlined above are the course activities available to students. Ranges of possible points have been listed above. Each student group is to fill out and return to the instructor a binding contract for work to be completed this term (see below). The group is to fill out the number of points desired for each activity. The total number of points must total 100. Points for each activity will range from 15-85% of the course grade, depending upon the individual assignment and weightings. Points must be selected in increments of 5.

For example, a group may choose to minimize the points on the group project by completing all other assignments at the maximum points possible:

o Writing Assignments and Reflective Journal 85 points
o Group Project Application / Presentation 15 points

In all cases, class participation is mandatory. Failure to attend scheduled class sessions may be reflected in final course grading.

To send your ENVS / MGMT 359 contract, fill out the following form thoroughly and completely. This form must be submitted via email to wilderprofessor@wwu.edu. A confirmed copy of each contract will be provided to each student group by return e-mail.

MGMT / ENVS 359 Grading Contract:

The following agreement is entered into by the designated MGMT / ENVS 359 student group and Professor Dunn for work to be completed Fall term 2018. It is understood that this agreement is not subject to change. Additionally, course participation (or lack thereof) may be reflected in final course grading.

SEJF Project:

Names of all group members:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

Course Point Objective for Group Case Analysis: select here 15% 20% 25% 30%

Course Point Objective for Reflective Journal / Writing Assignments: select here 70% 75% 80% 85%

Please make certain the above point objectives total 100%.

By sending this form, each group members agrees to be evaluated on the basis of this contract as well as by the terms of the course as outlined in the syllabus.




* Course Overview/ Student Introductions

This class session will require you fill out the form at the following Canvas link:


...and then share this information with a class member...after which you will each introduce the other to the balance of the class.

 Reflective Journal #1:

Following is the current description for this course: This course will provide both a survey and applications of major U.S. and Washington state policies and practices supporting the greening of business.

1) This language does not seem to capture the perspectives and topics that should be included in the introductory course for the major.

What are these perspectives and topics?

2) According to the Guide to 'Creating Curriculum at Western (see https://www.wwu.edu/facultysenate/BB_ACC%20Handbook/ACC_Handbook_2017-10.pdf):

• Course descriptions should resemble final Catalog copy and should not be overly lengthy or complicated.
• Concise course descriptions are helpful in informing student understanding of the course intent.
• Initial proposals should include number of credit hours, rationale, repeatability, and course prerequisites.

In light of this Guide, draft a new course description for MGMT / ENVS 359 -- incorporating your response to 1) above.

3) Provide a justification for the course description in 2) above -- that is, how does it cohere with the vision, mission and values of WWU? (see https://president.wwu.edu/mission-statement-and-strategic-plan

Canvas Submission Link: https://wwu.instructure.com/courses/1235698/assignments/4438744

DUE: 10-01-2018


02 / 04 OCTOBER

*Sustainability Action Fund

You are to do three things:

1) Identify which Sustainability Action Fund proposal you prefer;
2) Provide a rationale as to how this project 'connects' with the statement of personal purpose you will draft for Reflective Journal entry #2; and
3) suggest items to be included in a team contract for your Sustainability Action Fund proposal, which will be used to guide your interactions with your Sustainability Action Fund team.

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3924926


* LinkedIn Profile Tips:

- The 31 Best LinkedIn Profile Tips for Job Seekers
- How LinkedIn Can Help You Score a Sustainability Job


09 / 11 OCTOBER


Western Washington University plans to test its emergency notification system known as Western Alert at 2:40 p.m. on Tuesday, Oct. 9 and also conduct a campus lockdown drill.

Western Alert is a group of ways to reach students, faculty and staff with important safety information.

Lockdown Drill: In conjunction with the test of the Western Alert system, a voluntary all-campus lockdown drill will take place at the same time – 2:40 p.m. on Tuesday, Oct. 9. An orientation video explaining how to prepare for and what to do during the drill is available at the University Police website. During the drill, the campus community is encouraged to physically assess their surroundings and visualize actions and steps they would take if this was an actual emergency.

For direct link to Options for Consideration Active Shooter Training Video, produced by the U.S. Department of Homeland Security, click here

*Statement of Personal Purpose

A Powerpoint Handout for this class session can be downloaded by clicking here
If downloading to a PC, the file will likely come through in compressed format. To open as editable file, right-click the .zip folder, select 'open with,' then select 'MSWord.' Save file as MSWord document.

