Climate Literacy Training & How to Use It:

Prof Dr Petra Molthan-Hill, Co-Chair UN PRME Working Group on Climate Change & the Environment & Professor of Sustainable Management and Education for Sustainable Development at Nottingham Business School, Nottingham Trent University, UK

With: Dr Jennifer Leigh (Nazareth University), Evelyne Gross (COLIFRI & Sulitest), Barbara Henchey (Concordia University), Chandrika Parmar (S.P. Jain Institute of Management & Research), Divya Singhal (Goa Institute of Management), Klemens Höppner (Mindful Finance Institute), Lavinia-Cristina Iosif-Lazar (Copenhagen Business School), Nisa Vinodkumar (Princess Nourah bint Abdulrahman University), Dr Sigrun Wagner (Royal Holloway, University of London), & Zoya Zaitseva (QS Quacquarelli Symonds)

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Introduction

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• Dr Petra Molthan-Hill is Co-Chair of the United Nations Principles for Responsible Management Education (PRME) Working Group on Climate Change and Environment.

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• Petra is an international multi-award-winning expert for Climate Change Mitigation Tools, Greenhouse Gas Management & ESD and leads the ‘Climate Literacy Training for Educators, Communities, Organizations and Students’ (CLT-ECOS) distributed worldwide in collaboration with QS Impact and UN PRME. 
• She has worked with organizations, from SMEs to the NHS, on how to reduce GHG emissions and is lead author of the 'Handbook of Carbon Management. A Step-by-Step Guide to High-Impact Climate Solutions for Every Manager in Every Function ’.�

More info

Introduction

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• Dr Jennifer Leigh is a Professor of Management at Nazareth University in Rochester, NY, USA

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• Jennifer is currently a Co-Editor of the Journal of Management Education, sponsored by the MOBTS society & the 10-volume experiential education book series Teaching Methods in Business (Edward Elgar)
• As a long-time member of the Academy of Management (SIM, ONE, & MED divisions), Jennifer has worked to support the mainstreaming of responsible management research and transformative education�

LinkedIn

BRONZE

The Handbook of Carbon Management: A Step-by-Step Guide to High-Impact Climate Solutions for Every Manager in Every Function 

by Petra Molthan-Hill, Fiona Winfield, Richard Howarth, and Muhammad Mazhar 

(Routledge)

Information Classification: General

Started in Manchester, UK….

• Training follows wide success in the television and film industry.
• It all began in Manchester…

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Inspired by Carbon Literacy Training in:

• Chapple, W., Molthan-Hill, P., Welton, R., Hewitt, M.
• Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry.
• J Bus Ethics 162, 813–834 (2020).

Carbon Literacy Training for Business Schools

Developed by Nottingham Business School (Nottingham Trent University) in collaboration with the UN PRME Champions, Oikos International and the Carbon Literacy Project.

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The aim is to ensure that academics, students and others are Carbon Literate within a short time frame, to ensure that as many people as possible are actively involved in embedding climate solutions in their own life and work. �

To do this, we have chosen a train-the-trainer approach, where we offer regional events inviting all the universities and business schools in the vicinity to train academics and students there, so they can become trainers in their own institutions and/or get involved in training in other parts of the world.

What if every recruit in every organisation from the world’s business schools were qualified as Carbon Literate?

Solutions from En-ROADS

Big changes will be achieved by:

• Increasing energy efficiency and electrification in transport, buildings and industry.
• Reducing Methane e.g. by reducing food waste.
• Increasing natural carbon capture as much as possible, including stopping deforestation and increasing afforestation.
• Agreeing on a carbon price.
• CLIMATE LITERACY

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So one solution is to buy electric cars?!

