1. ESD Elective handbook 2021-22

Elective Handbook 2021-2022
August 2021
NB: Course Structure and Modules are subject to confirmation and change.
Course descriptions are based on 2020-21 and will be revised as more up-
to-date information becomes available.
Contents
1. An introductory note
2. PROVISIONAL Course Structure 2021-22
3. PROVISIONAL Elective Choices
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An introductory note
This booklet provides you with descriptions of the electives we expect to offer in 2021-22. We are
asking you to make some indicative selections at this time – your response is non-binding, but it will
help us prepare for your arrival. You will be given the opportunity to attend module lectures in the
first two weeks of term before you make your final elective selections.
The provisional programme for 2021-22 is on the next page. The key features are summarised
below.
1. The Core Programme consists of four (4) modules that all students will take:
• ESD 150 Driving Change Towards Sustainability
• ESD 200 Sustainability Methods and Metrics
• ESD 380 Resilience of Infrastructure Systems
• ESD 560 Innovations in Sustainable Design and Manufacturing.
2. All students will also take the Management Programme, which consists of a taught module
on Stakeholder Engagement and Perspectives (ESD SE) and a Client Consultancy Project
(CCP).
3. Students will choose four (4) elective modules, two (2) in Michaelmas term and two (2) in
Lent term.
As noted on the Provisional Programme on the next page, elective module offerings are subject to
availability, to the minimum number of students required to run, to any caps on the number of ESD
students who can attend an elective offered outside of ESD, and to scheduling conflicts. There is
therefore no guarantee that you will get your first-choice electives, and so it is particularly important
that you specify alternative choices on the Elective Selection Form.
Please return the Elective Selection Form to Madeline Woodruff at susdev-mphil-

enquiries@eng.cam.ac.uk by 24th August at the very latest.
We look forward to welcoming you as part of the ESD MPhil cohort for 2021-22.
Auditing modules
In addition to the electives you choose for formal assessment, you are able to ‘audit’ modules if space
permits. This means that you can attend some or all of the lectures and receive access to course
materials, but you do not submit assignments for assessment or take exams. When you make your
final elective module selections for each term, we will also ask you to indicate the modules you would
like to audit so we can inform the lecturers and make sure they are happy to have the number of
auditors indicated.
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Provisional Course Structure
MPhil in Engineering for Sustainable Development (2021-2022)
Michaelmas Term Lent Term
Induction Week (4-6 October) (Mandatory) Residential Field Trip (Mandatory)

Spring/Summer 2022 (subject to confirmation)
CORE MODULES (Mandatory)

ESD 150 Driving Change Towards Sustainability ESD 380 Resilience of Infrastructure Systems
Dr David Morgan et al. (cwk) Dr Kristen MacAskill, Prof. Richard Fenner et al.
(cwk)
ESD 200 Sustainability Methods and Metrics ESD 560 Innovations in Sustainable Design and
Dr André Cabrera Serrenho, Prof. Richard Fenner Manufacturing
et al. (cwk) Dr David Morgan et al. (cwk)
MANAGEMENT MODULES (Mandatory)

ESD SE Stakeholder Engagement and Perspectives ESD CCP Client Consultancy Project
Dr David Morgan, Prof. Richard Fenner (cwk) Dr Kristen MacAskill (cwk)
Kick-off January; final presentations March
SUPPLEMENTARY PROGRAMME (Mandatory)

ESD Seminars Student-Led Discussions
Weekly group seminar discussions and activities Seminar and discussion programme led by students
Practitioner Viewpoint Series Practitioner Viewpoint Series
Fortnightly seminars with industrial guests Fortnightly seminars with industrial guests
ELECTIVE MODULES (Choose 2 modules in each term)

Centre for Sustainable Development
ESD 450 Policy, Legislation and Government ESD 900 Management of Resilient Water Systems
Mr Philip Callaghan (cwk) /4D15 Prof. Richard Fenner (cwk)
(Block module December [TBC])
ESD 650 International Development ESD 1000 Energy, Development and Rural Livelihood
Prof. Richard Carter (cwk) Dr Stephanie Hirmer (cwk)
(4 weeks November [TBC]) (Block module March [TBC])
Department of Engineering
4B19 Renewable Electric Power (exam) 4D4 Construction Engineering (cwk)
4D13 Architectural Engineering (cwk)
4E1 Innovation & Strategic Mgmt of IP1 (exam + cwk) 4E5 International Business (cwk)
4E3 Business Innovation in a Digital Age2 (cwk) 4E11 Strategic Management (cwk)
4E4 Management of Technology1 (cwk) 4G4 Biomimetics (cwk)
4E6 Accounting and Finance2 (cwk)
4M22 Climate Change Mitigation (cwk) 4M23 Electricity and the Environment (cwk)
ET-B2 Renewable Energy 1: Wind, Wave, Tidal and

Hydro3 (cwk)
ET-B3 Renewable Energy 2: Solar and Biofuels (cwk) ET-B3 Renewable Energy 2: Solar and Biofuels3,4 (cwk)
Counts for Lent4 
ET-B4 Energy Systems and Efficiency3 (cwk)
Judge Business School

TPE 20 Managing the Innovation Process3 (cwk) TP 4 Business, Government and Technology in
Emerging Markets3 (exam – class test)
TPE 23 Negotiation Skills3 (cwk)
12,000 to 15,000 word DISSERTATION: April to August 2022

Modules are assessed by coursework (cwk), exam, or both.
TBC: To be confirmed.
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4E1 and 4E4 run concurrently, so please select only one.
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4E3 and 4E6 run concurrently, so please select only one.
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Limited places available for ESD students.
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ET-B3 has lectures in both terms (4 weeks in each term) but is assessed in Lent so is counted as a Lent-term module.
IMPORTANT: Module offerings are subject to availability, to the minimum numbers of students required
to run, to any caps on the number of ESD students, and to scheduling conflicts.
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Provisional Elective Module Descriptions 2021-2022
Choose TWO modules in Michaelmas term and TWO in Lent term.
Module descriptions are based on 2020-21 and will be revised as more up-to-date information
becomes available.
IMPORTANT: It may not be possible to take all of your selected modules as some have limited
numbers, others require a minimum number of students to be offered, and still others may be
withdrawn before the start of term. Also, schedule changes may cause timetable clashes between
modules.
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Michaelmas Term 2021
CENTRE FOR SUSTAINABLE DEVELOPMENT

ESD 450 Policy, Legislation and Government
Leader: Mr P Callaghan
Timing: Michaelmas term – post-term block module, December 2021 (to be confirmed)
Structure: Five 3-hour sessions (to be confirmed) plus coursework
Assessment: 100% coursework
Synopsis
Few areas of modern life are free from government influence. Beyond the provision of internal order
and external defence, governments set the rules and regulations by which businesses operate and
people live their lives. Despite this omnipresence, how governments do what they do can seem
mysterious. Understanding how governments make decisions and how these decisions can be
influenced is an important skill valued by businesses.
This module walks you through the corridors of powers and looks at how government, policy and
legislation work to deliver sustainable development. The focus will be on how governments are
addressing the key global sustainability challenges, such as climate change, so that the pursuit of
economic growth respects ecological limits and ensures social progress.
The historical context of sustainability will be explored from the earliest responses by Victorian
society to environmental problems, through to the development of an international consensus
around sustainable development. The module will then look ahead at the future for sustainable
development as the world continues to grapple with today’s economic, environmental and social
challenges.
The political context will be examined through international, national and local decision-making
processes, and issues such as climate change, biodiversity loss and waste will be used to bring these
processes to life. The module will provide an overview of United Nations, European Union and
United Kingdom decision-making architecture and highlight the role of evidence, stakeholders and
metrics.
The module will examine the available policy tools ranging from information to market instruments
to regulation. The development and use of policy appraisal techniques will be considered as well as
the provision and use of scientific evidence.
Learning Outcomes
• Understand the role and impact of government policies and how to influence policy
• Know how to use policy to maximise business opportunities.
Content
Context: Appreciating the ‘bigger picture’, in particular how the dominant ‘economic growth’
ideology and consequent power relations impact on the development of policy on
sustainability.
Evidence: The provision and application of knowledge to sustainability problems. The politics
of climate change science. Coping with uncertainty and complexity. Accounting for
economic, environmental and social dimensions.
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Politics: How the agenda gets set. Government decision-making architecture: international
and national dimensions. Power and influence: government, lobbying, stakeholder
engagement. Developed and developing country perspectives. The decision-making
process (the ‘Policy Circle’).
Responses: Role of policy frameworks. Sustainable Development Goals and multilateral

environmental agreements. Examination of key policy tools: cap and trading
regimes; regulations; standards; tax; voluntary agreements; behavioural change.
Metrics: Policy appraisal. Cost-benefit analysis. Life-cycle analysis. Sustainability indicators.

Human Development Index. Gross Domestic Product: strengths and weaknesses.
Ecological and carbon footprints. Mass balance. Happiness Index.
Impact: Monitoring and evaluation, quantitative and qualitative; tipping points; incremental
and systemic change.
Why might someone find the module useful?

Whatever future professional path students will take will bring them into contact with government
policy. Understanding how policy is made and can be influenced is a useful skill valued by businesses,
universities and non-governmental organisations.
Why might they find it challenging?

No prior knowledge of politics or policy is required. Students should be comfortable with the fact
that policy inhabits the messy and complex world of politics. Policy is often designed to
address problems that exist where our natural, economic and social worlds collide. There are
no easy or simple answers, but students will take away a better understanding of what government
does, why is it important and how they can both influence and benefit from public policy.
Assessment: 100% coursework (1 item)

Indicative assignment (may vary from year to year): Provide a ministerial briefing giving impartial,
evidence-based advice on a cost-effective policy option (2500 words).
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ESD 650 International Development
Leader: Prof. R C Carter

Timing: Michaelmas term, over 4 weeks, November 2021 (to be confirmed)
Structure: Eight 2-hour sessions plus reading, internet research, and coursework
Background
‘Doing development’ requires a different mindset to ‘doing engineering’ in one’s own culture and
context. The notion of development itself, and terminologies such as ‘developing countries’, ‘least
developed countries’, ‘low-income’ and ‘third world’ all need critical examination. The difficulties of
bringing about successful development interventions are great, and they need to be acknowledged.
In this module I distinguish between development, which is the responsibility of national
governments, and aid provided by external actors in support of national goals. The content and
direction of development is rightly the mandate of individual nations, while aid should support
national strategies and plans. Of course, real life is not quite this simple.
The peoples and Governments of all nations aspire to better ways of life, and from 2016 onwards
the international community of donors, lenders and technical assistance agencies has resolved to
enhance their collaboration in pursuit of the Sustainable Development Goals, a hugely ambitious
programme of poverty elimination. Engineers have a part to play in this endeavour, and they need
the ways of thinking and approaches that will make them effective. This module provides some of
the resources and opportunities for dialogue toward that end.
Why you might enjoy the module

If you have an interest in international development, humanitarian relief, and the contribution of
engineering to the problems of low-income and fragile States, then this module may be for you. The
intention is to expose you to development thinking and practice, warts and all, with a view to
identifying ‘what works’ and ‘what doesn’t work’. The approach taken is constructively critical – in
other words, recognising that there are aspects of development and aid that are not working, the
key question is ‘how can we do better?’
Why you might find it challenging

This is a module about international development for engineers – to help you think about how your
skills can fit within a much wider context of problem-solving, complexity and human institutional
systems which are the arena of international relief and development efforts. The reduction of
poverty and suffering, and the enhancement of the livelihoods and quality of life of those who have
least, is arguably one of the most important challenges of Engineering for Sustainable Development.
Objectives and key themes

By the end of the module you will be equipped to:
1. Understand and articulate the context of development, and the nature of the development
endeavour, with reference to the literature and international practice.
2. Explain the links between the identification of needs and the common tools and approaches
used in project and programme design. Relate engineering interventions (especially in the water
sector) to wider development goals and comprehend the linkages between water and land
resources, food, energy, and human, social and physical capital. Design simple, manageable
monitoring and evaluation processes.
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3. Identify the key dimensions and pre-requisites for sustainability and equity in terms of
development outcomes.
4. Appreciate the difficulties involved in the transition from humanitarian emergency relief to long-
term development, and how these difficulties may be addressed.
Content
Session 1: Appreciation of context. The various contexts in which development takes place: rural,
urban, emergency relief, long-term development. The disciplines (especially natural science, social
science and engineering) which are brought to bear on development, and their ways of investigating
and understanding the world. Aspects of demography, economy, natural resources, politics and
culture.
Session 2: Understanding development. Historical and philosophical understanding of development.

