Environmental and Sustainability Management

learning outcomes of a unit. One credit is equal to 10 hours
of TQT.

ENTRY REQUIREMENTS

These qualifications are designed for learners who are typically aged 21 and above.

The entry profile for learners is likely to include at least one of the following:

● Relevant Level 6 qualification. Normally an Honours degree (or equivalent) from a
recognised institution.
● Demonstration of relevant professional experience. Applicants should have at least
3 years professional experience in the field (learners must check with the delivery
centre regarding this experience prior to registering for the programme)

English requirements: If a learner is not from a majority English-speaking country, they must
provide evidence of English language competency. For more information visit the English
Language Expectations page on the OTHM website.

PROGRESSION

Successful completion of the OTHM Level 7 Diploma in Environmental and Sustainability
Management enables learners to progress into or within employment and/or continue their
further study. As this qualification is approved and regulated by Ofqual (Office of the
Qualifications and Examinations Regulation), learners are eligible to progress to Master’s top-
up programmes at many universities in the UK and overseas with advanced standing. For
more information visit the University Progressions page on the OTHM website.

DELIVERY OF OTHM QUALIFICATIONS

OTHM do not specify the mode of delivery for its qualifications, therefore OTHM centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
learners. However, OTHM centres should consider the learners’ complete learning experience
when designing the delivery of programmes.

It is important that centres develop an effective delivery method to teaching and learning that
supports the progression and stretch of learners.

OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted. Where
it is reasonable and practicable to do so, it will take steps to address identified inequalities or
barriers that may arise.

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Guided Learning Hours (GLH) which are listed in each unit gives centres the number of hours
of teacher-supervised or direct study time likely to be required to teach that unit.

ASSESSMENT AND VERIFICATION

All units within this qualification are assessed and internally quality assured by the centre and
externally verified by OTHM. The qualifications are Criteria referenced, based on the
achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.
Judgement that the learners have successfully fulfilled the assessment criteria is made by the
assessor.

Specific assessment guidance and relevant marking criteria for each unit are made available
in the Assignment Brief document. These are made available to centres immediately after
registration of one or more learners.

The assessor should provide an audit trail showing how the judgement of the learners’ overall
achievement has been arrived at.

Assessment Tracking and Recording Learner Progress

It is necessary to track and record learner achievement throughout the delivery period of the
Diploma and this should not be left until the end of the course.

This will include requalification gular review of learner work through formative and summative
assessment and internal quality assurance at planned intervals during the programme:
● before decisions have been made on any unit
● sampling evidence once one or two of the units or assignments are completed.

Tracking learner progress, recording the achievement of each learner per criteria on a unit-
by-unit basis ensures:
● the assessment evidence is clearly measured against national standards.
● learner progress is accurately tracked.
● the assessment process can be reliably verified.
● evidence is valid, authentic and reliable for the safety of certification.
● identification of which assessments are outstanding.
● internal verification is timely.
● samples for standards verification and other external audits can be made available as
required.
● up to date, securely stored assessment records help to minimise the risk of
assessment malpractice and potential issues, maintaining the integrity of the
qualification.

Tutors/Assessors should provide learners with formative and summative feedback to aid
development during their studies.

Formative Assessment

Formative assessment is an integral part of the assessment process, involving both the
Tutor/Assessor and the learner about their progress during the course of study.

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Formative assessment takes place prior to summative assessment and focuses on helping
the learner to reflect on their learning and improve their performance and does not confirm
achievement of grades at this stage.

The main function of formative assessment is to provide feedback to enable the learner to
make improvements to their work. This feedback should be prompt so it has meaning and
context for the learner and time must be given following the feedback for actions to be
complete. Feedback on formative assessment must be constructive and provide clear
guidance and actions for improvement.

All records should be available for auditing purposes, as we may choose to check records of
formative assessment as part of our ongoing quality assurance.
Summative Assessment

Summative assessment is used to evaluate learner competence and progression at the end
of a unit or component. Summative assessment should take place when the assessor deems
that the learner is at a stage where competence can be demonstrated.

Learners should be made aware that summative assessment outcomes are subject to
confirmation by the Internal Verifier and External Quality Assurer (EQA) and thus is provisional
and can be overridden. Assessors should annotate on the learner work where the evidence
supports their decisions against the assessment criteria. Learners will need to be familiar with
the assessment and grading criteria so that they can understand the quality of what is required.