- Collins, Jim. What Comes Next?
- Halberstam, D. A Greatness That Cannot Be Taught
- O'Keeefe P.A., Dweck, C.S. & Walton, G.M. Implicit Theories of Interest: Finding Your Passion or Developing It?


 Writing Assignment #1:
1) List the three attributes of meaningful work that are of greatest importance to you...then based on these attributes, and your personal values as identified in class,

2) Draft a succinct statement of personal purpose that fulfills the five requirements for a good statement of purpose as outlined by Jim Collins' in his article What Comes Next, then...

3) Show this statement to at least three people who know you well, and summarize their feedback as to how authentic they find this statement--i.e., do they see a clear connection between the person they know you to be, and the statement of personal purpose you have drafted?

Canvas Submission Link: https://wwu.instructure.com/courses/1235698/assignments/4438743

DUE: 10-12-2018


* Career Services (Guest: Keala Murdock)

In preparation for this class session, take some time to review the Business Resume Packet located here

Additionally, familiarize yourself with the student resources at the University portal of LinkedIn, found here: https://university.linkedin.com/linkedin-for-students 


16 / 18 OCTOBER

* Understanding the Connection between Humans and Nature

- Sagoff, M. Zuckerman's Dilemma: A Plea for Environmental Ethics
- Martin, J-L, Maris, V. & Simeberloff, D.S. The need to respect nature and its limits challenges society and conservation science
- Glucken, C.J. Reflections on the History of Western Attitudes to Nature
- Attitudes, Beliefs, and Values Toward Natural Resources and Public Land Management (pp 1901-1920)


* Modest Forms of Biocultural Hope

For Thursday's session class will meet as scheduled, but then take the brief walk to the Western Gallery for a tour of four interrelated art installations exploring the complex relationships between biology and culture. 

Can species thrive together? Can we learn from nature to remediate environmental problems? Is hope possible in the Anthropocene?

Western Gallery’s fall exhibition focuses on these questions as well as creative efforts to address ecological concerns. A section, titled “What Would Nature Do?” introduces the nature-based design approaches of Biomimicry and Permaculture. An ongoing and evolving installation project by students in an Art and Ecology class at Western addresses a compelling question:  what if we understood the universe not as a collection of objects, but as a communion of subjects?

The projects brought together in the exhibition present novel but grounded ways of thinking about ecological problems. Rather than dejection at the enormity of the challenges, they offer concrete and creative efforts. Rather than sweeping geoengineering schemes, they offer modest forms of biocultural hope. What the ecological thinker Donna Haraway has written about one of the projects (Wertheim’s Crochet Coral Forest) is true of them all: “[These are] not projects of melancholy and mourning. Theirs are figures of response-ability.”

In preparation for this gallery visit, familiarize yourself with the following

- Carrington, D. The Anthropocene epoch: scientists declare dawn of human-influenced age


 Reflective Journal #2:

Who are we? Are we part of nature, or something separate and distinct from nature?

An understanding of the relationship between human and non-human is fundamental to fully apprehending the relationship between business and sustainability. Consider two competing perspectives:

"So this land of the great plains is claimed by the Lakota as their very own. We are of the soil and the soil is of us. We love the birds and beasts that grew with us on this soil. They drank the same water as we did and breathed the same air. We are all one in nature. Believing so, there was in our hearts a great peace and a welling kindness for all living, growing things."
-Luther Standing Bear
"I think, too, that we've got to recognize that where the preservation of a natural resource like the redwoods is concerned, that there is a common sense limit. I mean, if you've looked at a hundred thousand acres or so of trees — you know, a tree is a tree, how many more do you need to look at?"
-Ronald Reagan
(While the issue candidate Reagan was addressing was a legitimate one — how to balance commercial interests against a desire to preserve natural resources for aesthetic reasons — he expressed his thoughts on the subject so coarsely that he came across as glib and callous, and incumbent governor Pat Brown's campaign soon mocked him by transforming his statement into the pithier "If you've seen one redwood, you've seen them all," a phrase that was picked up by the press and widely circulated during the campaign.)

This reflective journal entry requires that you 1) take a position as to whether humans are best understood as part of nature, or a species uniquely separate from nature, and more importantly to 2) offer a reasoned defense of the position you take on this debate

Canvas Submission Linkhttps://wwu.instructure.com/courses/1235698/assignments/4466430 

DUE: 10-22-2018


23 / 25 OCTOBER

* Free-market Capitalism and Sustainability

- Friedman, M. The Social Responsibility of Business is to Increase its Profits
- Dunn, C.P. Are Corporations Inherently Wicked?
- Carroll, Archie B. The Pyramid of Corporate Social Responsibility
- Arthur D. Little The Business Case for Corporate Social Responsibility


* SAF Draft Proposal (GROUP submission)

There are three different grant applications to consider for your project, based upon the anticipated scope of need:

- Small grant requests are for projects that will cost $500 to $5,000. The small grant application is available here. The associated toolkit can be found here.