To travel 412 miles or 663 km

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• Bike 30 kg CO₂e
• Coach 40 kg CO₂e
• Train 64 kg CO₂e
• Small electric car (driver only) 148 kg CO₂e
• Small efficient petrol car (driver only) 237 kg CO₂e
• Plane 368 kg CO₂e
• Large SUV (driver only) 1.02 tonnes CO₂e

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Embodied carbon of 25 tonnes CO₂e Range Rover Sport HSE (Calculation by Mike Berners-Lee (2020) How bad are bananas? Page 145)

High emitting countries: Canada uses 15.50 tonnes of CO₂ emissions per capita (EU 6.42; US 15.24)

Low emitting countries: Bangladesh at 0.51 tonnes of CO₂ emissions per capita (Brazil 2.04; Kenya 0.36)

Solutions:

Buy SMALL electric car!

Replace car with bicycle or/and public transport

Car Sharing

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Shade-Grown Coffee (carbon sink)

The difference between shade-grown and certified bird-friendly shade-grown coffees. �(Credit: Smithsonian Migratory Bird Center / CC0) �SMITHSONIAN MIGRATORY BIRD CENTER VIA A CREATIVE COMMONS LICENSE

Click to edit Master title style

Carbon Literacy (CL) Integration: �Start Small & Dream Big

• Began with One Activity:
• Ex: Positive Future & Troubled Futures in Business Ethics (undergraduate)
• Learning Objective: Be able to apply course knowledge, scholarly research, practitioner resources, and life experiences to effectively respond to perennial and novel ethical dilemmas in organizations and school settings.

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Experiment CL in our Experiential Learning Environment

• Reflection Questions:
• What are my learning objectives and how might a portion of the CLT-ECOS support them?
• Can I collaborate with other faculty on campus and deliver parts or all of the CLT?
• Example: Guest Lecture for Political Science Class
• What co-curricular/extra-curricular opportunities are there to introduce CL elements?
• Example 2: Themed Days (Hackathon, Social Justice Week, Earth Day)
• Or Orientation/Freshers Week, Student Organizations, or Resident Assistant Trainings or Programs
• Petra’s edited books provide new ideas and connections
• Remember: Some is a start!

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Part 1: The problem

• Explore the challenge of climate change, how it affects the planet and how it can be prevented.

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Part 2: The solutions

• Discuss the ways that we are already taking action as individuals and in organizations.
• Make a commitment to change something as an individual and within the context of your discipline or/and your work.

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Possible future scenarios

Climate Justice

Science behind it

Solutions

Individual Strategies

Group Strategies

Carbon Sinks

Introduction

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• Zoya Zaitseva is Innovation Manager at QS, the Higher Education analyst and solution provider, authors of the QS World Univeristy Rankings. She heads QS Future17 SDG Challenge, a global consortium of universities who incorporate SDG-focused real-life projects into their curriculum.
• Zoya heads partnerships at QS ImpACT Charity that connects universities and young people from the most volnurable parts of the world, supporting them in achieving SDGs through their work with communities, local and global.
• As a Secretary of the UN PRME Working Group on Climate Change and Environment since 2021, Zoya has been promoting and co-facilitating the ‘Climate Literacy Training for Educators, Communities, Organizations and Students’ (CLT-ECOS) globally. She is delivering localized versions of the training in Central Asia and Eastern Europe.
• LinkedIn

CLT as Inspiration for Future17 SDG Challenge

CLT for Educators & Policy-Makers

• 1-29 May: 08:00 am Vancouver / 11:00 New York / 16:00 London https://bit.ly/3UhBWK2

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• 1-31 October 09:00 New York / 14:00 London / 18:30 Mumbai / 21:00 Singapore https://www.unprmeclimate.org/events-1

Introduction

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• Evelyne Gross is an expert in international accreditations and sustainability in Higher Education. She advises institutions on the integration of sustainbility challenges in teaching, research and institutional practices

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• Evelyne is co-facilitator and ambassador in LATAM of the ‘Climate Literacy Training for Educators, Communities, Organizations and Students’ (CLT-ECOS) distributed worldwide in collaboration with QS Impact and UN PRME

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• She is a founding member and Vice President of COLIFRI France - Colombo-French Association of Researchers, as well as Sulitest Ambassador in LATAM

LinkedIn

Let’s spread the CLT!