Development, individual and national wealth, and well-being. Measures of development, including
GDP; the HDI and its components; and the happiness index. Global development goals: the
millennium development goals and the sustainable development goals. The aid landscape. Critiques
of aid and development.
Session 3: Doing development. Approaches to the identification of needs. Design of projects and
programmes. Stakeholder analysis and power analysis. Participation. Logical frameworks. Theory of
change. Critiques of deterministic approaches. Complexity.
Session 4: Water development. Water for domestic use: rationale for usual outputs, outcomes and
impacts of water, sanitation and hygiene (WASH) programmes. Global, regional and national
progress in WASH. Water, sanitation, hygiene and health. The F-diagram. Disease transmission: the
Bradley classification. Water resources development and management. Water security: concept and
critique.
Session 5: Beyond infrastructure. Behaviour change: its importance, challenges to change,

approaches and achievements. Social, cultural and political change. Interdisciplinarity. The ‘nexus’ of
water, land, food and energy. Institutions, individuals and capacity development.
Session 6: Sustainable and equitable development. Notions of sustainability. Dimensions of

sustainability: social; technical; environmental; financial and economic; institutional. Failures and
successes in sustainable development. Sustainability frameworks. The meanings of equity, equality
and inclusion. Human rights arguments in relation to development. Reaching everyone with
development.
Session 7: Relief and development. Types of emergency and components of emergency response.
Differences and similarities between emergency humanitarian relief and long-term development.
Sphere and other standards in relief work. The concept of ‘Linking Relief, Rehabilitation and
Development (LRRD)’. The challenges inherent in LRRD. Successful examples of LRRD.
Session 8: Monitoring and evaluating development. Indicators, monitoring approaches, the role of
technology in monitoring. Common monitoring dilemmas. Monitoring and verification in an age of
‘payment-by-results’. Evaluation: why? From whose point of view? Who participates? Approaches to
and methods for evaluation. Addressing the question, ‘does development work?’.
Assessment: 100% coursework.

Assessment will be through a 3000-word individual term paper that addresses a key question about
engineering for sustainable development (in the broadest sense).
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Indicative assignment (may vary from year to year) – two items:
• A critical review of a development problem including context, problem statement, literature
review, methodological approach (3000 words).
• A one-page infographic conveying the essential findings of the critical review.
General reading
Anderson M B et al (2012) Time to listen: hearing people on the receiving end of international
aid. http://cdacollaborative.org/publication/time-to-listen-hearing-people-on-the-receiving-end-of-
international-aid/
Chambers R (1995) Poverty and livelihoods: whose reality counts?

http://eau.sagepub.com/content/7/1/173.full.pdf
Kumar R (2019) The Business of Changing the World: Beacon Press. 192 pp.
Narayan D et al (2000) Voices of the Poor. OUP / World Bank.
Ramalingham B (2013) Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex
World. Oxford University Press.
Rapley J (2007) Understanding Development: Theory and Practice in the Third World. Third
Edition ISBN: 978-1-58826-538-8 paperback.
Riddell R C (2007) Does foreign aid really work? Oxford University Press.
Sen A (1999) Development as Freedom. Oxford University Press.
Sphere (2018) The Sphere Handbook: humanitarian charter and minimum standards in humanitarian
response.
United Nations (2015) Transforming our world: the 2030 Agenda for Sustainable
Development. http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
United Nations Development Program (UNDP) Human Development Reports (annual). UNDP, New
York.
World Bank World Development Reports (annual). World Bank, Washington.
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DEPARTMENT OF ENGINEERING
4B19 Renewable Electrical Power
Leader: Dr T J Flack
Lecturers: Prof. G A J Amaratunga
Timing: Michaelmas term 2021
Structure: 16 lectures (including one examples class and one guest lecture).
Assessment: 100% exam
Prerequisites: 3B3 (Switch-mode Electronics)
3B4 (Electric Drive Systems)
3B6 (Photonic Technology)
Please Note: This module has an electrical engineering core and a good working knowledge of Linear
Circuits and Electrical Power (at third-year undergraduate level) is essential if taking this course for
assessment.
Aims
The aims of the module are to:
• Introduce the main types of renewable electrical power and introduce the main electrical
technologies that underpin the generation of renewable electrical power and its integration into
the existing electrical transmission and distribution network
• Explain the technologies that enable renewable electricity sources to be integrated into the
existing grid at both the transmission and distribution level
• Explain the implications for electrical power systems of the increasing integration of renewable
electrical power sources
• Outline the means of quantifying the economic viability of renewable electrical power
generation and show how Government policy can have a significant influence on this.
Objectives
As specific objectives, by the end of the course students should:
• Know the various sources of renewable electrical energy and be able to quantify the theoretical
energy available from these
• Understand the characteristics of wind turbines and the electromechanical technologies
required to match these to generate power to the existing electrical grid
• Understand the theory of asynchronous machines used for large-scale wind generation and why
they find widespread use in this application
• Know the theory of permanent magnet and salient pole synchronous machines, and their roles
in offshore wind generation and hydroelectric/tidal barrage schemes, respectively
• Understand the operation of a p-n junction diode as PV solar cell and the means of fabrication of
Si solar cells and solar modules.
• Know the equivalent circuit for a solar cell
• Understand how the electronic and optical/photonic performance of a solar cell is optimised
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• Appreciate the vital role that power electronics plays in renewable electrical power systems with
reference to DC links for offshore wind power and solar PV
• Know how electrical power systems are controlled and appreciate the impact of connecting
renewable energy sources at both the transmission and distribution level
• Understand how economics and Government policy affect renewable electricity decision
making.
Content
This course is concerned with the electrical technologies that underpin the sources of renewable
electricity that make a significant contribution to overall electrical power generation: large-scale
wind power; solar PV; hydroelectricity. The theory and operation of these technologies will be
explained, with a focus on the electrical aspects. The course will also provide an introduction to
some of the enabling technologies that facilitate the connection of renewable electricity sources into
the existing 3-phase grid, such as power electronic converters and energy storage equipment. The
implications of increasing the proportion of renewable electricity on the operation of the grid will be
outlined, as will the economics of renewable energy systems. The effect of Government policy on
the uptake of renewable electricity projects will also be briefly considered.
Background to renewable energy (1 lecture)

• Definition, context and arguments for renewable electrical energy
• Sources of renewable electrical power: hydroelectricity; tidal barrages; wave power; tidal
motion; large and small-scale wind power; biomass; solar PV
• Planning and regulatory issues.
Large-scale wind power (4 lectures)

• Characteristics of wind energy; theoretical power available from the wind (Betz limit and tip-
speed ratio); types of wind turbine; control of wind turbines; use of gearboxes; the
arguments for fixed and variable speed wind power; options for generator technology.
• Induction generators for large-scale wind power: extension of induction motor theory to
generators; generator torque-slip characteristic; speed control by rotor resistance; speed
control by slip energy recovery; theory of doubly-fed induction generators; control of
reactive power.
• Arguments for offshore wind power, advantages and disadvantages; permanent magnet
generators for offshore wind power, theory of permanent magnet generators; connection of
offshore wind power into the grid; need for DC links for far-offshore generation.
Introduction to hydroelectric and tidal barrage schemes (1 lecture)

• Quantifying the energy available from hydro and tidal barrage schemes
• Role within electrical supply system – constant power vs. pumped storage operation
• Turbine design – influence of head of water
• Salient pole synchronous generators – theory and calculations.
Solar photovoltaics and power electronics for renewables (6 lectures)
Integration of renewable sources into the grid (1 lecture)

• Overview of UK grid
• Control of real and reactive power flows
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• Integration of renewable power into existing grid: issues of 'where' and 'when' renewable
sources are available
• Use of energy storage technologies
• Embedded generation.
Introduction to economics of renewable electricity (1 lecture)

• Introduction to basic economic concepts
• Simple cost model
• Inclusion of interest rate/inflation – discounted cash flow analysis
• Case studies: large hydroelectric plant; small domestic wind turbine vs solar photovoltaics
• Government incentives and their effects.
Examples class and guest lecture (2 lectures)

• One examples class to cover the two examples papers associated with this module.
• One guest lecture on an area of topical interest.
Assessment
100% exam
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4D13 Architectural Engineering
Leaders: Dr R Foster (Engineering), Dr M Ramage (Architecture)
Lecturers: Dr R Foster, Dr M Ramage, Dr D Shah
Timing Michaelmas term 2021
Structure: Eight 3-hour sessions
Prerequisites: Useful: 3D3 (Structural materials and Design)
3D4 (Structural Analysis and Stability)
3D8 (Environmental Geotechnics)
Aims
The aim of the course is to teach architects and engineers to work together to solve design problems
at the intersection of their disciplines.
Objectives
As specific objectives, by the end of the course students should be able to:
• Operate and communicate effectively in multidisciplinary design teams of architects and
engineers, and present solutions to and derive useful, actionable feedback from various
stakeholders (e.g., client, peers and co-professionals, constructors).
• By reflecting on and through improved understanding of the collaborative design process, apply
appropriate management strategies to design innovative efficient solutions to a client’s design
brief.
• Appreciate the principles of architectural engineering through investigation, critical appraisal
and selection of appropriate structural systems, materials, and construction techniques relevant
to architectural and engineering design, and assessing the environmental impacts of the design
choices.
• Demonstrate proficiency in specialized design subject matter which integrates with the
team’s design solution, such as timber engineering, resource efficient design, designing for
well-being, reciprocity of context and design.
Content
This module is run in conjunction with the Department of Architecture. CUED students who elect to
do this module will work together one full afternoon per week with final-year students from the
Department of Architecture. The module involves an architectural engineering design exercise, with
students working in mixed groups of architects and engineers.
The course focuses on integrating architecture and engineering to produce new designs. Developing
an understanding of the challenges and opportunities presented by multidisciplinary teamwork is
integral to the course.
Projects vary considerably from year to year. For example, the Michaelmas 2019 project was to
design a tall timber building over an underground station in London, while the Michaelmas 2020
project was to a timber conference table suitable for digital fabrication subject to specified
constraints.
The teaching format will be unconventional. Each afternoon will usually begin with a short talk by
one of the lecturers or by an external speaker. For the remaining class time, students will work in
groups on developing their design project(s) with regular ‘studio’ style consultation sessions with
teaching staff and/or guest speakers to provide feedback on design development. Depending on the
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Covid-19 restrictions prevailing at the time of the course, some, or perhaps all, of this ‘class’ time
may be virtual. This presents us with some new challenges, but we hope that in overcoming them
we may also find some new opportunities.
Towards the end of the course each group will make a presentation of its design to a review panel of
architectural, structural, environmental experts.
Course Schedule
Week 1
• Course introduction
• Groups will be allocated and teams will be built.
Weeks 2-5
• Talks on key skills or elements of the design process relevant to the project at hand
• Group work and ‘studio’ time with teaching staff supporting project development.
Week 6
• Presentations and design review
• Groups will present their designs to a panel of expert reviewers and receive feedback
Week 7-8
• Talks on key skills or elements of the design process relevant to the project at hand
• Group work and ‘studio’ time with teaching staff to refine designs in response to reviewer
feedback and progress to production of the final group design submission.
Assessment: group and individual submissions

