Course:FRE521F/Syllabus
COURSE DESCRIPTION
FRE 521 introduces the core principles of Environmental, Social, and Governance (ESG) and their vital role in shaping sustainable business strategies across agriculture, food systems, and resource management sectors. The course explores how global frameworks guide national policies and industry practices, helping businesses align operations with environmental regulations while pursuing long-term growth.
Designed with a focus on practical application, this course equips students with the tools to develop ESG strategies applicable across a range of organizations—from food producers, retailers, and processors to supply chain managers. Students will gain valuable skills for creating ESG plans that support sustainable practices, ensuring compliance with regulatory requirements, improving environmental and social outcomes, and driving business value.
Through real-world case studies, interactive activities, and guest lectures from industry experts, students will learn to navigate the challenges and opportunities of integrating ESG principles into business operations. By the end of the course, students will be prepared to apply ESG strategies in any organization working toward sustainability goals, making them well-suited for strategic roles across agribusiness, food systems, and resource management industries.
COURSE INFORMATION
Lectures: Jan 6 to Feb 13, Thursday – 10:00 to 13:00 MCML 154
Labs: If applicable
Check the MFRE Schedule regularly for updates.
Lectures will be taught in-person because it’s the most effective way to engage in the topics that form a critical part of your learning. Lectures will not be recorded on a regular basis, but if you have to miss a class, lecture slides and supporting material will be available on Canvas, and you are welcome to clarify content during Office Hours.
INSTRUCTOR
Instructor: Mehta, Sid – Email – sid.mehta@ubc.ca
Office hours: Friday from 10:00 to 12:00 via Zoom.
LEARNING OUTCOMES
By the end of this course, students will be able to:
1. Understanding ESG Principles
- Explain the basic concepts of Environmental, Social, and Governance (ESG) and their importance in sustainable business practices.
- Identify key environmental, social, and governance responsibilities within food systems.
- Recognize differences in ESG practices between two specific countries or sectors.
- Use examples to understand how companies integrate ESG principles in agrifood operations.
2. Exploring Global Sustainability Frameworks
- Describe how global sustainability goals, such as the UN SDGs, influence government policies and business decisions in food systems.
- Understand how countries develop commitments for global frameworks like Paris agreement, Biodiversity desertification and how these shape agribusiness policies and practices.
3. Learning ESG Reporting Standards
- Explore the main ESG reporting frameworks, such as GRI, SASB, TCFD, and SBTi, and understand their role in the food sector.
- Identify the challenges and benefits of these frameworks and how companies use them to report on sustainability efforts.
4. Recognizing Emerging ESG Trends
- Explore new trends in ESG, such as regenerative agriculture and the use of digital technologies in food production.
- Discuss how these trends impact business strategies and sustainability goals.
5. Developing Practical ESG Strategies
- Create a simple step-by-step plan to help a business integrate ESG into its operations.
- Learn how businesses can align their strategies with both government policies and global frameworks.
6. Engaging with Industry and Government Expert
- Participate in discussions with industry leaders and policymakers to gain insights into real-world ESG opportunities and challenges.
LEARNING MATERIALS
Include any software, textbooks, or materials you will be using in the course. Online or Individual Readings can be listed on Canvas.
ASSESSMENTS
| In-Class Assignments | Throughout the term | 20% |
| Report & Presentation | 25% | |
| Seminar and Class Participation | 25% | |
| Final Exam | 30% | |
| TOTAL | 100% |
In-class Assignments:
Objectives: To actively engage students in class and lab activities, familiarize them with the types of questions or trade-offs they may encounter in the real world, and provide opportunities to practice crafting clear and concise responses to broader conceptual questions.
- Individual 5 to 10 minute in-class activities will be completed throughout the term. These will not be announced ahead of time and must be completed individually and without the use of course materials in approximately 5 to 10 minutes and submitted at the end of the class during which they were assigned.