We encourage you to replicate and spread the training as much as possible!!!

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Respecting some intellectual property rules:

• Can be used and adapted under a Creative Commons 4.0 Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence https://creativecommons.org/licenses/by-nc-nd/4.0/
• Please give credit to the authors of each session, which you can find on the last slide in the sets provided and please do not remove the logos.
• You may not modify or distribute this course or its contents without full attribution and/or outside the terms of this licence.

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Let’s spread the CLT!

Attend the training, get your certificate, join the UN PRME Working group on Climate Change and Environment and…

• …become a co-facilitator within the UN PRME Working group
• …use part of the materials in your classes
• …develop your own country-specific, industry-specific or institution-specific training
• …get your course accredited by the Climate Literacy Project Manchester

The Example of Tecnológico de Monterrey

Some examples of take-aways

• “The training should be compulsory and generalized within all the university”
• “The training serves as an empowerment tool to give faculty the confidence to introduce the subject in their courses”
• I was impressed by the vast number of resources curated and available to us”
• “Materials allow to build at least one session dedicated on the climate topic, and allows to plant seeds”
• “I found the course very useful to learn what other colleagues are doing”

The Example of Tecnológico de Monterrey

Some examples of commitments taken by the participants

• Develop and implement a training on Climate Change for children, a training for teachers of these school levels and the parents
• Measure my consuming decisions based in the tools we learn in the course and translate this commitment to my family and my students
• Introduce aspects of sustainability in four MBA courses: Organizational strategy, International entrepreneurship, Entrepreneurship and Innovation, Integrative Project
• Cut by half air travel for research meetings

Let’s spread the CLT in Latin America!

¡Difundamos la alfabetización climática en América Latina!

• You are part of an Institution in Latin America
• You are convinced about the necessity of raising awareness and encouraging high-impact action in Higher Education in Latin America
• Connect with us and let’s explore how to support you!

• Chandrika Parmar is an Associate Professor at S P Jain Institute of Management and Research (SPJIMR, Mumbai) and the Director at Development of Corporate Citizenship (DoCC).

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• DoCC is an SPJIMR initiative that seeks to build a socially and ecologically sensitive ecosystem to shape socially sensitive leaders who can drive innovations that benefit both business and society. A key part of DoCC is an experiential learning course which takes participants of SPJIMR (MBA and executive MBA) to intern in social organizations in rural India.

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• Dr. Parmar is also the current UN PRME India chapter chair

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• She is a qualitative researcher with a DPhil in Management Studies from Said Business School, University of Oxford. Her interests centre on Pedagogy, Disasters Studies, Sociology of Knowledge, Social Movements and Alternative Futures,

Linkedin

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While the IMD accurately captures the real temperature using criteria based on thresholds and deviations from normal temperature, it fails to account for the significant impact of relative humidity on the felt temperature.

Context

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Knowledge and information gap

Food wastage: Lack of data for policy intervention

Let’s Talk CLIMATE + LITERACY

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Creating Capacity

Collaboration- NBS, SPJIMR, GIM

Building Institutional Capacity

Self- Learning

Global yet Local

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Adopt a systems approach: Think globally, act locally.

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By localizing context, we catalyze global change, embracing multi-dimensional perspectives for holistic solutions and leveraging local literacy for climate action

Creating local stories and content

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Also information and knowledge ecosystem creation

Takeaways from Climate Literacy Training (Tools and Instruments)

Enroads

Documentaries

Game Based Learning Platforms

Basic Literacy on Climate Change to Create Learning Pedagogy - Climate Justice, Climate Science, Systems Thinking to design climate solutions, etc

Future Plans

We aim to deliver Climate Literacy Training in India by tailoring the content and our approach to suit Indian audiences

Together we can

Introduction

• Sigrun M. Wagner is a Professor in Sustainability and International Business at Royal Holloway, University of London, where she led the Department of Strategy, International Business and Entrepreneurship.

