Module Catalogue 2025/26

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

There are a range of national and global biodiversity conservation policy processes. These range from overarching global agreements, such as the Convention on Biological Diversity and its Kunming-Montréal Global Biodiversity Framework and national policies to address specific issues in wildlife management. The aim of the module is to equip students with an understanding of global and national biodiversity policy, and in particular, what it is, how it works and the key elements of the science-policy process in different contexts.

Outline Of Syllabus

The course will focus on the principles of research informing policy, including agenda setting, understanding issues, preparing evidence, monitoring and adaptation and the research environment. After the policy landscape and associated principles and processes are introduced, students will gain detailed experience in current global and national high profile policy areas that Newcastle University staff are actively engaged in.

Topics covered will include:
1. An overview of the role of policy in global conservation, the use of evidence, the research/policy interface and examples of the policy process.
2. Overview of the global policy landscape and targets for biodiversity conservation policy. This will include a case study focus on invasive alien species and the translation of these into national responsibilities and actions.
3. The routes for evidence to feed into global policy processes (e.g. CBD and IPBES) and use at a national level (the Defra Policy Cycle)
4. Practical examples the production and implementation of national policy, including practical examples from UK invasive alien species policy, and the challenge of developing national and global biodiversity indicators for the Kunming-Montreal Global Biodiversity Framework.

The detailed case studies will allow students to explore the interaction between science and policy through policy processes and/or cycles. The case studies that students will work are in areas where policy has been in place for many years, and the interaction with science is well established. This provides rich context to examine and discuss opportunities and challenges and for students to develop a strong understanding of how the science-policy interface operates in key areas of biodiversity conservation.

Intended Knowledge Outcomes

PC1 Knowledge Application
Apply detailed analyses of biodiversity issues and context across diverse stakeholders (e.g. government, civil society, academic) to find creative and future focused solutions to global environmental challenges. Critically evaluate and provide evidence-based arguments to inform policy by drawing on appropriate academic knowledge and sources. The module will include assessment challenges to produce evidence based, but decision focused materials, as would be required to inform a decision maker.

Intended Skill Outcomes

PC2 Information Literacy
Find, read, evaluate and use appropriate literature; be able to analyse, synthesise and summarise information critically with recognition that information is likely contested, subjective, and provisional, particularly in the light of dynamic global policy contexts. The module will include discussion and workshops dealing with decision making and policy in areas where evidence is equivocal or in short supply.

PC3 Practical Skills
Design and implement scientific studies independently using appropriate and robust practices to address a relevant scientific problem. Students will develop practical skills during the module/workshops, learning how to apply the appropriate practices within policy communication and this is a feature of the summative assessment.

PC6 Digital Literacy
Create and present original material for key stakeholders drawing on appropriate digital resources. Reflect on and adapt to emerging technologies to enhance the impact of key scientific messages. This will include the production of briefing materials and visual presentations on key issues during workshops and student presentations.

PC7 Ethics Literacy
Apply relevant research-policy ethics within appropriate global frameworks, legislation and practice. Demonstrate understanding of, and compliance with, the ethical and moral obligations of being a student, scientist, and global citizen.

PC10 Integrated Problem Solving
Demonstrate critical thinking to tackle complex, multidimensional problems for outcomes that can be uncertain, to produce reasoned, evidence-informed and innovative solutions. This will include workshops, exercises and discussions based on the translation of research findings to inform and support policy and decision making. Examples will include the production of structured ‘submission’ documents, and the creation of risk assessment materials based on established international processes.

Teaching Rationale And Relationship

The teaching is designed to support attainment of the knowledge and skill outcomes. Lectures will be used to introduce new ideas, factual information and the policy framework. Workshops will be used to deepen knowledge and understanding through the assessment of science-policy issues that teaching staff are heavily involved in. Drop-in sessions allow students an opportunity to receive help with applying principles to practice in examples. Independent study is important for students to build on the knowledge and understanding introduced in lectures and workshops, first through targeted reading of relevant material and then through student-led discussion of that material.

Assessment Rationale And Relationship

The assessment aligns with the competencies in this module.
For the submission to a policy maker students will outline options to deal with an issue and recommend an appropriate course of action. This is a commonly used tool in UK government and guidelines are available on their production.

For the risk assessment for a named invasive species, again students can follow the established global process and then make a recommendation on proposed action.

The formative group activity within a workshop allows students to practice policy communication with feedback provided, which can be reflected on and inform the completion of the summative assessment.

General Notes

N/A