- Medium grant requests are to fund projects that will cost up to $35,000. The medium grant application is available here, and its toolkit is here

- Large grant requests are for projects of significant scope, and will cost over $35,000. These projects require the submission of an abstract, due November 25 at midnight. The Sustainability, Equity, & Justice Fund Committee will select the abstracts that are most closely aligned with the mission of the program, and ask those project teams to submit a full application in Winter Quarter. The large grant abstract form is here.

So what are you to now do for this assignment? Save the appropriate form for your project, and then fill in all the required information...as a project group.

Once submitted this document will be available to Johnathan (Office of Sustainability) through Canvas for his review. Johnathan will be in class on Thursday, October 25, to provide direct feedback and consultation to each group. Meeting with Johnathan during this class session is a course requirement for each project team.

But there is more: following are a few critical matters to keep in mind as you fill out the application form--some required on the application form itself, and others required 'add-ons' to your submission for the purposes of this assignment:

- It is required that there be a clear statement in the application as to how the proposed project relates to the WWU Sustainability Action Plan(see https://sustain.wwu.edu/sustainability-action-plan/), additionally specifically enumerating those goals of the plan that would be met by implementation of the proposed project

- While not explicitly stated in the application form itself, it is required that the key United Nations Sustainable Development Goals (SDGs) applicable to the proposed project be identified, and an elaboration provided as to how these specific SDGs link to the project. The SDGs are the blueprint to address the global challenges of poverty, inequality, climate, environmental degradation, prosperity, and peace and justice. An articulation of these 17 SDGs can be found here.

- It is required that all critical stakeholders relevant to the proposed project be identified within the application (see https://www.mindtools.com/pages/article/newPPM_07.htm ), and a plan formulated for garnering support  from--or for--these constituencies

- While not explicitly stated in the application form itself, it is required that you identify the key regulations and/or organizational policies that would be relevant to your proposed project...and that you indicate how the 'demands' of such regulations and/or policies will be met within the execution of the proposed project

Beyond these course-specific instructions, you are to be as thorough as possible in completing each aspect of the Sustainability Action Fund form...and submitting same for a preliminary review

Canvas Submission Link:


DUE: 10-24-2018



 Writing Assignment #2:

Having now had the opportunity to get professional readiness and job-seeking advice from a representative of Western's office of Career Services, this assignment will have you building upon the in-class visit. You are to do the following:

1) Visit the Career Services website, and search for jobs specifically related to the Business and Sustainability major (even if this is not your specific major).

2) Select the job that would be of greatest interest to you.

3) Draft both a) a cover letter and b) a one-page resume tailored to this specific job, based on your educational credentials at the time of graduation from Western...as well as your work and volunteer experience. Both the cover letter and resume must prominently include a clear single-sentence statement that connects a) your statement of personal purpose with b) the required and preferred job qualifications.

In doing this assignment, keep in mind some of the resources that were shared in class by Keala Murdock, found here. Information at the following URLs may also prove useful before completing the assignment:

     http://www.wwu.edu/careers/docs/cover_letters.pdf (pages 5-7)

In order to tailor your resume to the sustainability 'industry,' be sure to check out the great tips at the following URLs:

     https://www.thecvstore.net/blog/writing-a-strong-cv-sustainable-energy/ (sustainability energy)
     https://sustain.wisconsin.edu/blog/6-ways-get-sustainability-job-experience/ (see in particular top #4; relates to SAF)

Canvas Submission Link: https://wwu.instructure.com/courses/1235698/assignments/4438734 

DUE: 10-29-2018


* Sustainability and Ethics

Environmental Ethics. Stanford Encyclopedia of Philosophy
- Sagoff, Mark. Zuckerman's Dilemma: A Plea for Environmental Ethics. Hastings Center Report, September/October 1991, p. 32ff.
- Holmes, Ralston III. Global Environmental Ethics: A Valuable Earth.
- Locke, John An Essay Concerning the True Original, Extent and End of Civil Government. [CHAPTER V: Of Property]
A Powerpoint handout for this class session is available by clicking here

* Business Career Fair

Job and Internship Listings:

Please click HERE to access Viking CareerLink, where you can search job postings, set up email alerts, and research employers who have partnered with Western.