Group Presentation and Design Review
• Each group will present their design proposal though a prepared video of 3-4 minutes, then get
feedback from the jury (20%).
Group Design Submission
• Each group will submit a digital copy of their design, including fabrication drawings, and a short
video (refinement of the previous) detailing the project and design process (20%).
Individual Report
• A short report developing and extending one or more aspects of the group design (40%).
• The report should also include a critical reflection on the collaborative, multi-disciplinary nature
of the design process, and how, given your experience, you might improve the design process in
the future (20%).
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4E1 Innovation and Strategic Management of Intellectual Property
Leader: Dr F Tietze
Lecturers: Dr F Tietze, Dr P Vimalnath, Mr L Aristoudemou
Prerequisites:
Students attending this module are provided pre-reading material covering what the different IP
rights are and key concepts and limitations, which students are expected to study before the second
lecture of the module. Students are expected to have a basic understanding of the different IP rights,
such as patents, trademarks, design rights, copyright and trade secrets.
Aims
The aims of the course are to:
• Acknowledge the relevance of intellectual property (IP) in today’s technology and innovation
systems and collaborative innovation processes
• Understand how to strategically manage IP to achieve and maintain competitive advantage
• Be able to develop IP strategies that support long-term business success.
• Know how to use IP data and analytics to support business-related decision making.
Objectives
• Appreciate the interdisciplinary nature of IP management
• Understand and apply relevant concepts, frameworks, tools and theories introduced during the
module
• Be able to interact with professionals (managers, R&D engineers, lawyers) in IP-related business
conversations
• Understand the opportunities that strategic IP management can create to develop and maintain
competitive advantage.
Content
The module builds on the state of the art in strategic IP management thinking for maximizing value
appropriation from predominantly technological innovations. By definition, IP is an interdisciplinary
concept. In the module we emphasise an engineering management perspective on IP; the module
also touches on related concepts from law and economics. During the module we will run exercises
and discuss examples as well as a more in-depth case study. The Dolby story is a fascinating case of
how IP strategies evolve along the development of one of the most successful licensing businesses,
particularly with Dr Dolby’s strong link to Cambridge as a Pembroke alumnus.
IP strategies differ across industries. While pharmaceutical companies typically rely on relatively
small patent portfolios, firms in the electronics and ICT sectors typically have larger and more
diverse IP portfolios and employ different IP strategies. For students to gain an understanding of the
different IP approaches in different sectors, we bring in guest speakers with strong experience in
different sectors. In addition, guest speakers from governmental organisations, such as the
European Patent Office (EPO) and the World Intellectual Property Organisation (WIPO) enhance
students' learning experience by providing insights into the functioning of IP systems.
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1. Innovation and the need for strategic IP management
This session will introduce the module structure and the assessment exercise and will set the
scene by explaining why strategic IP management has become increasingly relevant for many
industries over the last decades.
• Introduction to the patent system
• Digital economy, multi-technology products and the IP complexity challenge
• The rise of open / cumulative innovation and open source and the need for collaborative
and open innovation
• Incentives to innovate, motives to patent, and the patenting paradox
• Intellectual assets, intellectual capital and intellectual property.
2. IP systems, prosecution and litigation; searching and analysing patent data

While it is expected that students have read the pre-course reading material, this session revisits
some of the IP basics and covers some of the legal and IP system issues, e.g., by introducing
relevant frameworks.
• Formal and informal IP rights (appropriability regimes)
• Patenting procedures and renewals
• Ownership and reassignments
• Counterfeits, patent quality, infringement and litigation
• Patent databases, search strategies and indicators for analysing patent data (patent
landscaping and mining)
• Technology foresight; intelligence; understanding competitors and identifying weak
signals (emerging and disrupting technologies)
• AI, machine and deep learning approaches for IP analytics.
3. Technology, strategic and economic value as a fundamental concept for effective IP

management (Guest speaker: World Intellectual Property Organisation - WIPO)
This session introduces students to the concept of value with its various dimensions,
established as well as emerging approaches for valuing intangible assets. Being able to put a
"price tag" on an intellectual assets is as fundamental to firms' decision making as knowing
what tangible assets are worth, but just a tiny little bit more challenging.
• The concept of value and value dimensions (strategic, economic, technological)
• The value of data in the AI age
• Established and emerging valuation approaches for intangible assets.
4. Mastering markets for technology and licensing

This session introduces students to the relevant concepts around technology markets,
particularly in the context of open innovation; the different actors on the supply and demand
side (in the innovation ecosystem); and intermediaries and relevant managerial issues regarding
licensing.
• Supply and demand sides of markets for technologies, innovations and data
• Technology market intermediaries, non-producing entities (NPEs) and patent trolls
• The micro and macro IP ecosystem
• Licensing models, contracts, royalty rates, negotiations
• Standard essential patents and FRAND.
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5. Managing IP in collaborative innovation and processes; IP risk management (Guest speaker:
pharmaceutical industry)
The session introduces considerations in collaborative innovation and IP-associated risks.
• Managing IP in open, collaborative and distributed innovation processes
• Contracts and ownership considerations
• Reputational, operational and strategic IP-associated risks
• IP risk assessment and mitigation strategies
• IP management in R&D collaborations (open innovation paradox).
6. Developing effective IP strategies (Guest speaker: medical device industry)

This session focuses on different IP strategies as well as tools and toolkits for that can be
deployed to develop IP strategies.
• IP strategies for maximizing value creation and capture
• IP strategy typologies
• Strategies for accelerating technology diffusion (patent pledges)
• IP acquisition and exploitation / commercialisation strategies for inbound and outbound
innovation
• Tools and toolkits for developing IP strategies.
7. Dolby case study and the future of IP management (Guest speaker: global engineering)
In this session students will discuss the Dolby case study and hear some concepts and ideas that
will change the way IP will be used to gain and maintain competitive advantage. Students will
hear from a guest speaker about how a global engineering company developed and deployed a
sophisticated IP management system across multinational divisions.
• Challenges for organisations’ IP cultures when firms move toward more effective, value-
driven IP management
• Organizational principles and processes (Incentive systems, invention disclosure) for
effective IP management
• IP challenges in mergers and acquisitions (due diligence, a
• Effectively managing actors in the IP ecosystem.
8. Strategic IP management and innovation – the full picture (Guest speaker: electronics/ICT/IoT
industry)
This session will bring together the content, frameworks, concepts and tools of all lectures in a
guest lecture and wrap-up session.
Assessment
Coursework assignment: 100%.
Students will have to apply their knowledge gained in this module by developing an IP strategy for a
selected case company. An IP analysis of the company’s own portfolio, and those of relevant current
and future competitors, is a key element of the assignment. During the module the students will be
introduced to relevant frameworks and tools, which they will be expected to use for the coursework.
The coursework will comprise an individual report.
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4E3 Business Innovation in a Digital Age
Leader: Dr K Sayegh
Structure: Eight 2-hour sessions with required pre-reading for each session
Aims
• Understand how digitally-enabled innovation emerges inside organisations and across
ecosystems
• Analyse and assess the effects of digitally-enabled innovation on strategising, work and
organising and the management of expertise.
Objectives
• Explain different dimensions of business innovation
• Evaluate innovation processes and practices inside organisations
• Analyse how digital technologies may enable or constrain organisational innovation
• Explain how digital platforms have changed strategy-making and firm economics
• Analyse how organisations create and/or navigate ecosystems to innovate
• Analyse how digital technologies bring about new work practices
• Understand the planned and unintended consequences of digital technologies in organisations
• Explain the barriers of knowledge collaboration
• Explain the mechanisms of knowledge collaboration needed to innovate
• Assess the cultural drivers and barriers to digital innovation
• Evaluate how digital technologies afford new ways of organising and change the nature of work
• Think critically about the organisational and societal changes triggered by the emergence of new
technologies.
Content
Why do some organisations outperform others and come to dominate the marketplace? Innovation
is at the core of the answer. Now more than ever, emerging digital technologies, such as web-
enabled platforms and sophisticated learning algorithms that exploit massive digital trace data, are
driving and scaling innovation in unprecedented ways. Digitally-enabled innovation has not only
transformed products and services but has also upended business models, strategic thinking, ways
of working, forms of collaborating and the ability to access ideas and expertise beyond
organisational boundaries. The emerging field of digital innovation takes an integrative, cross-
disciplinary perspective to support general managers (rather than functional managers in areas such
as R&D, production, HR, marketing and IT and so forth) in nurturing new ideas and successfully
implementing them or bringing them to market.
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Session 1: Introduction to innovation in a digital age
• Introduction to the course, what to expect and how we will work
• The transformative impact of digital technologies
• Understanding what innovation means.
Session 2: Digital innovation: platforms and ecosystems

• Platform economics
• Platform strategies
• Innovating in ecosystems.
Session 3: Business model innovation

• Creating new business models
• Shifting to new business models
• Emergence of new practices and impact for the industry.
Session 4: Data and algorithms

• Big data and business intelligence for competitive advantage
• Ethical issues of algorithmic and data-driven ways of working
• AI and organisations: decision making, power and control.
Session 5: Knowledge and innovation

• The role of knowledge in innovation
• Producing novelty across knowledge boundaries
• Cross-functional teams and complex collaboration.
Session 6: Open innovation

• What is open innovation?
• Crowdsourcing
• Challenges to open innovation.
Session 7: Digital Innovation and the changing nature of work and organising
• IT bringing about new ways of working and organising
• Collaborating with technology
• Organisational and cultural barriers and enablers to digital innovation.
Session 8: Student presentations

• Practise presentation skills
• Receive feedback on individual paper
• Practise reviewing skills.
REQUIRED READING
All students are required to read 3-4 papers before each session. There are three types of readings:
• Academic journal articles. Articles in peer-reviewed academic journals focused on producing
novel theoretical contributions to the field of organisational studies and information systems.
• Practitioner articles. Based in research, these focus on the implications of theory for the practice
of management. They often provide actionable guidance regarding salient organisational issues
or problems.
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• (Teaching) case studies are analytical narratives of real-world business
problems/challenges/dilemmas facing a protagonist in an organisation. They are designed to
generate discussions that offer valuable learnings and concepts through collective analysis, data-
driven argumentation and creative exchanges. Cases provide the context for problem framing,
external/internal analysis and well-argued solutions. They provide a ‘real-world’ opportunity to
apply concepts and frameworks in order to arrive at well-reasoned recommendations.
Assessment
100% coursework: one individual paper, 2500-3000 words.
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4E4 Management of Technology (Done)
Leader: Dr L Mortara
Lecturers: Dr L Mortara, Dr R Phaal, Dr C Kerr, Dr F Tietze, Prof. T Minshall, Prof. R Mitchell
Structure: Eight 2-hour sessions incorporating industry speakers
Aims
• Provide students with an understanding of the ways in which technology is brought to market by
focusing on key technology management topics from the standpoint of an established business
as well as new entrepreneurial ventures
• Place emphasis on frameworks and methods that are both theoretically sound and practically
useful
• Provide students with an understanding of both the challenges and the practical means of
dealing with them in an engineering context.
Objectives
• Have a thorough appreciation of how technology is used to address market opportunities, and
how technology management supports that process
• Assess and utilise appropriate technology management methods in different contexts
• Understand the core challenges of technology management and the practical means of dealing
with them in an engineering context.
Content
Introduction: Technology in the business context
• The objectives, content and procedure of the course
• Technology in organisations and markets
• How technology is managed to generate value – the link between technology and innovation
• What are technology management processes and how are they used?
Strategic Technology Management: How do companies plan for future technology progression?
• Strategic technology management
• Planning for the future by linking technology, product and market considerations –
Technology Roadmapping (TRM)
• Scenario planning tools to help manage the uncertainties of the future.
Identification: How do companies keep up with scientific and technological developments?