Evidence of both formative and summative assessment MUST be made available at the time
of external quality assurance – EQA.

RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT

Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit through
knowledge, understanding or skills they already possess and do not need to develop through
a course of learning.

RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:
● Accreditation of Prior Learning (APL)
● Accreditation of Prior Experiential Learning (APEL)
● Accreditation of Prior Achievement (APA)
● Accreditation of Prior Learning and Achievement (APLA)

All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the learning
outcome and its related assessment criteria at that particular level.

Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more learning
outcomes, or to partly meet the need of a learning outcome, then additional assessment
methods should be used to generate sufficient evidence to be able to award the learning
outcome(s) for the whole unit. This may include a combination of units where applicable.

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EQUALITY AND DIVERSITY

OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all other
related equality and diversity legislation, in relation to our qualifications.

We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
religion or belief, and sexual orientation.

If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly in
the qualification specification.

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UNIT SPECIFICATIONS

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Fundamentals of Sustainability

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content

1. Understand the key concepts of
sustainability and their relation to
economic growth and development.
1.1 Describe the most used definitions of sustainability
and corporate social responsibility (CSR.)

1.2 Explain how sustainability differs from CSR and why
unsustainable CSR may pose a reputational and
financial risk for organisations.

Corporate Social Responsibility (CSR):

o CSR is a self-regulating business model that
assists a company to be socially accountable to
the public, itself, and its’ shareholders. By
implementing CSR - also known as ‘corporate
citizenship’ - businesses can be conscious of the

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1.3 Analyse the reasons behind “tragedies of the
common” and why sustainability must be approached at
a systemic level.


specific impact they’re having on society,
including environmental, economic and social.
o Definition of sustainability, difference from CSR.
o Unsustainable CSR. Greenwash. Examples,
implications.
o Sustainable consumption. Earth Overshoot Days.
If we consider the end of life, can we still
conclude that Malthus was wrong?
o Triple Bottom Line.

● Introduction to Systems thinking and systems
resilience. Tragedy of the commons.

NB: Systems thinking is covered in detail by Unit 5 –
Delivering Transformational change

2. Understand the context of
sustainability and the reasons for urgent
action, with a special focus on climate
change and biodiversity.
2.1 Define the nine planetary boundaries and the
meaning of systems resilience.

2.2 Explain the meaning of ecosystem services and
their relationship with organisations, products, services,
and human needs.

2.3 Analyse the current focus on climate change and
biodiversity loss and the reasons why these areas
dominate agendas of most governments.

2.4 Critically assess the impact of global trends on the
Triple Bottom Line and the need for transition towards
sustainability.

Resilience of the planet:
o The Nine Planetary boundaries
o Climate change
o Change in biosphere integrity (biodiversity loss
and species extinction)
o Stratospheric ozone depletion
o Ocean acidification
o Biogeochemical flows (phosphorus and nitrogen
cycles)
o Land-system change (for example deforestation)
o Freshwater use
o Atmospheric aerosol loading (microscopic
particles in the atmosphere that affect climate
and living organisms.)
o Introduction of novel entities
o Approaches to valuing nature. Ecosystem
services.
o The meaning of (dynamic) resilience.

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o Major threats and transformation of the natural
world – the “burning platform” (waste, Climate
Change, biodiversity, population growth, child
labour, social inequality.)

Climate change:
o What does climate science tell us? (IPCC
technical report.)
o Global warming and its consequences.

Delivering social progress within planetary boundaries:
o “Doughnut economics”:
o Triple Bottom Line (environment, society,
economy)

3. Understand the role of private
enterprises and innovation in the
transition to sustainability.
3.1 Describe how sustainability issues present risks and
opportunities for business in both a local and a global
context.

3.2 Explain why actions of governments are not
sufficient to tackle environmental and social challenges.

3.3 Explain the meaning of externalities and how to
tackle undesirable externalities through innovation in
process, product, and reporting.

3.4 Analyse the industries that most contribute to
climate change and environmental degradation to
evaluate how they can tackle the problem at both a
local and a global level.