Career Fair Preparation Events:

Resume Clinics
Polish up your resume prior to the career fair at one of our resume clinics! Bring an electronic copy of your drafted resume and get feedback to ensure it is employer-ready (stay tuned for announcements about resume clinics)

Preparing for a Career Fair

How to Make Effective Use of a Career Fair
Blog Post -- Making the Most of Career Fairs
What to Wear
Keys to Success
Career Fair Checklist


06 / 08 NOVEMBER

* WWU Sustainability Action Plan

One of the requirements of your SAF funding application is that you identify the components of Western's Sustainability Action Plan (SAP) that most directly relate to your proposal. Given that the SAP runs to 121 pages, in order to facilitate this requirement of your SAF proposal class time will be devoted to providing a succinct overview of the SAP. However, in advance of class you are required to skim the SAP itself:



* United Nations Sustainable Development Goals

One of the requirements of your SAF funding application is that you identify the components of the United Nations Sustainable Development Goals (SDGs) that most directly relate to your proposal. The Sustainable Development Solutions Network offers useful resources, among them the following:

Chapter 1: Getting to know the Sustainable Development Goals
Chapter 2: Preparing for Implementation
Chapter 3: Tools for designing SDG strategies and roadmaps

In addition, Saturna Capital has drafted a helpful document providing a concise history and overview--from the perspective of a local investment firm:

Sustainable Development Goals--What are the SDGs?


* Critical Thinking: Stakeholder Mapping

One of the requirements of your SAF funding application is that you construct a stakeholder map, and clearly identify those stakeholders that most directly relate to your proposal. The Mindtools website offers useful resources, among them the following:

Stakeholder Analysis: Winning Support for Your Projects

Also reference the following academic articles serving to link stakeholder analysis with corporate strategy:

- R.E. Freeman & McVea, J. A Stakeholder Approach to Strategic Management
- R.A. Phillips & Reichart, J. The Environment as Stakeholder? A Fairness-Based Approach


* Regulation: Forms and Limits in Pursuit of Sustainability

A single question will provide an introduction to this topic: When and with what justification should the government intervene in a transaction between a willing buyer and a willing seller? Additionally, for a useful overview of environmental policy within the United States visit:

- Meyer, R. How the U.S. Protects the Environment, From Nixon to Trump


 Writing Assignment #3:

The topic of Sustainability and Ethics was recently thoroughly covered in class (see October 30 in course syllabus). The premise of the presentation was that traditional models of ethics revolve around human-to-human interactions, and therefore cannot be expected to adequately capture normative or prescriptive claims regarding nature. For this writing assignment you are to do the following:

1) Provide logical reasons as to why it is critical for those operating at the intersection of business and sustainability to have a clearly formulated environmental ethic; 

2) Select at least three of the traditional ethical frameworks and elaborate several logical reasons these frameworks can notprovide prescriptions that address sustainability impacts;

3)  Offer a reasoned critique of the Aldo Leopold's land ethic as introduced in his seminal work The Sand County Almanac--and articulate the relevance of this perspective to business and sustainability

Canvas Submission Link


DUE: 11-07-2018


* In-class review of (semi-Final) Drafts of SAF Proposals

Meeting with Johnathan and/or Spiro during this class session is a course requirement for each project team.


13 / 15 NOVEMBER

 Reflective Journal #3:

Having had the opportunity to visit Western's Business Career Fair--or a similar Career Fair better tailored to your individual professional aspirations--it is worth pausing and responding to the following 'prompt:'

- Identify two or three potential employers with whom you spoke at the Career Fair
- What is your assessment of the 'value proposition' the recruiter was offering--i.e., what were the key benefits the recruiter highlighted as of key importance to a potential employee?
- Undoubtedly you brought up sustainability as a core value; articulate the recruiter's respond to this line of questioning
- What was your single most important 'take-away' from your engagement with the Career Fair?

Canvas Submission Link: https://wwu.instructure.com/courses/1235698/assignments/4483784

DUE: 11-12-2018


* LinkedIn Redux (Guest: Sandy Brown)

Sandy will be providing a one-hour LinkedIn training in order to address the requirements of Reflective Journal #4. She has been provided a copy of this assignment, and will design her work to provide the knowledge, skills and abilities to satisfactorily meet the requirements contained therein.