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• In 2021, Sigrun introduced CLT to Royal Holloway in collaboration with two drama and theatre academics. In addition to offering CLT to university staff and students for the last three years, she has also led CLT-ECOS for theatre companies and led carbon literacy training for churches.

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• Sigrun contributed to her university’s sustainability strategy and is using her 23-24 sabbatical to complement her academic sustainability expertise with practical experience and insights through placements at companies.
• She’s author of the textbook Business and Environmental Sustainability.

LinkedIn

Carbon Literacy Project

• A day’s worth of CLT to get certified
• Requirements for certification
• Societal perspective – what do we need to do?
• Individual action – new & significant
• Group action – new & significant
• Sector toolkits
• Public Sector (CCL): Higher Education, Health Services, Blue Light services (fire, police, ambulance Local/Central Government, Museums, Social Housing
• Automotive, Food & Hospitality, SMEs, Finance

CLT toolkits

• Designed and curated for the purpose of certified CLT for specific sectoral audiences – content matched to sector needs
• Developed to maximise ease and speed of adoption of CLT – eliminates development and accreditation time & costs as barriers to adoption
• https://carbonliteracy.com

CLT-ECOS for theatre companies

• Project ”Transitioning to Sustainable Production across the UK Theatre Sector” funded by the Creative Industries Policy and Evidence Centre (PEC), 2022
• Three theatre companies
• All’s Well That Ends Well by the Royal Shakespeare Company (RSC) – a “large-scale production”
• River Land by Theatre Alibi – a “small-scale production
• Exodus by National Theatre of Scotland (NTS) – a “touring production”.

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• The Theatre Green Book
• Intermediate standard guidelines: CLT for team before production starts
• 63 individuals attended, 53 attended all four sessions, 36 were certified
• Technicians, designers, production managers, backstage staff
• Feedback overwhelmingly positive
• Request for theatre-specific CLT
• Production dynamics & schedules, equity – who does it?

Link to Paper

Introduction

• Lavinia-Cristina Iosif-Lazar is a project manager and PRME lead at Copenhagen Business School (CBS) Green Office.
• In 2018, Lavinia introduced CLT at CBS after herself being a student and participant in the training with Prof. Petra Molthan Hill.

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• Member of the UNPRME Chapter Nordic and Working Group on Climate and Environment
• Lavinia, in collaboration with CBS PRME Academic Director, Caroline Aggestam Pontoppidan, has continued the development of the Carbon and Climate Literacy trainings at CBS and in Denmark.
• Lavinia writes and researches responsible management education in climate and biodiversity literacy in higher education.

LinkedIn

CLT @ CBS

• Started with an in-person training
• Extra-curricular trainings offered twice/academic year by the PRME team (both in person and online)
• More trainings were requested by different stakeholders within the organization: CSE – Copenhagen School of Entrepreneurship
• Teachers requested parts of the training (or the entire training) to become part of their courses (electives and mandatory)
• Integrated and part of the CBS strategy and Nordic Nine competencies
• CBS InFocus Report on CLT (2020)

CLT development in the Nordics

Spillover effects

• CLT training offered by CBS team for the UN GC local network in Denmark
• CLT presented at the PRME Chapter Nordic meetings
• PRME Chapter Nordic meeting on development of CLT (forthcoming)
• Focus on systemic thinking and multisolving
• Different modules – industry/discipline specific
• Introduction of biodiversity (literacy)

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Introduction

• Nisa Vinodkumar is the PRME Chair in CBA, PNU. She is the PRME Middle East Task Force Leader in Climate Action.

• In 2023, Nisa introduced CLT in CBA after herself being a participant in the training with Prof. Petra Molthan Hill two times.

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• Has conducted CLT training in 6 Universities in Middle East for faculty and students.