• Technology intelligence and its role for organisations
• Technology intelligence systems
• How do the technology intelligence systems operate: the process.
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Selection: How to select the right technology for the future?
• Selecting technology investments: specific problems
• Tools and techniques for technology selection
• How do companies manage a portfolio of R&D projects?
Protection: Protecting technology to ensure future business opportunities

• The relevance of intellectual property (IP) in today’s technology and business context
• How to manage and enforce IP strategically for technology-related business problems
• How to organise for effective IP management.
Acquisition: Different routes to acquire technology from partners

• The process of technology acquisition
• Defining the motivation and what we want to acquire (e.g., make or buy?)
• Assessing the match (internal drivers, technology and partners’ characteristics)
• Deciding the setup of the acquisition.
Exploitation: Making money from new technologies: How to choose the right business model
• What are the different ways in which an idea can be brought to market?
• Why do most innovations reach the market through new firms rather than established
firms?
• How do new and established firms work together?
Technology managers: lessons from the trenches

Invited speaker(s) will reflect on their experience in technology management. Topics covered
include:
• Managing technology in organisations
• Managing technology projects
• The job of the technology manager
• People in organisations.
Assessment: 100% coursework.

The coursework objective is for students to demonstrate knowledge of the technology management
approaches and tools explored in class by applying this understanding to a specific context (e.g., a
company that is facing an emerging technology). Information on the specifics will be shared with the
class at the start of the module. The context will be the basis on which to draft the coursework,
which should reflect on technology management practices and approaches that could be relevant
for managers, drawing upon module material supplemented with students' own research on both
industrial practice and academic theory. The details of the coursework will be discussed in class at
the start of the course.
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4E6 Accounting & Finance
Leader: Dr O Cole
Lecturers: Dr O Cole and Dr M Boisseau-Sierra
Structure: 16 lectures (including examples classes).
Aims
The aim of the course is to provide an introductory understanding of financial reporting and decision
making by companies.
Objectives
• Construct a company financial statements from a jumble of raw data
• Interpret these statements
• Understand how to identify and finance the investments companies should undertake
• Understand why and how companies compensate their investors.
Content
The first part of the module examines fundamental accounting concepts and shows how to construct
and interpret company accounts, a critical source of information to outside investors. The second
part of the module tackles the three key areas of company decision making: the capital budgeting
decisions of how the company should invest; the financing decisions of how the company should
raise the investment capital; and the payout decisions of how the company should compensate its
shareholders.
Financial Accounting
Detailed discussion of fundamental accounting concepts; construction of company financial
statements (balance sheet, income statement, cash flow statement); an awareness of creative
accounting.
Finance
Nature and objectives of finance; time value of money and risk versus return; capital budgeting
decisions (opportunity cost of capital, investment rules such as Net Present Value); financing
decisions (debt versus equity); payout decisions (dividends and share repurchases).
Assessment
100% coursework:
• Accounting section of coursework: 50%
• Finance section of coursework: 50%
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4M22 Climate Change Mitigation (Done)
Leader: Prof. J M Allwood

Lecturers: Prof. J M Allwood
Structure: 14 lectures
Aims
The aims of this course are to:
• Inspire students to engage with the reality of implementing meaningful climate change
mitigation
• Equip them with skills to help us achieve more rapid progress.
Objectives
• Give an overview of the scientific and political imperatives for action to mitigate climate change
• Assess the likely scale of impact of mitigation options by analysing their technical potential and
rates of deployment within the whole system of global emissions
• Apply frameworks of understanding to anticipate and evaluate likely barriers to the
implementation of mitigation options and to propose means to overcome them
• Present an assessment of a mitigation option as a poster, giving clear and evidence-based
analysis of scale and challenges to implementation.
Content
(The word ‘Outcome’ in the descriptions below should be read as ‘By the end of this lecture, students
should be able to…’)
Part I: Background and context

1. The physical system of greenhouse gas emissions
Outcome: describe several consistent decompositions of global and national greenhouse gas
emissions in order to place specific proposals for mitigation in a global context.
• The greenhouse gases and the definition of a CO2 equivalent
• The degree of scientific consensus on warming and sources of uncertainty
• Consistent decompositions of the sources of global emissions
• Consistent treatment of interacting mitigation strategies
• Emissions from agriculture, forestry and other land uses
• National emissions – production and consumption based views
• The challenge of consistent allocation of emissions to products and activities.
2. The political context of climate mitigation

Outcome: describe the context of climate mitigation with reference to key international treaties
and discuss the urgency and scale of change recommended by climate science.
• Brief history of the science of climate change, the difference between annual and
accumulated emissions and current recommendations about safe limits
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• The formation and terms of reference of the United Nations Framework on Climate
Change including the ‘Conference of the Parties’
• The role and activity of the Intergovernmental Panel on Climate Change
• The role of other international agencies including the International Energy Agency, the
World Bank, international trade associations etc.
• Framing of mitigation targets: descriptive v. probabilistic targets; stocks or flows; the
end-point or the journey
• The UK Climate Change act, the role of the Climate Change Committee and the UK’s
achievement to date
• Targets in other countries and regions and the 2015 Paris Agreement.
Part II: Physical options for mitigation

3. Supply-side options for mitigation: energy sources and conversion
Outcome: describe the main technical options for low carbon energy supply and efficient energy
conversion and discuss their technical potential and rate of deployment.
• Nuclear power
• Renewable sources of electricity and other energy
• Carbon Capture and Storage
• Grid inefficiency, intermittency and load balancing: base-loads, storage and timing
• Energy efficiency of the major devices that convert fuel to useful heat and mechanical
work (burners (in industry and buildings), engines and motors (in transport and industry)
• Energy use in industrial processes
• Case study: the hydrogen economy.
4. Demand-side options for mitigation: transport, buildings and industry

Outcome: describe the services by which humans benefit from using energy, suggest how these
services can be delivered differently and discuss the determinants of preference for alternative
forms of service delivery.
• Alternative decompositions of the human services delivered by energy use
• The definition of ‘passive systems’ and the range of options for their design – with more
or less energy
• Preferences and path-dependency in determining today’s choices for service delivery
• Service preferences at different stages of economic development
• Case study: options to reduce the emissions of flying.
5. Options for mitigating non-energy related emissions

Outcome: describe the major human uses of biomass and discuss options for reducing the
emissions associated with its delivery.
• Human appropriation of biomass and its use in services
• Efficiency in plant growth and conversion and the delivery of healthy diets
• Options for alternative delivery of biomass derived services
• Related issues: Biomass waste processes, forest fires, soil quality and desertification.
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6. Prioritisation: choosing between mitigation options across final services
Outcome: choose appropriate tools that can be used to evaluate mitigation options and apply
them to determine the relative merits and limitations of specific options
• Basis for prioritisation: scale of impact; emissions reduction potential; microeconomic
cost of emissions savings; macroeconomic consequences of emissions savings; political
feasibility
• Methods used for prioritisation (MFA, MRIO, MacKay-style ‘plans that add up’, cost
metrics (MAC, LCE, LACE), energy system models, macroeconomic models, integrated
assessment models…) their merits and limitations
• Different notions of cost: macro indicators (GDP relative to baseline); welfare measures
(equivalent variation); carbon price required to instigate change, cost if enforced
• Other issues: time horizon, foresight, cost of inaction, distributional implications
• Case study: Carbon Capture and Storage.
7. Physical constraints: limits to efficiency improvements and substitution

Outcome: Describe the technical constraints associated with different mitigation options
• Learning curves and improvements towards technical limits and cost reduction for
different technologies
• Limits to substitution across factors of production: capital and energy/materials as
complements not substitutes
• Resource requirements for constructing and deploying new technologies
• Energy return on energy invested
• Build rates and geographic constraints for different technologies
• Case study: solar power in the UK.
8. Group tutorials 1
In advance of the tutorial, students will (a) prepare a first draft of their assessment poster (based
on a template given out in advance) in which they describe the physical mitigation option they
are proposing and (b) complete a short feedback form for each other student in the group, with
questions about each others’ drafts. In groups of 6-8, and facilitated by experienced post-docs,
students will then:
• Reflect on the mitigation potential of their proposed mitigation option and discuss and
contrast the means they have used to evaluate it
• Discuss the physical implications and constraints of their implementation and challenge
each others’ assumptions.
9. Poster session: Display and review of posters

In advance of this session, each student will submit an individual poster (A3 size) proposing a
physical intervention that could be deployed in the UK within 10 years leading to a reduction of
at least 0.1% of current annual national emissions. This should cover all physical aspects of the
recommendation: the balance of embodied and operational emissions changes; the likely time of
deployment; estimates of the major costs and benefits of the change to all key groups affected by
it. During the session each student will be allocated three other posters to review, to assess the
completeness and plausibility of the proposal on each poster. Afterwards, each student will
submit three short peer-review statements (<150 words for each), which will also be assessed.
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Part III: Barriers to implementation and overcoming them
10. Business constraints: strategy and choices
Outcome: describe the basis by which businesses choose to invest in new assets, products or
markets and discuss the development of a new offering from first trial through to widespread
adoption.
• Governance and the legal constraints placed by shareholders on business managers
• Technology Readiness Levels and the sources of risk in the innovation journey
• Decisions related to input substitutions
• Investment decisions – valuing projects in the face of uncertainty and risk
• Decision making along supply chains including the constraints of previous decisions
• Stranded Assets
• Case study: Electric cars.
11. Government constraints: politics and the levers ministers can pull
Outcome: discuss some determinants of political acceptability and describe how these influence
policy implementation at national and international scale, contrasted between developing and
developed countries; discuss the use of tax, spending, regulation, targets and information options
in climate mitigation to date and critically evaluate options to influence the adoption of proposed
future mitigation strategies.
• Overview of government economic evaluation – the key metrics of GDP growth, jobs,
bills – and their significance as determinants of policy choice
• Overt and covert processes from policy ideas to implementation and the role of ‘policy
entrepreneurs’
• First mover disadvantages and international policy implementation
• Mitigation policy in countries at different stages of development
• Carbon leakage: risk, rhetoric and perverse incentives
• Competing government objectives: raising the price of energy by taxing emissions, while
lowering energy prices for households and large energy using businesses
• The three-domains framework for understanding environmental policy-making
• Forms of taxation and options to adjust them
• History, variety and evaluation of carbon taxation (and other charges): why it looks like a
simple mechanism but has proved problematic
• Opportunities for spending to support mitigation, and the history of spending associated
with achieving the sequence of UK Carbon Budgets
• Forms of regulation and examples of their use to address environmental problems
• The use of targets and information. Behavioural ‘nudges’
• Case studies: EU vehicle tailpipe emissions standards; renewable heat incentive;
congestion charging or the European emissions trading scheme.
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12. Household constraints: preferences, lifestyles and inequality
Outcome: discuss how individuals and households make the choices that determine their energy
requirements
• How the availability of energy changes jobs and spending beyond subsistence; energy as
the driver of economic acceleration
• Rebound effects and Jevons’ Paradox
• Personal preferences – from Maslow’s hierarchy, to convenience, luxury, competition
and status; stated and unstated preferences
• Values and/or income as the key drivers of choice
• Lock-in – the timing and nature of key decisions that determine subsequent energy use
• Case studies: car clubs, smart meters, loft insulation, low-energy light bulbs.
13. Breaking out of inevitable lock-in: decision analysis