*Critical Thinking: Root Cause Analysis

Root Cause Analysis: Tracing a Problem to its Origins (Mindtools)
Root Cause Analysis Template (Mindtools)
What is Root Cause Analysis? (ThinkReliability)
Ten Causes of the Titanic Tragedy


*Critical Thinking: Case Application

- Gateway Pacific Terminal at Cherry Point Starts Permit Process
- Coal Proposal Drives a Big Green Wedge into Bellingham Politics
- Developers withdraw coal terminal applications, ending project
- Global Coal Risk Assessment: Data Analysis and Market Research (World Resources Institute)
- McConnell under barrage in West Virginia
- A Guide to Case Analysis



*Critical Thinking: Effective Advocacy

- Dunn, C.P. Deliberate Disruptive Design
- Diffusion of Innovation Theory
- Rogers, Everett M. Diffusion of Innovations (Third Edition)


 Reflective Journal #4:

LinkedIn is a professional networking platform that has the potential for offering great benefit as you move through the Program, graduate, and embark on your career. So...this assignment is designed to bring you into--or more fully into--the LinkedIn network.

So...establish a professional LinkedIn profile--or enhance the profile you currently have--save as a .pdf, and submit. As you do so, make sure the tips from the following resources are clearly in evidence:

The 31 Best LinkedIn Profile Tips for Job Seekers
How LinkedIn Can Help You Score a Sustainability Job

Evaluation of this assignment will in part have to do with how clearly you have incorporated the tips outlined in these two articles within your LinkedIn profile.

And if you have not yet done so, in order to facilitate connections between current students and alumni of the Business & Sustainability Program, and for internship opportunities and job postings related to Business & Sustainability, then access https://www.linkedin.com/groups/12135827 and click the Ask to join tab.

Canvas Submission Link: https://wwu.instructure.com/courses/1235698/assignments/4453211

DUE: 11-20-2018


27 / 29 NOVEMBER

*External Regulation...or...Self-regulation

- Andrews, R.N.L. Environmental Regulation and Business 'Self-Regulation'
- Potoski, M. & Prakash, A. The Regulation Dilemma: Cooperation and Conflict in Environmental Governance
- Joshua M. Pearce Solar is Being Held Back by Regulators, Not Technology
- J.J. Czarnezki & Fiedler, K. The Neoliberal Turn in Environmental Regulation

*Critical Thinking: Case Application-PG&E

- Pacific Gas & Electric 2018 Corporate Responsibility and Sustainability Report
- CA Utility Customers May Be on Hook for Billions in Wildfire Damage
- Major Trump administration climater report says damage is 'intensifying across the country'
- From skiing to salmon runs, the national climate report predicts a Northwest lifestyle in peril


*Regulation--or Markets--as a Solution to the Tragedy of the Commons

- Enforcement of Environmental Law: Good Practices from Africa, Central Asia, ASEAN Countries and China
- Festa, D., Regas, D. & Boomhower, J. Sharing the Catch, Conserving the Fish
- Unlocking Potential: State of the Voluntary Carbon Markets 2017
- Will New Tariffs Hurt the U.S. Solar-Power Industry?

*Critical Thinking: Case Application-Trophy Hunting

- 'There's no sport in that': trophy hunters and the masters of the universe
- Blood and Beauty on a Texas Exotic-Game Ranch


04 / 06 DECEMBER

* Business & Sustainability: the Garment Industry (Guest: Forrest Mock)

In preparation for this class session, take some time to review the following articles/video:

- The True Cost [movie trailer] 
- What the Rana Plaza Disaster Changed About Worker Safety
- How Greenwashing Works


*Sustainability as a Strategic Imperative

- Nizar Abdelkafi & Tauscher, K. Business Models for Sustainability From a System Dynamics Perspective
- Olson, Eric G. Creating an enterprise-level "green' strategy
- Kristel Buysse & Verbeke, A. Proactive Environmental Strategies: A Stakeholder Management Perspective
- Bergquist, Ann-Kristin Business and Sustainability: New Business History Perspectives


*State of Green Business

- Joel Makower and the editors of GreenBiz.com 2018 State of Green Business
- A.M. Brockett & Rezaee, Z. The Future of Business Sustainability: Sustainabilty Reporting and Assurance
- S.Miller This is How Big Oil Will Die


Reflective Journal #5:

Having now watched this 60-MINUTES piece, outline the arguments both for and against the trophy hunting activity you see outlined in this program...and come to a conclusion as to whether or not the practice should or should not be allowed. In so doing, specifically and clearly address the interface between free-market economics, private property rights, public policy, and governmental regulation--i.e., business policy and practice. Additionally, identify the ethical theories relevant to this issue, and elaborate these in support of your conclusion.