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• Member of the Sustainability Business Centre in the College

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Environmental Education and Sustainability-Climate Education

Wiley and Berry, 2015

Orientation of Internal Stakeholders towards Social Ecosystems

FUTURE LEADERS

CREATE SOCIAL VALUES

EDUCATORS

DEVELOP SOCIAL IDENTITIES

RESEARCH WITH IMPACT

DRIVES

SOCIAL CHANGE

VALUES

SKILLS

KNOWLEDGE

CHANGE SOCIETY FOR BETTER

INTELLECTUAL CAPITAL

DELIVER RESEARCH

PROBLEM SOLVERS

CHANGE MAKERS

Orser, Elliot and Cukier, 2019

Personal impact is about the effect of an individual’s actions on other people in an organization / society.

PERSONAL IMPACT

Institutional impact refers to the effects of institutional activities on individuals or society. For example, universities make an institutional impact through their role in the capacity-building of students who eventually join the workforce or create businesses.

INSTITUTIONAL IMPACT

Social impact refers to the effects of interventions to address social issues implemented by various stakeholders (eg entrepreneurs, governments), including activities, projects, and policies on society (Bloch, 2012 & Meldrum, 2016)

SOCIAL IMPACT

Introduction

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• Klemens Höppner, is a facilitator and coach with expertise in sustainability mindset, resilience and mindfulness-based team and leadership development. He has a long track-record of working in and with financial institutions and other corporations.

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• Klemens is facilitator for awaris and co-founder and managing director of the Mindful Finance Institute providing professional development offerings around climate literacy and sustainability mindset development, team and leadership development, and consulting services.

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• He is a member of the UN PRME Working Group on Climate Change and Environment and the Working Group on Sustainability Mindset.

LinkedIn

Climate Action & Literacy Training in Banking

Client:

• Bank with mandatory sustainable finance e-learnings
• Small groups: 15-20 participants, bi-weekly sessions, no pre-requisites for participation

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6-weeks for project �+ prototyping

For more on Sustainability Mindset: NBS Climate Teaching Series:� Teaching a Sustainability Mindset

High degree of interactivity and exchange for networking�

CLT in Banking: Differences & Client Requests I

• Breakout groups + facilitated group discussions “Gamification”: Participants work in small groups, e.g. to explore systemic connections��

Example: Incorporating system thinking - connecting human activities to climate change and impacts.

CLT in Banking: Differences & Client Requests II

=> From technical problem to adaptive challenge�=> Introducing prototyping�=> Open, courageous, respectful exchange�

Introduce intelligence of emotions for impactful action �

„However, the path toward climate goals is obstructed […,] and even more by social drivers which inhibit decarbonization (red hexagon).“

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Source: Engels, Anita; Jochem Marotzke; Eduardo Gonçalves Gresse; Andrés López-Rivera; Anna Pagnone; Jan Wilkens (eds.); 2023. Hamburg Climate Futures Outlook 2023. The plausibility of a 1.5°C limit to global warming—Social drivers and physical processes. Cluster of Excellence Climate, Climatic Change, and Society (CLICCS). Hamburg, Germany.

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Invitation to next CLT Americas

NORTH AMERICA (all welcome)

�PRME Climate Literacy & Action Training �5 sessions (2 hours each) virtual format (Zoom)��Wednesdays 1, 8, 15, 22 and 29 May 2024 (11 am to 1 pm EDT)��Register here (link will also be in the chat)�https://www.unprmeclimate.org/events/climate-literacy-action-training-2

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Invitation to next Training – Asia Pacific

ASIA PACIFIC (all welcome)��PRME Climate Literacy & Action Training �4 sessions (2 hours each) virtual format (Zoom)��Wednesdays 3,10, 17 and 24 July 2024 (9:00 - 11:00 am AEST )��Register here (link will also be in the chat)�https://us02web.zoom.us/meeting/register/tZYtcu2gqzosE9N6FMvPcduQ8VWaK2iT00hb#/registration

�Questions? clt@unprme.org

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Pass it on

Want to find out more?�Please contact Prof Dr Petra Molthan-Hill

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petra.molthan-hill@ntu.ac.uk

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https://www.linkedin.com/in/petra-molthan-hill-b9909720/

Thank you

STAY TUNED…