Outcome: provide a structured analysis of a mitigation opportunity by showing how design
choices determine key performance metrics that are traded off against each other
• Different approaches to understanding the rationale of decision making
• Tools for evaluating trade-offs and informing better heuristics
• The failure of scenario analysis and other abstractions to motivate serious mitigation
• A structured decision analysis tool that places mitigation at the heart of choice
• Case studies: over-use and re-use in construction; small versus electric cars.
14. Breaking out of inevitable lock-in: agendas, quality and alliances

Outcome: describe and discuss wider opportunities to escape the lock-in of established choice
between businesses, governments and households.
• Public agendas – how stories in broadcasting, media and films set the agenda for public
discussion ahead of policy interest
• Values and preferences in rich societies; perceptions of priorities at different life stages
• Creating new alignments and alliances
• Case studies: catalytic converters, fairtrade coffee; the velodrome at the London
Olympics.
15. Group tutorials 2

Using a similar format to the first set of group tutorials, students will in advance of the tutorial
(a) prepare a bullet-point outline of their individual essay (based on a template given to them)
dealing with the barriers to implementation and means to overcome them and (b) complete a
short feedback form for each other student in their group. During the session, and facilitated by
experienced supervisors, they will:
• Discuss and challenge their anticipation of the barriers to implementing their proposed
mitigation strategy, in business, government and households
• Review and brainstorm the options to break lock-in.
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Part IV: Overview, urgency and optimism
16. Action and inaction: where we are today
Outcome: summarise the world and UK response to climate change to date, discuss the relative
lack of progress and propose ideas for more rapid progress.
• The preference for ‘invisible’ action – the conspiracy of techno-optimism
• Achievements and failures in mitigation so far in the UK and world-wide
• The failure of GDP, inequality and the Pope
• Fear, societal collapse and mitigation as a problem of health and safety
• Opportunity in crisis: replacement of EU ETS; re-negotiation of trade tariffs; support for
industries that are ‘too big to fail’
• Reasons for optimism
• Case study: steel in Europe.
Assessment
The course is intended to build on a form of ‘problem-based learning’ – by the end of Part II of the
course, students will each have chosen a mitigation option that must scale to an equivalent of 0.1%
of UK annual emissions within 10 years. This will be the basis of both components of their individual
assignment. The remaining lectures present frameworks of understanding and case studies on the
challenges of implementing mitigation, which students will apply to their chosen option.
Ahead of session 9, students will submit an A3 poster through Moodle describing all aspects of the
physical basis of their proposal, including a summary of the costs and benefits of its adoption for all
affected groups. During session 9, students will each complete three individual peer-review reports
on three other posters. The posters will be marked based on the assessor’s assessment of the
completeness and plausibility of the proposal. The peer reviews will be assessed based on the
insights demonstrated.
After the Christmas vacation, students will submit an individual essay of no more than 2000 words
providing a complete assessment of their proposal, using appropriate graphics and references to
support their case. The essays will be assessed based on their completeness and plausibility,
spanning from the physical reality of the recommended change to the depth of insight shown in
discussing the reality of its implementation.
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JUDGE BUSINESS SCHOOL
TPE 20 Managing the Innovation Process
Module offered by the MPhil in Technology Policy

Leader: Dr J Hutchison-Krapat
Structure: Eight 2-hour sessions plus coursework.
This module has limited places available for ESD MPhil students.
Objective
Innovation is a critical activity for most firms. In fact, many of the most successful firms derive a
large portion of their revenue from new products – for example, 3M’s objective is for 40% of its
revenue to be derived from new products. However, to achieve such an objective is no small task; it
is a significant challenge for most organizations, regardless of size. This course is designed to
highlight what these challenges are, why they arise (or exist), and how we can manage them.
Ultimately, in today’s business environment it is hard to avoid the challenges that arise from
innovation. Indeed, at some point in your career (as a general manager, a product manager, an
entrepreneur, a consultant, or even a private equity manager) you will face challenges associated
with some new product and/or service development. In this course we will use a selection of
readings, case studies, in-class exercises, and a term-long project to prepare you to identify and
manage the innovation process.
Ultimately, TPE20: Managing the Innovation Process provides you with:
• Comprehension of the managerial and operational challenges associated with each stage of the
product and service development process
• Proficiency with a set of managerial tools and methods for effective product and service
development
• Competence to manage interdisciplinary tasks in order to achieve a common goal.
Content
Session 1: A Framework for systematic innovation
• Typology of innovation
• Major challenges with innovation execution
• A framework for enabling systemic innovation
• Case studies on sources of innovation.
Session 2: Problem identification and user needs

• Problem identification and the functional hierarchy
• Mapping and decomposing the customer experience
• Lead users
• User scenarios.
Session 3: Idea Generation – the Fuzzy Front End of Innovation

• Challenges associated with the idea generation process
• Effective strategies for idea generation
• In-class exercises on idea generation.
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Session 4: Project (Idea) Selection
• Managing the innovation funnel
• Tools for portfolio evaluation and choice
• Alignment with strategy
• Eastman product development and launch.
Session 5: Application: Global innovation at LMarks

• How to implement what we have done so far?
• Diagnose challenges faced by a large conglomerate as it seeks to become more agile and
innovative.
Session 6: Processes for Experimentation

• Experimentation challenges in organisations
• Experimentation and overall risk management frameworks
• Understanding the importance of stakeholders in innovation
• Managing stakeholders during the innovation process
• Vol de Nuit case
• Deliverable: Group write-up of the Vol de Nuit case.
Session 7: Managing the Innovation Organization

• How organizational structure, processes and culture establishes a context within which
innovation can thrive (or not).
Session 8: Innovation and the Business Model

• What is a business model?
• Frameworks for evaluating business model opportunities
• Current trends in innovation
• Disruptive Innovation.
Assessment
100% coursework:
• Group case write-up of the Vol de Nuit case (20%)
• Individual essay analysing an organisation’s innovation process (80%).
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TPE 23 Negotiation Skills

Leader: Dr D Reiner
Structure: Five sessions
Note: If auditors are allowed for this module, they will only be welcome to the negotiation
simulations if they can provide assurances that they will attend all role-play simulations and
prepare for them in the same way as other participants.
Aims
This module aims to equip students with negotiation and strategic skills relevant to high-technology
organisations. The relevant negotiations include those within the firm (such as between
management and labour or within a board or among firm founders), those between firms (as occurs
in the building of industrial consortia), and negotiations between firms and government agencies or
amongst a diverse group of stakeholders. Strategic issues covered will include situations of conflict
and cooperation under a range of assumptions about timing of actions and the kind of knowledge
available to decision makers.
Objectives
On completion of the module you should have basic understanding of both the theory and practice
of negotiation. The hope is that understanding negotiations will give you insights into your own
behavioural skill level. To that end, negotiation simulations play an important role in the pedagogy.
Content
As befitting the nature of negotiations, this is a simulation-driven workshop with a bit of theory
sprinkled in rather than a lecture-based module with occasional simulations. The debriefs of the
roleplay simulations are as or more important than the conceptual material at the beginning of each
lecture. As such, it is as important (or more!) to engage in the simulation preparation as to do the
readings in advance of each class. It is always possible to return to some of the readings after class or
while writing your essay, but there is only one real-time opportunity to engage with your fellow
students as part of the in-class negotiation.
But what do I do?
The whole point about attending the classes will be to improve your understanding of negotiation in
order to have a better idea as to what to actually do next time you negotiate.
Reading some or all of the readings will help – though there are some key things we want to convey
which are not in the readings and we can use the classroom to show how the negotiation tools on
preparation, strategy, managing the process etc. work and can be used in practice. We hope that
class discussions provide the opportunity for everyone to learn from each other.
The key goal of the negotiations is experiential learning and for you to learn more about yourself as
a negotiator through the roleplay simulations.
Then you will be able to draw on what you have read, and on your own experience and from what
you have learned in class to develop your own practical – and we hope – increasingly successful –
approach to negotiation.
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Organisation of the class sessions
Each session will open with a formal presentation (which will typically include some discussion); this
may last up to an hour. We will then organise a negotiation exercise – given the numbers this will
take a bit of organising and will rely on self-organisation and commitment from the students.
Typically an exercise will involve some pre-reading of the background, further preparation of roles
(in groups) during class, then the negotiations themselves. Reviewing and discussing the exercise as
a class (the ‘debrief’) is an essential element of the learning process. Although I will attempt to
observe some of the negotiations, given the number of groups, I will only be able to get a flavour for
the discussions and so students will be expected to share their successes and failures, tactics and
strategies and insights and reflections during our discussions.
Teaching methods
The module will critically examine – in theory and, especially, in practice – the key dynamics in the
process of reaching agreement. This will involve an examination of models of negotiation, an
evaluation of research findings and involvement in a major negotiation exercise. In keeping with the
research that suggests one of the characteristics of good negotiators is that they constantly reflect
upon their performance (Rackman and Carlisle, 1978), you will be encouraged to take a reflective
approach to your study of negotiation. The approach to learning which underpins the structure of
this unit is shown below:
Negotiation component structure and selected readings

Negotiations session topics
Each seminar will focus on a particular aspect of negotiation, but the discussion will be wide ranging
to meet the needs and interests of the class.
Session one: Cautious cooperation
• Introduction to negotiation
• The £2 Negotiation
• Exploring the notions of competitiveness and cooperation
• A negotiation exercise: the Island Cruise negotiations
• Strategic choice in negotiation – a framework
Preparation for session two: pre-read the Aerospace Investment negotiation exercise
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Session two: Cooperating competitively
• The interest-based approaches to solution finding
• A negotiation exercise: the Aerospace Investment negotiations
• A critique of the problem solving approaches
Preparation for session three: pre-read the Harborco negotiation exercise
Session three: Competing competitively

• The logic of the value claiming approach and its practical application
• Concession making and closure in negotiation
• A negotiation exercise: the Harborco negotiations
Preparation for session four: pre-read the World Trade Centre negotiation exercise
Session four: Managing the process

• Exploring the behavioural dynamics of negotiating, including the cultural overlays
• Creating a negotiating script and processes of review
• A negotiation exercise: the World Trade Centre negotiation
Preparation for session five: pre-read the international Mercury negotiations exercise
Session five: Negotiating on the international stage

• Investigating the role of mediator or neutral parties in negotiation.
• Understanding formal international negotiations and governmental priorities.
• Cross-cultural (mis)understandings
• A negotiation exercise: International Mercury Negotiations
Assessment
This course is assessed by means of a written assignment of 3000 words maximum. The assignment,
and marking guidelines, will be given to you in Session 2.
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Lent Term 2022
CENTRE FOR SUSTAINABLE DEVELOPMENT