Canvas Submission Link: https://wwu.instructure.com/courses/1235698/assignments/4438733

DUE: 12-05-2018


*ENVS / MGMT SAF Presentations

Having engaged with a term-long project designed to 1) address a critical sustainability challenge on campus; 2) build your resume with evidence of the effective design and implementation of a complex project; and 3) improve your teamwork skills...it is now time to provide an update to the class. While the final project deliverable is not due for another week, at this point you should be in a solid position to inform the class of the progress you have made--and to receive constructive feedback as to any lingering barriers to successful funding.

To that end, each group is to craft a presentation presenting compelling support for the project under their development. The audience should be imaged as a peer review team of those who will make funding decisions regarding these proposals.


Finals Week

 Reflective Journal #6:

One of the premises of this course has been that the social architecture within which we currently find ourselves embedded is relatively rigid. In light of that rigidity, in order to implement positive change one has to become effectively subversive. You have now read--or at least have had the opportunity to read--the book chapter from Creating Good Work entitled Deliberate Disruptive Design (see https://wwu.instructure.com/courses/1235698/files?preview=50910906). Using the logic contained in this chapter, outline a set of disruptive strategies that could be used within for-profit corporations to subvert the traditional profit orientation in favor of a broader sustainability orientation.

Canvas Submission Linkhttps://wwu.instructure.com/courses/1235698/assignments/4438735 



In order to have a head start on the capstone course, this is your opportunity to propose a project for ENVS / MGMT 466. Here is the course description:

This course is an experiential capstone combining faculty and student teams from the College of Business and Economics and Huxley College of the Environment. Student groups prepare a Green Business Assessment for a community or campus organization and compile, distribute, and present a final report to the campus and the client organizations.

Within Huxley, courses that carry the capstone designation must satisfy a clear set of standards...as follows:

Capstone Goals

• To provide a real world problem identification and solution driven experience.
• To provide an opportunity to work collaboratively in small groups with other students.
• To provide an opportunity to work with students from different disciplines, reflecting the reality of the work world.
• To integrate skills and knowledge gained from previous courses and experiences.
• To practice the full complement of communication skills, including written reports and platform presentations.

Capstone Course Methods

• Capstone courses should use the methods of experiential learning.
• Students work in small groups and participate in the organizational and decision-making process required to accomplish tasks requiring a variety of expertise.
• The learning processes should include reflection and evaluation.
• Written and oral presentation of results to audiences outside the classroom.

Capstone Course Content

• Tied to real-world problems
• Current topics and problems
• Interdisciplinary and multidisciplinary

All the above should be taken into consideration for this assignment. Your proposal should clearly indicate how the proposed project satisfies both the course description as well as each Huxley capstone standards.

This is not, by the way, a purely abstract exercise; proposals coming out of this writing assignment will provide the practical starting point for a course that, for the majority of you, will be part of your spring 2019 course schedule.

Canvas Submission Link: https://wwu.instructure.com/courses/1235698/assignments/4438737

DUE: 12-10-2018


 Writing Assignment #4:

Provide a summary of the article The Neoliberal Turn in Environmental Regulation (see https://wwu.instructure.com/courses/1235698/files?preview=50910896), and more importantly project how the relationship between business and government, with respect to environmental policy, will likely shift over the upcoming three years.

Canvas Submission Link



In concluding--or in commencing, perhaps--any discussion of the way in which Policy and Practice relate to Greening Business, it is imperative to explore alternative and perhaps competing options:

...addressing global climate change...calls for a systematic and scalable response.
The critical question, however, is what that response should optimally look like...

* Should it be bottom up and based on the so-called "wisdom of the crowd" as U.S. environmental law scholar and former head of Connecticut's Department of Energy and Environmental Protection Daniel Esty argues?
* Is the best approach, rather than bottom up, polycentric?
* Should we simply let the market decide, as most economists and public policy pundits suggest?
* Or is there still a role for the regulations and policies of nation-states?

These questions are found in the introduction of an article found at the following URL:


For this option for the concluding assignment, you are to read this article and answer the four questions posed above--or, if you find none of these four 'systematic and scalable responses' to global climate change satisfactory, propose a fifth option of your own construction.

Beyond merely answering the four questions with a simple yes or no, you will need to provide thoughtful reasons as to why you have come to the conclusion as to which of the alternatives presented above is the most efficacious response to global climate change.

Canvas Submission Link


DUE: 12-14-2018