3.5 Evaluate why private enterprises and innovation are
critical for the delivery of the transition to sustainability.


Sustainability Issues:
o Plastic Pollution
o Water Shortage
o Biodiversity
o Climate Change
o Air Pollution
o How can these be viewed as risks and
opportunities?
o Sustainability maturity

Key industries, from the perspective of environmental
degradation:
o Oil & gas
o Energy & heat
o Agriculture
o Transport
o Built environment.
o Banking and finance.
o The above contributions to Climate Change and
environmental degradation and how they tackle it
(or not.)

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Externalities:
o Meaning of externalities. “Gain is private, loss is
public.”
o Traditionally, negative externalities (e.g. air
pollution) were considered a problem for the
government and for the regulator. It is not
sufficient; externalities need to be included in
companies P&Ls and tackled from inside of the
organisation rather than wait for industry
regulators.
o Emergence of mandatory non-financial reporting
and disclosure.

4. Understand the need for global
initiatives and treaties on sustainability
and climate change.
4.1 Discuss the role of the key international institutions
and agreements that contribute to sustainable
development.

4.2 Analyse the impact of international initiatives and
treaties on policies of individual states and regions.

4.3 Evaluate the importance of global initiatives and
treaties for sustainable development.

Key international agreements on climate change and
sustainable development, at a high level:
o The Rio Declaration on Environment and
Development
o United Nations Framework Convention on
Climate Change (UNFCCC). Non-Annex 1
countries.
o Paris Accord.
o Kunming-Montreal Global Biodiversity
Framework
o UN Sustainable Development Goals (Agenda
2030)

NB: International collaboration and international agreements
are covered in detail by Unit 7 - Politics and Policies.
5. Understand the principles and
perspectives of business ethics and its
use in discussions regarding climate
change and sustainability.
5.1 Identify sources of ethical guidance that can be
used in daily professional practice to promote
sustainability.

5.2 Describe the meaning of an ethical culture of an
organisation and the implications of unethical
behaviour.
An introduction to business ethics:
o Elements of Business Ethics and areas of
application (individual, employees, Board,
customer, supplier, community, outer
environment).

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5.3 Critically evaluate the importance of embedding
business ethics to achieve sustainability.


o Moral Principles. Utilitarianism. Kantism.
Libertinism. Expectancy Theory. Equity Theory.
o Impact of culture on (un)ethical behaviour.
Reputational risk. Impact of unethical behaviour
on share price and P&L.
o Seeking guidance. Ethical code, Code of
Conduct.



Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards
specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1 – LO5 All AC’s under LO1 – LO5 Coursework 4,500 words


Indicative Reading List

Bowie N. (2013) Business Ethics in the 21st Century (Issues in Business Ethics Book 39) 3th Edition ISBN 978-9400762220

Caradonna, J.L. (2016) Sustainability: A History ISBN 978-0190614478

Club of Rome (1972) The limits to growth Available online https://archive.org/details/TheLimitsToGrowth

Cohen, R. (2020) Impact: Reshaping capitalism to drive real change ISBN 978-1631955143

Hahn, R. (2022) Sustainability Management: Global Perspectives on Concepts, Instruments, and Stakeholders ISBN 978-3982321103

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Kane, G. (2011) The Green Executive: Corporate Leadership in a Low Carbon Economy ISBN 978-1849713344

Polman, P. (2022) Net Positive: How Courageous Companies Thrive by Giving More Than They Take ISBN 978-1647824730

Robertson, M. (2021) Sustainability Principles and Practice ISBN 978-0367365219

World Commission on Environment and Development (1987) Our Common Future Available online:
https://sustainabledevelopment.un.org/content/documents/5987our-common-future.pdf

Earth Overshoot Day: https://overshoot.footprintnetwork.org/

Additional Resources

United Nations: https://www.un.org/en/

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Environmental Science and Energy Transition

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content

1. Understand the physics of the energy-
related carbon cycle and its impact on
temperature.
1.1 Identify and differentiate what we mean by Scope 1,
2 and 3 of the carbon footprint.

1.2 Describe the carbon cycle related to energy uses
and the meaning of the term “Anthropocene”.

1.3 Explain how carbon footprinting differs from lifecycle
assessment.

● Physical principles of energy technologies, the
energy-related carbon cycle.

● Historic overview of energy use. With specific
focus on indigenous energy sources and their re-
introduction.