ESD 900/4D15 Management of Resilient Water Systems
Leader: Prof R A Fenner

Timing: Lent term 2022
Structure: Eight 2-hour lectures plus coursework
Overview
The module will introduce and explore the delivery of water services for water supply, wastewater
treatment and flood control, identifying unsustainable aspects of current practice and reviewing
more resilient approaches. The changing paradigms of water management towards fully water
sensitive cities will be explained to understand how water fits within a wider urban metabolism. The
module will describe management strategies for water in both the urban environment and the rural
environment, through adopting a flexible adaptation planning approach which avoids technical lock-
in. The interdependencies between water and other critical resources will be identified with respect
to energy use and recovery of nutrients; the carbon budgets associated with the water sector will be
assessed. Current progress towards achieving Sustainable Development Goal 6 (Water) will be
discussed and the key constraints of delivering essential water services in the developing world will
be highlighted.
Aims
The aims of the course are for students to:
• Recognise the unsustainable features of current water engineering practice
• Appreciate the key features of managing the water cycle in a sustainable manner and the need
to meet a variety of resilience criteria.
• Be aware of recent practices and developments in managing all aspects of the water cycle in
both developed and developing countries.
Objectives
On completion of the course the students should be able to:
• Understand the limitations of conventional / traditional water supply and wastewater
engineering systems in a sustainability context.
• Appreciate the key features of managing the water cycle in a sustainable manner and the need
to meet a variety of resilience criteria.
• Recognise and critically assess the problems and solutions associated with managing water
engineering projects.
• Be familiar with key aspects of drainage and wastewater management planning including the merits
of Natural Flood Management (NFM), Sustainable Drainage Systems (SuDS) and strategies for asset
selection based on adaptation planning techniques.
• Be aware of the asset management of water infrastructure and how this is influenced by
serviceability and levels of service criteria.
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• Recognise global issues in relation to the equitable management, distribution and disposal of
water under growing environmental, social and political constraints.
• Select appropriate forms of water supply and sanitation for use in developing countries.
Lecture Content
Characteristics and components of water systems (overview)

Potable water treatment and supply. Wastewater collection and treatment. Urban drainage and
flood control. Changing paradigms of water management. Unsustainable features of current water
management. Water as a hazard and an opportunity
Sustainable water engineering and resilience frameworks

Five themes for sustainable water management (less water consumed; local waste treatment and
recycling; stormwater retained; climate resilient; minimum energy footprint). System properties and
levels of service considerations. Engineering vs ecological resilience; technical vs management
resilience. Avoiding technical lock-in to large infrastructure solutions. The Safe and SuRe approach;
anti-fragile planning of water systems; (threat-based, mitigation-focussed, top-down water
management vs consequence-based, coping-focussed, bottom-up management strategies).
Water quality issues and resource recovery

Water quality parameters and regulatory requirements; water quality prediction and control; simple
river quality models. Engineered systems for resource recovery and re-use
Water in the urban system

Urban water metabolisms; integrated operation of water systems (e.g., rainwater harvesting); real-
time control. Pressure and leakage management in Water Distribution systems. Urban Drainage
Systems: purpose, types and historical development. Rainfall and surface runoff. Urban Pollution
Management of intermittent discharges at Combined Sewer Overflows. Principles of Urban Flood
Risk Management. Source control of stormwater and Design of Sustainable Drainage Systems (SuDS
Manual).
Flood risk management using adaptation planning and adaptive pathways

Concepts of Adaptive Planning (e.g., Thames barrier example). Methodological steps for developing
adaptation pathways (London Borough of Sutton Case Study) and appraisal of multiple benefits in
Blue Green Cities. Evaluating Blue-Green infrastructure using the CIRIA B£St tool. Preparing Drainage
and Wastewater Management Plans.
Water in the rural system

Management of water resources, impacts of climate variability, catchment management. Principles
of Natural Flood Management (NFM) and Integrated Catchment management (ICM); international
experience and practice. Environmental benefits of land management, Upstream Thinking.
Role of water in the water-energy-food/land nexus

Hydro-meteorological risks to critical infrastructure (including energy systems); water and energy
interdependencies; groundwater implications of shale gas extraction; strategies for a low-carbon
water industry, UKWIR framework for carbon accounting; energy from water (micro hydro, thermal
heat recovery, anaerobic digestion of biomass, etc.); water for energy in a low-carbon energy future;
issues around water and food security.
Water in the developing world

Progress towards Sustainable Development Goal 6; global level of access to water services. Water-
related diseases. Key features of Water Sanitation and Hygiene (WASH) programmes. Systems
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thinking in WASH. Small community water supply systems. Low cost wastewater treatment (waste
stabilisation ponds). On- and off-site sanitation including dry sanitation.
Assessment
100% Coursework (2 pieces):
1. Individual Research Report on a key water-related topic (50%)
An open-ended investigation in further detail into one aspect of water
engineering practice.
2. Resilience assessment of one aspect of water engineering practice (50%)
Critique one aspect of current water engineering practice (e.g., supply,
wastewater disposal, drainage, development) against resilience criteria and
propose key areas for change.
References
1. Ainger C., Fenner R.A. (2016) Sustainable Water ICE Publishing ISBN 978-0-7277-5773-9
2. Radhakrishnan M., Lowe R., Ashley R.M., Gersonius B., Arnbkerg-Nielsen K., Pathirana A.,
Zevenbergen C (2019) Flexible adaptation planning process for urban adaptation in Melbourne,
Australia Proceedings of Institution of Civil Engineers – Engineering Sustainability Volume 172
Issue 7 September 2019 pp 393-403
3. Ashley R.M. Gersonius B., Horton B (2020) Managing flooding - From a problem to an
opportunity. Royal Society Philosophical Transactions A Volume 378 Issue 2168 Paper 0214
4. David Butler, Sarah Ward, Chris Sweetapple, Maryam Astaraie-Imani, Kegong Diao, Raziyeh
Farmani & Guangtao Fu (2016) Reliable, resilient and sustainable water management: the Safe &
SuRe approach Global Challenges 2016 (John Wiley)
5. Kate Neely (ed) (2019) Systems thinking in WASH Practical Action Publishing ISBN-078-1-78853-
026-2
6. Butler D., Digman C., Makropoulos C., Davies J.W. (2018) Urban Drainage 4th edition. CRC Press
ISBN 978-1-4987-5058-5
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ESD 1000 Energy, Development and Rural Livelihood
Leader: Dr S Hirmer
Structure: Block module, March (to be confirmed)
Assessment: 100% Coursework
Aims
The module examines energy, development and rural livelihood and delves deeper into
understanding how to best design rural development interventions in a manner that improves
human and economic conditions within complex, low-resource settings. Instrumental to this is
understanding the entire system in which rural developments are embedded – there is a wider,
more complex system at play where the interactions between social, political, institutional,
environmental, and technical aspects have to be considered. For example, how do political interests
impact on infrastructure delivery, or how can societal considerations such as culture have an impact
on the design? The module will help students to critically evaluate infrastructure and to develop an
aptitude for corresponding sustainability considerations.
Objectives
The course learning objectives are to enable students to:
• Understand the complexity of energy service delivery to marginalised groups
• Assess different demographics in energy planning, in particular gender and disability, and reduce
inequalities
• Understand sustainable development and systems integration in the context of rural
development
• Understand the interplay between transport and electricity systems and its relevance for
marginalised groups
• Understand the importance of accounting for needs of varying stakeholders in energy-related
decision-making processes and their impact on project success
• Understand the interplay between natural capital, food security and energy access
• Assess competing stakeholder interest in delivery of electricity.
Content
The module will be of an interactive nature requiring active participation of the students and it will
use real-life examples to enable contextual learning. Where appropriate a guest lecturer will be
invited to provide deeper insight into a specific topic.
The lectures are structured around the following seven themes:
1. Introduction to energy access and rural livelihood
• Energy and climate change
• Development context
• Rural development and rural livelihood
• Energy access for rural development.
2. Energy and gender nexus
• Gender and energy access
• The risk of digitally excluding women with disabilities
• Unforeseen negatives of energy access initiatives.
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3. Sustainable Development
• Systems thinking
• Sustainable rural development
• Project dilemmas
• Decision-making
• Success and its measure.
4. Electrifying transport
• The intertwining of two sectors: transport and electricity
• How can electrification of transport offer benefits to different stakeholder groups?
5. Inclusive design
• Quality data
• Needs mapping
• Value theory.
6. Biodiversity loss and food security

• Stemming biodiversity losses from bioenergy
• Challenges and opportunities of recovering from biodiversity losses
• Stemming losses from food production (energy dependent)
• Challenges and opportunities of recovering from agricultural losses
• Improving biodiversity.
7. Grid reliability vs. energy access

• Barriers to rid reliability
• The importance of an appropriate outage management system
• Pathways to a reliable grid,
Assessment
100% coursework: a 3000-word essay and mapping exercise on one from a list of topics.
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DEPARTMENT OF ENGINEERING
4D4 Construction Engineering
Leader: Prof. G Viggiani

Lecturers: Prof. G Viggiani, Dr I Brilakis
Structure: 14 lectures
Prerequisites: Useful: 3D1 (Geotechnical Engineering I)
3D2 (Geotechnical Engineering II)
4D16 (Construction Management)
Aims
The aim of the course is to familiarise students with key design and construction aspects of those
areas of construction engineering which are commonly encountered in many major civil engineering
projects.
Objectives
• Understand key issues in front-end planning and construction of major civil engineering
infrastructure
• Understand the basics of construction site development, earth removing methods and earth
excavation techniques
• Understand the basics for rock excavation and blasting
• Understand the practical considerations for loading and hauling operations including
productivity estimation, fleet economics and equipment selection
• Understand the design, construction and operational aspects of compacting, finishing and
paving operations for road infrastructure
• Address stability and deformation problems relating to different types of deep excavation
construction (e.g., diaphragm walls, top-down construction, bottom-up construction) in
different ground conditions
• Understand the principal design and construction problems associated with bored tunnel
projects
• Estimate ground movements caused by deep excavations and tunnelling and assess their
effects on buildings and services
• Select appropriate protective and ground improvement measures for different underground
construction problems
• Understand the principal considerations associated with ground water control during
construction
• Understand the conventional and advanced instrumentation techniques used for measuring
ground movements and mechanical strain in practice including advantages and limitations.
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Content
This module aims to familiarise students with key design and construction aspects of those areas of
construction engineering which are commonly encountered in many major civil engineering projects.
These are earth moving and soil excavation techniques, rock excavation and blasting, road
construction and equipment fleet economics, underground construction and tunnelling, and
instrumentation and monitoring. Earthworks for ground and underground construction are
becoming increasingly important as massive rail and road projects are needed to cope with growing
traffic while underground space is being utilised in urban areas for mass transit systems (metros)
and many other areas of infrastructure development. Instrumentation and monitoring is a growing
area with many new innovative techniques being introduced, many of them recently developed at
Cambridge. Rock excavation and blasting, as well as paving operations, provide particular challenges
in many civil engineering projects. This module will introduce students to the latest front-end
planning and construction technologies being used in all these areas.
• Site development and earthmoving materials
• Excavation techniques & earth moving methods
• Loading and hauling
• Road construction
• Fleet economics
• Deep excavations and bored tunnels
• Tunnel stability and ground movements
• Damage to buildings and services caused by deep excavations and tunnels, risk assessments
• Protective measures and ground treatment for underground construction
• Effects of tunnelling and deep excavations on building performance – case histories
• Groundwater control
• Instrumentation and monitoring.
Assessment
100% coursework – 2 papers:
• Underground construction (tunnelling), based on a real project: tasks are to establish tunnel
stability during construction, assess the risk of damage to a building of considerable
historical interest, and design outline protective measures for the building.
• Construction earthwork and equipment: estimation of excavation soil volumes from
drawings, earthwork production calculation, logistics planning for transporting earth
materials and for road construction operations, and equipment economics.
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4E5 International Business
Leader: Dr J Kroezen
Structure: Eight 2-hour sessions with required pre-reading
Aims
The aim of the course is to improve understanding of the global business environment through class
lectures and discussion on:
• Globalisation
• Socio-cultural and political variation in business environments
• International business strategy.
Objectives
• Appreciate the complexities of the international organisational environment when making
strategic decisions
• Understand and apply the concepts and theories of international business strategy
• Understand and apply key concepts related to the institution-based view in strategic
management
• Conduct a comparative analysis of institutional environments in different countries
• Develop strategies to reduce political risks and manage cultural differences.
Content
This course builds on the state of the art in management thinking to provide future managers with
an enhanced understanding of the global business environment. It moves beyond the analysis of
macro-economics and industry competitiveness by paying extensive attention to the social, political
and cultural differences that businesses need to consider when their activities cross borders. An
appreciation of this broader ‘institutional’ environment is essential for managers in order to
accurately identify international opportunities and threats.
Through the analysis of various cases and readings pertaining to different industries and countries,
we will touch upon several key managerial issues that require mastery of the organization’s
institutional context. These include:
• Responding to globalization
• Expanding into foreign markets
• Managing the multinational firm
• Competing in emerging economies.
The course is structured around eight two-hour sessions comprising lectures and firm-level case
discussions:
1. Defining international business
2. Globalization: historic and current trends
3. The institution-based view in international business
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4. Formal institutions Part I: differences in legal and political systems
5. Formal institutions Part II: differences in economic systems
6. Informal institutions: cross-cultural differences
7. Institutional voids: differences in institutional development
8. Recap and/or in-class case study. The future of international business.
Students are required to read a selected number of academic articles and book chapters before each
session. (About 30 pages per session on average.)
Assessment: 100% coursework:

One individual paper of 2500-3000 words providing an analysis of the institutional distance between
two countries and informed recommendations for the internationalization strategy of a firm
The aim of the assignment is to provide you with the opportunity to directly apply the concepts
learned during the course to an empirical setting and encourage you to critically reflect on the
different manners in which firms can cross borders.
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4E11 Strategic Management
Leader: Prof. Shahzad Ansari

Structure: 8 sessions plus coursework
Aims
The aim of the course is to provide participants with an opportunity to discuss the strategic
challenges facing managers in today’s business environment and to develop a facility for critical
strategic thinking.
Objectives
• Show a critical, reflective approach to managerial concepts
• Show familiarity with some of the key models used in strategic analysis and have some
understanding of their application and limitations
• Show a broad overview of managerial disciplines and their interdependency
• Understand some of the current ‘hot’ topics in strategic management.
Content
Strategic management involves the comprehensive analysis of a firm and its environment and the
development of a course of action for the firm. It is therefore a comprehensive topic drawing
together themes from marketing, organisation design, economics, and other business disciplines.
The primary aim of this module is to provide participants with an opportunity to discuss the strategic
challenges facing managers in today’s business environment and to develop a facility for critical
strategic thinking. This will require participants not only to understand the course material, but also
to apply it to business situations through the analysis of businesses cases in class. This overview of
strategy will provide a broad framework for future management study, and a context for
engineering practice.
The lectures will cover a range of topics that provide a basic introduction to strategic management.
In each session, the lecturer will introduce a basic concept and explain its role in the strategic
management process. The class will then analyse a case or discuss the situation facing some well-
known firm in order to explore the application of the concept.
The module will cover eight topics:
1. Course introduction and industry analysis
2. Generic strategies and competitive advantage
3. Expansion strategies and the resource-based view
4. Build, borrow, or buy? Acquiring of new resources
5. Corporate strategy
6. Strategic innovation
7. Platform businesses and non-market strategy
8. Organization, strategy, and society.
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Assessment
100% coursework: Essay of 2500 words.
You will prepare a complete strategic analysis of the current and future prospects for a company of
your choice. The paper should contain a comprehensive industry and market analysis, including a
detailed analysis of relevant competitors, and conclude with strategic recommendations (including
corporate and business strategies) for top management. The selection of companies for strategic
analysis is entirely up to each student; however, firms in industries that are in transition or firms that
are undergoing major strategic changes are potentially more suitable for analysis.
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4G4 Biomimetics
Leader: Dr F Iida
Lecturers: Dr F Iida, Dr W Federle, Prof. H Babinsky, Dr J Herbert-Read
Structure: 14 lectures (weeks 1-7) plus 2 lecture slots for group project presentations
(week 8)
Aims
The aims of the course are for students to develop an understanding of:
• Engineering means to adopt and adapt ideas from nature and make new engineering entities
• Interdisciplinary communication between engineers and biologists
• Planning and conduct of biomimetic research projects
• Professional presentation of research proposals and reports.
Objectives
Specific objectives cover:
• Examples of biomimetics research from lectures
• Effective means to conduct literature searches
• How to select and structure innovative research projects
• How to conduct a biomimetics project in groups
• Practicing professional presentations.
Content
This module aims to introduce methods of conducting interdisciplinary research on biomimetics. We
provide lectures about various biomimetics projects, and the students will apply knowledge and
techniques to their own group projects.
Introduction and project assignment (2 lectures)
• Introduction of the module
• Introduction of biomimetics research (concepts and methods)
• Methods of writing research proposals and reports.
Bioinspired legged locomotion (2 lectures)

• Foundation of biological locomotion
• Models of legged locomotion
• Analysis, experiments and applications.
Biomimetic adhesion and adhesives (4 lectures)

• Foundation of biological adhesion
• Models of biological adhesion
• Analysis, experiments and application.
Orthotic design and assessment (2 lectures)

• Fundamentals of orthotic designs
• Methods of manufacturing and assessment
• Challenges and perspectives.
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Biomimetic flight dynamics (2 lectures)
• Foundation of biological flight locomotion
• Models of flapping flight
• Analysis, experiments and applications.
Bio-mimetic materials (2 lectures)

• Foundation of bio-mimetic materials for mechanical support
• Foundation of bio-mimetic materials for visual appearance
• Bio-materials for biomimetics
• Models, methods, and applications.
Project Presentations (2 lectures)
Assessment
100% coursework assessment, consisting of:
• Written report 1: Group project proposal due in Week 5. Maximum 10 pages. 30%
• Group presentation: Oral presentations of group projects in Week 8. 20%
10-minute presentation + 5 minute discussion.
• Written report 2: Individual reports of group projects due in Week 15. 50%
Maximum 10 pages.
Each project group will attend 2 group supervision sessions (compulsory, timetabled for one hour
each in Week 3 and 6), supervised by F Iida and W Federle (2-6 sessions each depending on the
number of students). In these supervisions, project groups should report and discuss the contents of
the project proposal (Week 3), and that of the final presentations and reports (Week6). One
demonstrator will also be available in Weeks 6-8, who assists further group projects.
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4M23 Electricity and the Environment
Leader: Dr T Long
Lecturers: Dr T Long, Prof. M Pollit, Prof. R McMahon
Prerequisites: A basic engineering knowledge of electricity (first-year undergraduate) and a
familiarity with the units and notation associated with energy science and
engineering is an advantage, but not essential. Assessment will be structured so
as to be accessible to students from a range of backgrounds.
Aims
• Provide students with a firm foundation in modern electricity policy with an emphasis on the UK
• Introduce students to a wide a variety of mature and emergent electricity generation and
demand-side technologies
• Expose students to the local, regional and global environmental effects of energy use
• Introduce the key considerations of energy policy and develop frameworks by which progress
against policy goals may be achieved
• Discuss issues with electrification of heating and transport.
Objectives
• Critique scenarios for the future UK electricity system out to 2050
• Evaluate and compare the efficacy of different electricity generation technologies
• Understand current and future electricity policy options
• Appreciate how economics and engineering interact in a sustainable electricity system.
Content
This module is a postgraduate module of Cambridge Judge Business School. It has its origins as an
elective course of the MPhil in Technology Policy and the MPhil in Engineering for Sustainable
Development.
Lecture 1: Overview – Class introduction
• History of electrical power and energy policy
• Fundamentals of the UK and USA electricity system
• UK energy policy and politics
• Principles of good energy policy
• Recent UK Energy White Papers.
Lecture 2: Environmental effects of fossil fuel use and what to do about them
• Local emissions and impacts
• Putting a price on damages?
• Economic approaches to externalities
• Pricing carbon
• Experiences of the EU Emissions Trading System and carbon pricing in Australia.
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Lecture 3: Electricity demand
• Economics of electricity demand
• The economics of smart energy services
• Technological aspects of electricity demand
• Social aspects of electricity demand
• Demand-side policy.
Lecture 4: Fossil fuel generation, storage and future electricity markets

• Current status of fossil-fuel power generation
• Economics of carbon capture and storage
• The economics of electricity storage
• Business models for the internet of energy
• Future electricity market design.
Lecture 5: Renewables and the electricity system

• Renewables context
• Potential for renewables in the UK
• Place of renewables in the electricity system
• How to subsidise renewables
• Lessons from around the world.
Lecture 6: Electrification of heating and transport

• The economics of heating
• Decarbonising the gas network
• Sector coupling: power to gas
• The economics of transport
• Decarbonisation of transport
• Electrification of transport: cars, trucks, ships and planes?
Lecture 7: Electricity Networks

• Transmission and distribution system engineering considerations
• Design and operation
• History of the grid and legacy issues
• Distributed generation
• High voltage DC and interconnection.
Lecture 8: Nuclear power, electricity security and EU policy

• The economics of nuclear power
• Energy security
• EU Energy policy
• EU 2030 targets
• Roadmap 2050
• Good electricity policy?
Assessment
100% coursework: Essay on the 2030 decarbonisation challenge facing the UK electricity system,
2000 words.
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ET-B2 Renewable Energy 1: Wind, Wave, Tidal and Hydro
Module offered by the MPhil in Energy Technologies

Leader: Dr S Scott
Lecturers: Dr S Scott and invited lecturers
Assessment: 100% coursework (turbine design project)
Prerequisites: See the partial list of prerequisites below. An appropriate technical background
is needed and will be checked by the Energy Technologies Course Director.
Content
• Fluid mechanics applied to wind turbines (4 hr)
Aerodynamics of wings applied to wind turbines
• Tidal turbines (4 hr)
Fluid mechanics of tidal turbines
• Wind turbine structures (4 hr)
Structural aspect of onshore and offshore turbines
• Wind industry (2 hr)
Development and future of the wind industry
• Introduction to design project (2 hr)
Assessment
Turbine design project (100%).
This module is assessed by a turbine design project. Students are asked to design and optimise the
rotor of a scale model of a turbine. This involves applying the fluid mechanics from the earlier part of
the course and understanding how to scale models correctly. Rapid prototyping is used as part of the
optimisation of the rotor.
Design project learning outcomes
• Understanding of key aspects of fluid mechanics applied to tidal and wind turbines
• Structural limitations
• An appreciation of the wind industry.
• Introduction to 3D solid modelling and rapid prototyping.
Prerequisites for Wind Turbine Aerodynamics

A working knowledge of the fluid-mechanics content in Part I (years 1 & 2) of the undergraduate
engineering course will be assumed. In particular, you should be familiar with the following:
• Reynolds number: Definition, interpretation
• Theoretical simplifications and their validity: Incompressible flow, inviscid flow
• Equations of motion for steady, incompressible, inviscid flow: Bernoulli’s equation, streamline-
normal equation
• Control-volume equations for steady flow: Continuity (mass conservation), momentum.
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ET-B3 Renewable Energy: Solar and Biofuels