- Grading Rubric: 0 missing information/poor; 0.5 adequate but needs details/work; 1 satisfactory.
Report & Presentations
Objective: Students have the opportunity to develop their analytical skills by reviewing reports and analyzing and synthesizing relevant key points or summaries. This project encourages the use of storytelling to present insights effectively.
A list of reports and presentations will be provided as part of the course materials.
Seminar/Class Participation
Objectives: Participation encourages students to engage actively in discussions and contribute to a supportive learning environment. It fosters collaboration, improves communication skills, and promotes accountability by motivating students to prepare and interact. This approach ensures consistent involvement and creates a more dynamic, engaging classroom experience.
Rubric and Opportunities for Participation:
- Class Discussions: Actively contributing to discussions on lecture topics or assigned readings.
- Asking Questions: Raising thoughtful questions during or after lectures to clarify concepts.
- Group Work: Collaborating effectively in group projects, activities, or peer discussions.
- Peer Feedback: Offering constructive feedback during peer reviews or group presentations.
- Labs Activities: Engaging in case studies or problem-solving exercises during labs.
- Leading Discussions: Volunteering to facilitate a discussion or summarize key points of a topic.
- Office Hours Attendance: Attending and participating in office hours or optional study sessions.
- Response to Polls: Engaging with interactive tools like clickers, polls, or in-class surveys.
Class Participation Rubric
Final Exam
Objective: Exams are designed to deepen understanding of course material and provide feedback for improvement. The final exam will focus on developing ESG strategy recommendations for an agribusiness SME or large company, incorporating class learning outcomes, insights from firestarter speakers, and shared course learning. These elements will guide the assessment.
Exam Deliverables:
1. 10-Slide Presentation (to be presented in class):
- Introduction to the Company
- Current ESG Goals: Analyze strengths and weaknesses.
- 3-5 Targeted Recommendations: Each recommendation will cover:
- Overview, goals, supporting data, KPIs, alignment with frameworks, and business impact.
- Implementation Plan: A roadmap for executing the recommendations.
2. 2-Page Memo (addressed to the company's board):
- A pre-read for the presentation summarizing key findings and strategic recommendations.
- Format:
- PDF Document, 11-point font, 1.5 spacing.
- Citations required (MLA, APA, or other).
- Professional business communication style.
- No copy-pasting of visuals; recreate or refer to them but ensure original work is showcased.
COURSE POLICIES
USING GENERATIVE ARTIFICIAL INTELLIGENCE (AI) TOOLS LIKE CHATGPT, BARD, OR OTHER GENERATIVE AI MODELS
In FRE 521, we will utilize ChatGPT as a tool for conducting business research, checking grammar, refining logic, and developing outlines, testing its effectiveness as a research assistant. However, to build your own competencies in the course, you are expected to understand the concepts and present your findings independently. If you use AI to assist with reports, analysis, or presentations, you must still demonstrate a thorough grasp of the material during the open-class exam and presentation sessions, where access to ChatGPT or similar tools will not be available.
COURSE SCHEDULE
Course Highlight: Real-World Engagement with Industry Experts
A unique feature of this course is the integration of real-world insights through guest speakers who are leading experts in their fields. Each session will feature a 30 to 45-minute interactive chat with a guest speaker relevant to the week’s topic. These speakers, ranging from Chief Sustainability Officers to government leaders, will serve as "firestarters," bringing practical, real-world experience to classroom discussions and highlighting the current industry challenges and opportunities related to ESG in agribusiness.
| WEEK | TOPIC | READINGS Available on Canvas |
|---|---|---|
| Introduction to ESGs in Global Food Systems | ||
| Week 1 | Overview
This session provides a foundational overview of Environmental, Social, and Governance (ESG) principles and their role in shaping sustainable business strategies, with a focus on United Nations Sustainable Development Goals (SDGs). Key Topics:
A leader from a Canadian financial institution will discuss the importance of ESG in the agribusiness sector, focusing on how ESG factors influence financing and decision-making, as well as the opportunities and challenges for agribusiness in meeting ESG goals. Learning Outcomes for Week 1:
|
Reading assignment: On Canvas |
| Review of ESG Strategies – Building the Toolkit | ||
| Week 2 | Overview
This session shifts from theory to practice, focusing on how companies implement ESG strategies. It introduces students to practical applications through a real-world example presented by a Chief Sustainability Officer (CSO).