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1.4 Explain how to read key Intergovernmental Panel
on Climate Change (IPCC) reports and apply the
knowledge on a published report.

1.5 Analyse the physical principles of energy
technologies and how energy technologies were
historically used.

1.6 Analyse the work of the IPCC and its role in
international efforts to tackle climate change.

● Brief history of coal and oil (to provide context
and comparison with current developments
particularly of renewables.)
The point of this is to:
o A) appreciate old/indigenous technologies
that may come back, revived,
modernised.
o B) appreciate that the current energy
systems didn't just appear mature, but
they have been developing over time.
Renewables are sometimes dismissed as
"inefficient". Coal and oil also started as
inefficient.

● Introduction of Carbon footprint – the 3 different
scopes and CO2-equivalent (CO2e, CO2eq)

● Carbon budget. Outsourcing of carbon
emissions.

● The difference between carbon footprint and life
cycle assessment (analysis)

Climate Change
o Overview of Climate science and Warming
projections
o Introduction to Intergovernmental Panel on
Climate Change (IPCC). Exercise: understanding
IPCC reports, specifically the technical and the
policy report, what to look for, how to read charts
in the reports.
o From Holocene to Anthropocene

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2. Understand the physical principles of
harvesting renewable alternatives to
fossil fuels and the technological and
market developments within this area.
2.1 Explain the technological trends, market
developments and physical principles of PV and
concentrated solar power.

2.2 Explain the technological trends, market
developments and physical principles of onshore and
offshore wind harvesting.

2.3 Explain the technological trends, market
developments and physical principles of hydroelectric
power plants and wave and tidal energy harvesting

2.4 Analyse the environmental impact of; onshore and
offshore wind harvesting; hydroelectric plants; wave
and tidal energy harvesting.

2.5 Analyse the physical principles of harvesting
geothermal energy and contemporary technological
trends.

2.6 Evaluate how the natural settings of a given
country/region support or hinder the use and
development of renewable energy harvesting
technologies.

Renewable alternatives to fossil fuels:
o Solar (PV, concentrated)
o Wind (onshore, offshore)
o Hydropower (incl. wave and tidal)
o Geothermal

● Physical principles, environmental impacts,
developments in harvesting technology,
development of markets incl. government
intervention (where this is material) for every type
of renewable alternatives.

● Suitability of any of these technologies for a
particular country or region. Geophysical
requirements.

NB: only fundamentals are needed in this Unit, Carbon
accounting is covered in more detail in Unit 6 - Net Zero.

3. Understand the physical principles of
non-renewable alternatives to fossil fuels,
the political sensitivities of non-
renewables and the technological, and
market developments related to these
sources of energy.
3.1 Discuss the physical principles of the Carbon
Capture and Storage technology, its technological
development, existing markets and ambitions of oil
producing states and China.

3.2 Explain the physical principles of using biomass
(biofuel) and why biomass is sometimes considered a
renewable energy source.

3.3 Explain the physical principles of using nuclear
power and storing nuclear waste, and its role in national
energy security strategy for various countries.

Non-renewable alternatives to fossil fuels:
o Biomass/biofuel
o Nuclear incl. nuclear waste
o Hydrogen (green, blue, turquoise, etc.)
o Carbon capture and storage (“clean coal”, “clean
oil”) Developments in Norway, Saudi Arabia and
China.
o Physical principles, environmental impacts,
developments in harvesting technology,
development of markets incl. government
intervention, for every type of non-renewable fuel.

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3.4 Explain the physical principles of hydrogen, the
different “colours” of hydrogen and the technological
risks related to hydrogen use.

3.5 Critically analyse the environmental impact of
biomass and nuclear energy and their political
sensitivity.

● Political sensitivities particularly around biomass
(deforestation) and nuclear (lack of social licence
in some countries).



4. Understand the dependence of
alternative energy sources on storage
and grid management.
4.1 Outline the difference between a centralised and
distributed grid.

4.2 Compare the energy storage options for different
types of renewable energy.

4.3 Describe the importance of energy storage and grid
management systems for energy transformation.

4.4 Explain the importance of life cycle assessment in
understanding of the environmental impact of lithium
batteries.

4.5 Analyse how a circular economy can be used to
manage battery waste and shortage of rare raw
materials.
Storage of energy:
o Energy storage for solar and wind.
o Hydrogen economy, role of hydropower as a
virtual battery and other technological
alternatives.

