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
| Class Participation | Throughout the term | 20% |
| In Class Assignments | Throughout the term | 25% |
| Take Home Assignment | Week 4 | 25% |
| Final Exam | Week 6 | 30% |
| TOTAL | 100% |
Class Participation – 20%
Class participation is a vital component of the learning experience, fostering a collaborative and engaging classroom environment. This section recognizes both oral and written engagement, ensuring that students who contribute meaningfully—whether through spoken discussions or written reflections—are equitably assessed. Participation includes:
- Attendance: Regular and punctual attendance is essential for active engagement.
- Class Engagement: Contributing insights, asking thoughtful questions, and sharing opinions during discussions, both orally and in written activities.
- Interaction with Guest Speakers/Post-Speaker Session: Engaging with guest speakers through relevant questions, discussions during post-speaker debrief sessions, and written comments shared in the Canvas discussion forum.
- Application and Insight: Demonstrating the ability to apply course concepts in discussions, reflections, and activities
In-Class Assignments Overview – 25%
In-class assignments serve as an essential bridge between theory and practice. These activities are intentionally designed to:
· Reinforce Learning: Ensure students grasp and apply key concepts discussed during lectures and lab sessions.
· Demonstrate Active Engagement: Encourage students to actively listen, reflect, and participate in classroom discussions.
· Apply Knowledge in Real-World Contexts: Provide opportunities to practice solving practical problems, analyzing trade-offs, and responding to broader conceptual questions.
Each assignment is structured to promote critical thinking and collaborative learning. By working individually or in groups, students are expected to synthesize information from the session, apply relevant frameworks, and produce clear, concise responses that demonstrate their understanding and creativity
Take Home Assignment – 25%
Building on insights and frameworks introduced in the Week 4 session, this take-home individual assignment will task students with assessing and comparing the ESG reporting framework of a large agribusiness and a small-to-medium enterprise (SME). The assignment will be provided in Week 4 and is due at the start of the Week 5 class.
The take home assignment bridges classroom learning with practical application by developing students' analytical and strategic skills. This assignment is designed to:
· Analyze ESG Reporting Practices: Develop students' ability to evaluate and compare ESG strategies for diverse agribusiness contexts.
· Critically Apply ESG Strategies: Enable students to analyze and apply ESG frameworks in real-world scenarios, justify their choices with evidence, and align strategies with business priorities.
Through this assignment, students will demonstrate their understanding by synthesizing information, providing structured reasoning, and presenting actionable insights in a written assignment.
Final Exam– 30%
The final exam is an individual, in-class assessment designed to synthesize learning from Weeks 1 through 5. Each student will be assigned an ESG report 24 hours prior to the exam. During the exam, students will have two hours to complete the deliverable in class. The purpose of this assessment is to evaluate students’ ability to analyze ESG reports critically, apply course concepts, and formulate well-supported recommendations under time constraints.
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:
Learning outcomes
Firestarter Speaker: The Firestarter Speakers series in this course features a diverse range of global and local experts from the private sector, government, science, philanthropy, consulting, and more. Each speaker will deliver a 30-minute presentation followed by a 15-minute Q&A session, offering valuable insights on the role of ESG in financing, policy, reporting, and investment strategies. This engagement with food system experts will expose students to real-world case studies and experiences, strengthening the learning outcomes of each lecture and enhancing the overall course experience. |
In Class Assignments |
| Review of ESG Strategies – Building the Toolkit | ||
| Week 2 | Overview
This session shifts from theory to practice, focusing on how companies implement ESG strategies. Key Topics
Learning outcomes
Firestarter Speaker: The Firestarter Speakers series in this course features a diverse range of global and local experts from the private sector, government, science, philanthropy, consulting, and more. Each speaker will deliver a 30-minute presentation followed by a 15-minute Q&A session, offering valuable insights on the role of ESG in financing, policy, reporting, and investment strategies. This engagement with food system experts will expose students to real-world case studies and experiences, strengthening the learning outcomes of each lecture and enhancing the overall course experience. |
In Class Assingment |
| 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. Key Topics:
Learning outcomes
Firestarter Speaker: The Firestarter Speakers series in this course features a diverse range of global and local experts from the private sector, government, science, philanthropy, consulting, and more. Each speaker will deliver a 30-minute presentation followed by a 15-minute Q&A session, offering valuable insights on the role of ESG in financing, policy, reporting, and investment strategies. This engagement with food system experts will expose students to real-world case studies and experiences, strengthening the learning outcomes of each lecture and enhancing the overall course experience. |
In Class Assignment |
| 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. Key Topics:
Learning outcomes
Firestarter Speaker: The Firestarter Speakers series in this course features a diverse range of global and local experts from the private sector, government, science, philanthropy, consulting, and more. Each speaker will deliver a 30-minute presentation followed by a 15-minute Q&A session, offering valuable insights on the role of ESG in financing, policy, reporting, and investment strategies. This engagement with food system experts will expose students to real-world case studies and experiences, strengthening the learning outcomes of each lecture and enhancing the overall course experience. |
Take Home Assignment |
| 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. Key Topics:
Learning outcomes
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| Future Trends in ESG for Agribusiness | ||
| Week 6 | WEEK 6: Future Trends and Final Exams
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. Firestarter Speaker: The Firestarter Speakers series in this course features a diverse range of global and local experts from the private sector, government, science, philanthropy, consulting, and more. Each speaker will deliver a 30-minute presentation followed by a 15-minute Q&A session, offering valuable insights on the role of ESG in financing, policy, reporting, and investment strategies. This engagement with food system experts will expose students to real-world case studies and experiences, strengthening the learning outcomes of each lecture and enhancing the overall course experience. Learning Outcomes:
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Final Exam |
| 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.