Chief Sustainability Officer (CSO) from an agrifood business shares insights into their ESG plan, focusing on their approach to environmental, social, and governance responsibilities.
|
2-Page Reflection:
Students evaluate the ESG strategy presented by the guest speaker, identifying strengths, opportunities for improvement, and any gaps in their approach. |
| Global ESG Frameworks Shaping Food Systems and Agribusiness | ||
| Week 3 | Focus:
This session examines how global ESG frameworks, particularly the UNFCCC, CBD, and UNCCD, influence national policies and how countries integrate food systems into their Nationally Determined Contributions (NDCs). The session emphasizes practical approaches to incorporating sustainability into agribusinesses through case studies and collaborative exercises.
A senior official from either the Ministry of Agriculture or the Ministry of Climate will discuss how global frameworks influence national food system approaches and strategies. The speaker will highlight the integration of international commitments, such as climate targets, into national policies and the implications for the agribusiness sector.
|
Case Study Comparison:
Students will review how countries such as the EU, Canada, Tanzania, and Guyana integrate food systems into their NDCs, examining the geopolitical and resource contexts. |
| What is ESG Reporting? Building Transparent Frameworks for Agribusiness | ||
| Week 4 | Focus:
This session explores the various ESG reporting frameworks used by businesses to communicate their sustainability efforts. Students will learn about mandatory and voluntary reporting requirements, and how to select and build a reporting framework tailored to agribusiness.
Firestarter Speaker: A leader in ESG reporting from a Big Four consulting or accounting firm will discuss best practices in selecting and implementing ESG reporting frameworks.
|
Reading Assignment in Canvas |
| Developing and Implementing an ESG Strategy in Agribusiness | ||
| Week 5 | Focus:
This session will guide students through the steps to develop and implement a comprehensive ESG strategy for agribusiness. Emphasizing actionable steps, students will explore pathways to create impactful and measurable ESG plans, focusing on defining goals, engaging stakeholders, setting KPIs, and ensuring long-term accountability.
|
Collaborative exercise on defining an ESG vision for an agribusiness.
Reading assignment: On Canvas. |
| Future Trends in ESG for Agribusiness | ||
| Week 6 | Focus:
Industry leaders predict major disruptions across the agriculture value chain in the coming years, opening up new opportunities for scaling green-growth and resilient businesses. This session explores how agribusinesses can adapt to future ESG trends, leveraging innovation in technology, sustainable practices, and evolving policies to build more resilient, sustainable operations.
A agribusiness expert will discuss ESG investment trends and strategies for building resilient, sustainable businesses.
|
|
| FINAL EXAM TBA | ||
MFRE PROGRAM - COURSE PROTOCOL POLICIES
Working with Others on an Assignment
You are encouraged to work with other students, but you must turn in your own individual assignment. If you have an answer that is too close to another student’s answer, this will be considered academic dishonesty and this will be handled according to the MFRE and UBC policies.
Recordings
There is no required distribution of recordings of class. Recording will be provided based upon on the decision of the course instructor. Classes are designed as and are intended to be in‐person.
Copyright
All materials of this course (course handouts, lecture slides, assessments, course readings, etc.) are the intellectual property of the instructor or licensed to be used in this course by the copyright owner. Redistribution of these materials by any means without permission of the copyright holder(s) constitutes a breach of copyright and may lead to academic discipline and could be subject to legal action. Further, audio or video recording of classes are not permitted without the prior consent of the instructor.