Leaders: Prof. N Swaminathan and Dr F Smail
Timing: 4 lectures in Michaelmas term and 4 lectures in Lent term.
Structure: Assessment takes place in Lent term, so ET-B3 is counted as a Lent-term module.
Assessment: 100% coursework and class discussion
Prerequisites: See the partial list of prerequisites below. An appropriate technical background
needed and will be checked by the Energy Technologies Course Director.
Course overview
This course will focus on a variety of different methods to harvest solar radiation and convert it into
usable energy, including photosynthesis, solar thermal, and photocatalysis. The feasibility of solar-
derived energy and its potential to be integrated into energy systems of the future will be examined
in a variety of contexts. The course will explore the sustainability of many of these technologies and
will study the climactic and environmental impacts of these sources relative to conventional energy
production and other alternatives. Developing technologies will be introduced by reviewing recent
scientific literature. All students will participate in weekly discussions focused on assigned scientific
readings relevant to the topics covered.
Prerequisites
• For the solar portion of the module: Some undergraduate-level background in fluid mechanics
and heat transfer is desirable. A strong background in maths and analytical deduction is a must.
• For the biofuels portion of the module: Some undergraduate-level background in chemistry and
thermodynamics is desirable. Good numerical literacy is required, but the level of mathematical
and analytical deduction skill needed is lower than for the solar portion of the module.
Content
Michaelmas term lectures (solar thermal)
• Solar radiation characteristics
• Ground-level solar irradiation

• Selected topics on heat transfer: energy balance on solar collectors
• Properties of typical materials used in solar applications
• Typical collector arrangements
• Energy Storage
• Applications
─ Water heating – active and passive
─ Building heating: active, passive and hybrid
─ Cooling – absorption and evaporative
─ Solar power cycles
• Modelling and design of solar systems.
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Lent term lectures (biofuels)
• Conversion of Solar Energy to Biomass
─ Photosynthesis fundamentals
─ Comparison of efficiencies
• Biomass Structure, Resources and Availability

• Thermal Conversion Processes
─ Combustion
─ Pyrolysis
─ Gasification
• Biological and Chemical Conversion Processes

─ Ethanol
─ Butanol
─ Biodiesel
• Lifecycle Analysis of Energy Use and Emissions
Assessment
Each student will be evaluated based on:
• Participation in class discussion (10%)
• Two reports of 2500 words each, one on each part of the module (90%).
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ET-B4 Energy Systems and Efficiency

Leader: Dr J Cullen
Structure: Eight 2-hour sessions plus coursework and select committee exercise
Prerequisites: An appropriate technical background is needed and will be checked by the
Energy Technologies Course Director.
Synopsis
This course aims to present useful information, methods and tools for engineers about energy
systems and their efficiency. Students are expected to develop a broad understanding of the
‘complex industrial machine’ which delivers energy services and goods to consumers.
Objectives
On completion of the module students should:
• Have a holistic view of the global energy system and how demand for energy services is driving
climate change
• Be able to find and use energy data at different spatial and temporal scales
• Be aware of different technical methods for assessing energy efficiency and prioritising action to
reduce emissions
• Have an appreciation for the role of energy policy in reducing energy demand through efficiency
measures.
Content
Content includes:
• Lectures in energy systems, energy efficiency, energy costs, energy policy, conversion
devices, and passive systems
• Application of methods and tools to vehicles, buildings and industry
• Group learning through a Select Committee exercise.
The eight lectures cover:

1. Course details; Energy systems
2. Energy efficiency; Energy supply chain
3. Efficiency Limits
4. Workshop – software and tools
5. Industry
6. Vehicles
7. Buildings
8. Select Committee exercise.
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Assessment
1. Country Level Energy Use and Demand Reduction Technologies 40%
a. Country Level Energy Use
Contrast a developed and developing country, comparing energy balances,
demand, imports-exports, infrastructures (1000 words).
b. Energy Demand Reduction Technology
Describe an energy service and impacts on the country energy systems
(1000 words).
2. Group presentations 10%

10-minute presentations, plus 10 minutes of questions, based on a review of
pre-selected sources (e.g., journal papers, reports).
Marks based on preparation, participation and technical review of the papers.
3. Select Committee Exercise

a. Stakeholder Position Paper 20%
Groups of 4 or 5 students each prepare a 3000-word position paper
That sets out their stakeholder view on the future of the UK’s energy
system until 2050.
b. Select Committee debate 10%
c. Reflection Paper 20%

Individual 1000-word reflection paper that describes observations and
learning from the Select Committee exercise.
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JUDGE BUSINESS SCHOOL
TP 4 Business, Government and Technology in Emerging Markets
Leaders: Prof. J Prabhu and Mr N Gough
Structure: Eight 2-hour sessions with required pre-readings for each session
Assessment: 100% exam (class test)
Module Description and Objectives

This course is a survey of three distinct yet related forces—business, government and technology—
in the context of emerging economies. Each of these forces individually plays an important role in
how emerging economies are striving to grow while controlling inequality and ensuring
sustainability. Increasingly, these forces also interact with each other in both positive and negative,
predictable and unanticipated ways.
This course will include case studies pertaining to the role of business, government and technology
in emerging markets. By engaging in discussion on such issues we will try to develop a perspective in
which to analyse such issues. We will familiarise ourselves with key concepts and opposing
arguments that are often overlooked in popular media.
The course will take an interdisciplinary perspective and will attempt to help students develop their
skills as researchers in these areas as well as formulate and inform policy on these topics. Having
completed the course, students should be able to knowledgably review and evaluate academic and
policy papers on topics related to business, government and technology in emerging economies.
Content
The course will consist of eight two-hour sessions. All students must read all papers in detail in
advance of the session.
Week 1: Innovation and Emerging Markets
This session will look at 1) what role innovation plays in emerging economies, 2) do emerging
economies require a particular type of innovation, and 3) how to innovate for and market to the
Bottom of the Pyramid.
Week 2: Government Innovation in Emerging Markets

This session will look at how governments should and are innovating in emerging economies in order
to make service delivery more efficient, responsive, transparent and bottom up. It will lay out a
framework for how to enable the public sector to innovate faster, better and cheaper.
Week 3: The Globalisation of Innovation: The Role of Emerging Markets with a Special Focus on
China
With a special focus on China, this session will look at 1) how emerging markets are increasingly a
hub for multinational R&D/innovation, 2) the drivers of this phenomenon, 3) the types of R&D that
MNCs are doing in emerging economies, 4) the role of domestic companies and local entrepreneurs
in this process, and 5) the policy implications of all this.
55
Week 4: Policies for Sustainable Growth in Emerging Markets
This session will bring together various theories of development to identify policy prescriptions for
how emerging markets can grow sustainably. Specifically, it will look at the relationship between
productivity, technology, the informal versus formal sector, and urbanisation, and will develop a
case for a bottom-up model of growth in emerging markets that brings together business,
government and technology.
Week 5: Policy Making and Implementation in Emerging Markets

This session will consider how the policy environment in emerging markets differs from developed
markets in terms of formal rules, informal norms and enforcement characteristics. We will discuss
the implications of this for the development of businesses and business strategy. We will critique the
concept of ‘international best practice’ using the example of mobile subscriber registration and
focusing on the experience of MTN in Nigeria.
Week 6: External Influences on Policy Making in Emerging Markets

This session will discuss change and inertia in policy making in emerging markets. We will review the
forces leading to international harmonisation of regulation and we will consider how businesses seek
to shape the policy environment and their business strategies accordingly. We will consider the
impact of international harmonisation of regulation through discussion of how patent protection
impacts access to pharmaceuticals in emerging markets. We will also look at the role of standards-
making bodies in technology and their strategic significance for emerging markets.
Week 7: Management of risk in the regulation of technology

This session will consider risk in the context of new technology (e.g., GM, mobile technology)
focussing on the different policy approaches between developed and emerging markets. We will
discuss the Precautionary Principle and specifically how scientific evidence and concern about risk
impact the acceptance of technology and policy and policy making. We will look at how the
Precautionary Principle has been interpreted and consider the approach taken by the Indian
government on regulation of EMF (electric magnetic field) emissions from mobile base stations.
Week 8: Issues in cross-border investment

This session will focus on policies in emerging markets towards foreign direct investment (FDI). We
will look at the importance of FDI and the related theme of remittances and diasporas. We will
consider both emerging market and developed market perspectives towards FDI and the objectives
and applications of policies relating to FDI. We will specifically discuss CFIUS – its origin and
processes and how it is shaping global policy relating to national security issues and – data
protection, IP, national security. We will also look at specific FDI policies in online retailing in India
and consider the implications for broader business strategy in emerging markets.
Assessment
100% exam (class test)
56

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Elective Handbook 2021-2022

Please return the Elective Selection Form to Madeline Woodruff at susdev-mphil-

Induction Week (4-6 October) (Mandatory) Residential Field Trip (Mandatory)

CORE MODULES (Mandatory)

MANAGEMENT MODULES (Mandatory)

SUPPLEMENTARY PROGRAMME (Mandatory)

ELECTIVE MODULES (Choose 2 modules in each term)

ET-B2 Renewable Energy 1: Wind, Wave, Tidal and

Judge Business School

12,000 to 15,000 word DISSERTATION: April to August 2022

CENTRE FOR SUSTAINABLE DEVELOPMENT

Responses: Role of policy frameworks. Sustainable Development Goals and multilateral

Metrics: Policy appraisal. Cost-benefit analysis. Life-cycle analysis. Sustainability indicators.

Why might someone find the module useful?

Why might they find it challenging?

Assessment: 100% coursework (1 item)

Leader: Prof. R C Carter

Why you might enjoy the module

Why you might find it challenging

Objectives and key themes

Session 2: Understanding development. Historical and philosophical understanding of development.

Session 5: Beyond infrastructure. Behaviour change: its importance, challenges to change,

Session 6: Sustainable and equitable development. Notions of sustainability. Dimensions of

Assessment: 100% coursework.

Chambers R (1995) Poverty and livelihoods: whose reality counts?

Sen A (1999) Development as Freedom. Oxford University Press.

Background to renewable energy (1 lecture)

Large-scale wind power (4 lectures)

Introduction to hydroelectric and tidal barrage schemes (1 lecture)

Solar photovoltaics and power electronics for renewables (6 lectures)

Integration of renewable sources into the grid (1 lecture)

Introduction to economics of renewable electricity (1 lecture)

Examples class and guest lecture (2 lectures)

Assessment: group and individual submissions

2. IP systems, prosecution and litigation; searching and analysing patent data

3. Technology, strategic and economic value as a fundamental concept for effective IP

4. Mastering markets for technology and licensing

6. Developing effective IP strategies (Guest speaker: medical device industry)

Session 2: Digital innovation: platforms and ecosystems

Session 3: Business model innovation

Session 4: Data and algorithms

Session 5: Knowledge and innovation

Session 6: Open innovation

Session 8: Student presentations

Identification: How do companies keep up with scientific and technological developments?

Protection: Protecting technology to ensure future business opportunities

Acquisition: Different routes to acquire technology from partners

Technology managers: lessons from the trenches

Assessment: 100% coursework.

Leader: Prof. J M Allwood

Part I: Background and context

2. The political context of climate mitigation

Part II: Physical options for mitigation

4. Demand-side options for mitigation: transport, buildings and industry

5. Options for mitigating non-energy related emissions

7. Physical constraints: limits to efficiency improvements and substitution

9. Poster session: Display and review of posters

13. Breaking out of inevitable lock-in: decision analysis

14. Breaking out of inevitable lock-in: agendas, quality and alliances

15. Group tutorials 2

Module offered by the MPhil in Technology Policy

Session 2: Problem identification and user needs

Session 3: Idea Generation – the Fuzzy Front End of Innovation

Session 5: Application: Global innovation at LMarks