● The role of nuclear energy in balancing the grid
and ensuring energy security.

● Environmental impact of lithium batteries (which
is a controversial topic) explained using lifecycle
analysis. Explore the circular economy as a
waste management strategy.

● Centralised vs distributed grid.

NB: principles of Circular Economy and circular business
models are covered in detail by Unit 3 - Sustainability as a
business strategy.

5. Understand the trilemma of energy
transformation and the need for national
policies and international cooperation.
5.1 Assess national and international policies for
fostering the dissemination of renewable energy
technologies.

5.2 Evaluate what is meant by the trilemma of energy
transformation.

● The trilemma of energy transformation -
sustainability, affordability, security.

Importance of international collaboration:
o Political impact and challenges of transition
networks. Example: project Desertec and why did
it fail.

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5.3 Critically assess the role of international
collaboration as an enabler of energy transformation.
o European super grid, IPS/UPS in CIS (former
USSR) etc.
o EU climate policy target and policy. National
Renewable Energy Action Plan (UK NREAP).
o International policies for promoting renewable
energies (UNFCCC-INDC.)

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards
specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1 to LO5 All AC’s under LO1 to LO5 Coursework 4,500 words


Indicative Reading List

Everett, B., Peake, S., Warren, J. (2021) Energy Systems and Sustainability: Power for a Sustainable Future ISBN 978-0198767640

Morgan,T. (2016) Life After Growth: How the Global Economy Really Works - And Why 200 Years of Growth Are Over ISBN 978-0857195531

Quaschning, V. (2016) Understanding Renewable Energy Systems ISBN 978-1138781962

Schernikau, L., Hayden Smith, W. (2022) The Unpopular Truth about Electricity and the Future of Energy ISBN 979-8362596620

Smil, V. (2018) Energy and Civilization: A History ISBN 978-0262536165

Hamouchene, H. (2023) Desertec: What Went Wrong? Available online https://www.ecomena.org/desertec/

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Whiteman, G., Walker, B., Perego, P. (2013). Planetary boundaries: Ecological foundations for corporate sustainability, Journal of Management
Studies, 50(2), 207-336.

The International Energy Agency: www.iea.org

Global Wind Energy Council: https://gwec.net

Additional Resources

Bloomberg NEF: https://about.bnef.com/

UNEP + GRID Arednal (comms): www.grida.no

National Government websites (many have pathways of transformation and/or calculators)

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Environmental Management in Organisations

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content

1. Understand topics relevant for
environmental management and the
reasons why organisations should
choose to manage them.
1.1 Define the context in which environmental
management is undertaken.

1.2 Describe the most used environmental
management standards at a fundamental level.

1.3 Explain the scientific principles and processes to
environmental management problems.

1.4 Analyse why some areas of environmental impact
are more concerning than others for an organisation.
Areas of environmental impact and management and why
these should be a concern for organisations:
o Climate change and its impact on sea levels.
o Risk of flooding risk, coastal hazard.
o Risk of draughts and water shortage.
o Air Pollution.
o Solid waste.
o Landfilling.
o Deforestation and biodiversity loss.

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o Water pollution.

This can be made specific to the region where this module is
available, e.g. flooding is a material issue in the UK, draughts
and lack of water is material in Spain, air pollution is material
in parts of Asia, deforestation of the tropical forest in Central
and South America etc.

Introduction to environmental management (EM) in
organisations:
o Environmental drivers for organisations.
o Why should organisations care about the
environment?
o Policy makers’ view
o Stakeholders’ view.

Overview of EM standards:
o ISO 14001:2015
o Green Dragon
o British Standard (BS) 8555
o BS EN ISO 14005
o EMAS Global

Regional standards may be included depending on where the
module will be delivered.

2. Understand environmental
assessment and management tools and
their advantages and disadvantages.
2.1 Describe how areas of environmental management
are selected by organisations.

2.2 Explain how commonly used environmental
management and assessment tools are used by
organisations.

2.3 Analyse the purpose of an Environmental
Management System (EMS).

Purpose of EMS
o Costs and benefits of implementing an EMS.
o Standards and guidelines.

