- Class Number 7766
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery Online
- AsPr Llewelyn Hughes
- Dr Jorrit Gosens
- AsPr Llewelyn Hughes
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
Energy is a potent and dynamic area of public policy. It fuels our homes, workplaces, industries, economies, and transport systems. At the same time, governments face crucial public policy problems in responding to climate change. Governments are also increasingly supporting the energy transition through the tools of green industry policy, seeking to promote job creation, economic growth, and competitiveness in key industries such as wind power, solar photovoltaics, transport, and hydrogen.
In this course we consider the role of public policy in supporting the low carbon energy transition. We examine historical development patterns of low carbon energy technologies, how national innovation systems work, what policy instruments can be used in supporting innovation and industry formation, and how these issues shape international competitiveness of domestic industries for low carbon energy technologies. We look at the challenges facing energy transitions in Australia, but also across the world, particularly China, India, and other countries. We will consider how political factors shape energy transitions. Finally, we will look ahead and discuss how the dynamics of energy transitions worldwide, and global competition in innovation and industrial performance, are changing. Students will engage with scholars and practitioners working on energy issues in an interactive and group-based learning environment.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate an understanding of global patterns of innovation and technology deployment in support of low carbon energy transitions
- Critically analyse the low carbon energy transitions occurring in Australia and elsewhere
- Communicate ideas and analysis in scholarly and policy-focused engagement with the subject matter
- Demonstrate an understanding of governance approaches to supporting the low carbon energy transition.
The lectures in this class will be based on the latest research both on theory and case studies.
The assignments and research essay will comprise both primary reserach and acaemic reporting.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Course overview & introduction. Topics the course will cover, what can you expect to learn, how you will be assessed.|
|2||The scope of the challenge: getting to zero emissions. Here we will discuss the history of energy transitions, including trends in consumption of coal, gas, oil, nuclear, and renewables, and how rapid the transition needs to be.|
|3||Temporal and geographic patterns in transitions to renewable energy. We will discuss how technologies and their market uptake grow over time and space, and what drivers lead to those patterns.|
|4||Technological Innovation Systems (TIS). This will be a first of two weeks focused on theory, first on the TIS framework. This framework contains a number of factors that explain why novel technologies do or do not develop into mainstream technologies.|
|5||Multi-Level Perspective (MLP) and Strategic Niche Management (SNM). This is the second week focused on theory. We discuss the MLP, which explains societal and political forces that accelerate or slow down transitions, and the SNM approach, which provides guidance for stimulus policy for novel technology.|
|6||Instruments for innovation. What types of policy instruments are there to stimulate technological development and uptake of low carbon energy technologies? What are their relative strengths? What instruments are most useful in what phase of sectoral development? How may different instruments interact?|
|7||Transitions in China, India & other key emerging countries. How have energy transitions played out in emerging and developing countries so far? How has that been different from transitions in advanced economies?|
|8||Politics of energy transitions. How do political affect the pace and direction of energy transitions?|
|9||Changing geography of innovation. We will discuss what determines where innovation in renewables takes place. Who leads in renewables manufacturing, and why? What will the future of international competition in green industries look like?|
|10||Low carbon transitions in Australia. This week will be a deep dive into Australia's Low Emissions Technology Investment Roadmap, the hydrogen strategy, and broader Australian green industry & energy transition policy.|
|11||The ‘next phase’ of the energy transition. Until recently, renewable energies played marginal roles in most national markets, but they are beginning to displace conventional, fossil, alternatives. What consequences does that have for governing the energy transition? What new issues arise, and what new tasks lie ahead for policy makers?|
|12||The last weeks lecture is a recap of what has been learned. Most of the time this week will be devoted to student presentations of their research essays.||Remainder of presentations of research essays, worth 10% of the final grade. The essay itself is worth 40% of the final grade.|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Literature Review||20 %||03/09/2021||27/09/2021||2,4|
|Policy assessment||20 %||15/10/2021||05/11/2021||1,3,4,5|
|Research presentation||10 %||29/10/2021||05/11/2021||1,3,4,5|
|Research Essay||40 %||08/11/2021||02/12/2021||1,2,3,4,5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation is valued at 10% of the final grade, and is based on active participation in the online or in-person sessions.
There is no exam. Assessment will be based on 2 assignments (20% each), a research essay (40%), a presentation of this research essay (10%) and participation (10%).
Assessment Task 1
Learning Outcomes: 2,4
The first assignment is a literature review in which students will compare and contrast the different theoretical frameworks introduced.
Assessment Task 2
Learning Outcomes: 1,3,4,5
Student identify and assess a specific policy supporting low carbon energy transition in a chosen national context.
Assessment Task 3
Learning Outcomes: 1,3,4,5
Students will offer a short presentation of their research approach and initial findings.
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
Students will complete a research essay focused on applying one of the theoretical frameworks introduced during the course to an empirical case. The choice of framework and policy is open to choice by the student, but must be approved by the convener(s).
Assessment Task 5
Learning Outcomes: 1,2,3,4,5
Students are encouraged to participate through the assignment of a small portion of the grade to participation.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
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For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
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Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
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energy policy, energy transition, political economy, East Asia
AsPr Llewelyn Hughes
Dr Jorrit Gosens