Missing Classes/Labs
Students are expected to attend all classes, labs, or workshops. If you cannot make it to a class, lab, or workshop due to a medical or personal emergency, please email your instructor, your course assistant, and Olivier Ntwali, MFRE Program Coordinator ahead of time to let them know.
Respectfulness in the Classroom
Students are expected to be respectful of their colleagues at all times, including faculty, staff and peers. This means being attentive and conscious of words and actions and their impact on others, listening to people with an open mind, treating all MFRE community members equally and understanding diversity.
Respect for Equity, Diversity, and Inclusion
The MFRE Program strives to promote an intellectual community that is enhanced by diversity along various dimensions including status as a First Nation, Métis, Inuit, or Indigenous person, race, ethnicity, gender identity, sexual orientation, religion, political beliefs, social class, and/or disability. It is expected that all students and members of our community conduct themselves with empathy and respect for others.
Centre for Accessibility
The Centre for Accessibility (CfA) facilitates disability‐related accommodations and programming initiatives designed to remove barriers for students with disabilities and ongoing medical conditions. If you are registered with the CfA and are eligible for exam accommodations, it is your responsibility to let Olivier Ntwali, Academic Program Coordinator, and each of your Course Instructors know. You should book your exam writing with the CFA using its exam reservation system: for midterm exams or quizzes, at least 7 days in advance; and final exams, 7 days before the start of the formal exam period.
MFRE PROGRAM - ACADEMIC HONESTY POLICIES
Plagiarism and Academic Dishonesty
Academic dishonesty and plagiarism are taken very seriously in the MFRE program. All incidences of plagiarism will be escalated to the MFRE Academic Director with penalties ranging from a mark of zero on the assignment, exam or course to being required to withdraw from the program. Note: If a student needs to extend his/her program due to a failed course or unsatisfactory progress, they will have to pay the full MFRE tuition fees for that term/s.
Academic misconduct that is subject to disciplinary measures includes, but is not limited, to the following:
- Plagiarism, which is intellectual theft, occurs where an individual submits or presents the oral or written work of another person as his or her own. In many UBC courses, you will be required to submit material in electronic form. The electronic material will be submitted to a service which UBC subscribes, called TurnItIn. This service checks textual material for originality. It is increasingly used in North American universities. For more information, review TurnItIn website online.
- Using Generative Artificial Intelligence (AI) tools like ChatGPT, Bard, or other Generative AI models to generate content or conduct analysis for evaluations, without proper citation and or if asked not to use AI, is considered plagiarism and academic misconduct. If students use AI in their submissions, they must cite the AI generator using citations consistent with the UBC Academic Honesty Standards.
- Cheating, which may include, but is not limited to falsification of any material subject to academic evaluation, unauthorized collaborative work; or use of unauthorized means to complete an examination.
- Working with Others on an Assignment: You are encouraged to work with other students, but you must turn in your own individual assignment. If you have an answer that is too close to another student’s answer, this will be considered academic dishonesty and this will be handled according to the MFRE and UBC policies.
- Resubmission of Material, submitting the same, or substantially the same, essay, presentation, or assignment more than once (whether the earlier submission was at this or another institution) unless prior approval has been obtained from the instructor(s) to whom the assignment is to be submitted.
- Use of academic ghostwriting services, including hiring of writing or research services and submitting papers or assignments as his or her own.
Student Responsibility: Students are responsible for informing themselves of the guidelines of acceptable and non‐acceptable conduct for examinations and graded assignments as presented via MFRE Code of Conduct; MFRE Turn it in, Course Syllabus, MFRE Instructors; Canvas and UBC academic misconduct policies.
Penalties for Academic Dishonesty: Penalties for academic dishonesty are applied at the discretion of the MFRE program. Incidences of academic misconduct may result in a mark of zero on the assignment, examination, or course, required withdrawal from the program, and/or the matter being is referred to UBC Graduate Studies.
LAND ACKNOWLEDGMENT
UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the xwməθkwəy̓əm (Musqueam) people. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next on this site.