● Ways to identify and evaluate environmental
aspects and environmental risks. Factors to
consider and techniques to determine which ones
are significant.

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2.4 Evaluate the advantages and disadvantages of
commonly used environmental management and
assessment tools.

● Relevant risk assessment standards and
guidelines.

● Controlling, checking and monitoring
environmental performance.

● Environmental audit, life cycle assessment,
environmental impact assessment, footprinting.

3. Understand how to develop and
deliver environmental performance
improvement.
3.1 Explain how to conduct a post-project review to
collect lessons learned from a range of stakeholders.

3.2 Analyse how to develop a programme to improve
environmental performance, and its key elements.

3.3 Evaluate ways to improve an organisation’s
environmental performance.

3.4 Evaluate how to implement a programme to
improve organisation’s environmental performance.

● The role of an EMS in assisting organisations to
understand and reduce their ecological footprint.

● Identifying areas for environmental improvement.

● Financial metrics such as cost/benefit analysis,
internal rate of return (IRR), and return on
investment (ROI).

● Environmental metrics typically include reduction
of electricity usage, change in fuel consumption
for company vehicles, carbon emissions
reductions, gallons of water saved, and increased
waste diversion.

● Social metrics focus on employees and
occupants, health & wellbeing, diversity &
inclusion, supply chain management, and more.

● Governance metrics are often determined by the
existence of policies on a wide range of issues
such as company values and business resilience
plans.

● Development of a good environmental policy.

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● Setting objectives and targets.

● Main steps in developing an environmental
improvement programme, including post-project
review and lessons learned.

● Principles of a cost-benefit analysis.
4. Understand approaches collection,
analysis, reporting and communication of
environmental data.
4.1 Identify relevant sources of environmental
information and data.

4.2 Describe suitable techniques for dissemination of
findings.

4.3 Explain the techniques used to collect, process,
store and retrieve data.

4.4 Explain the role of verification and assurance in an
environmental project.

4.5 Critically analyse and interpret environmental data
to draw appropriate conclusions.
Organisational Scope:
o Supply Chain Scope.
o Product Scope.

● Types of environmental information and relevant
sources.

● Absolute and Normalised data, Qualitative and
Quantitative data.

● Techniques to collect, process, store and retrieve
data.

● Techniques to analyse and interpret data and
draw appropriate conclusions.

● Overview of environmental data reporting
standards.

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards
specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
All LO1 to LO4 All AC’s under LO1 to LO4 Coursework 4,500 words


Indicative Reading List

Brady, Ebbage and Lunn (2011) Environmental Management in Organisations: the IEMA handbook. 2nd Edition. ISBN 1849710627.

DEFRA (2012) Evidence Based Study into the Benefits of Environmental Management Systems (EMSs) for Small and Medium Sized Enterprises
(SMEs). http://bit.ly/rzBNLw

DEFRA, Environment Agency (2023) Develop a management system: environmental permits https://www.gov.uk/guidance/develop-a-
management-system-environmental-permits

Hennig, J.C., Firk, S., Wolff, M., Coskun, H. (2023) Environmental management control systems: Exploring the economic motivation behind their
implementation

Journal of Business Research, Volume 169, 2023, 114283, ISSN 0148-2963, https://doi.org/10.1016/j.jbusres.2023.114283,
https://www.sciencedirect.com/science/article/pii/S0148296323006422

Poynton, S. (2017) Beyond Certification (DoShorts) ISBN 978-1910174531

Welford, R (2016) Corporate Environmental Management 1: Systems and Strategies. ISBN 978-1844079667

WRAP (2023) Analysis of challenges for environmental reporting at product & organisational level. https://wrap.org.uk/resources/report/analysis-
challenges-environmental-reporting-product-organisational-level

Additional Resources

ISO 14001 Family: https://www.iso.org/standards/popular/iso-14000-family
Research Methods

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

Learning Outcomes, Assessment Criteria and Indicative contents

Learning Outcome –
The learner will:
Assessment Criterion –
The learner can:
Indicative contents

1. Be able to develop research
approaches in a suitable context.
1.1 Appraise research problems.

1.2 Develop and justify appropriate research aims and
objectives within a defined scope and timeframe.

1.3 Critically explore, select, and justify research
approaches.

● Research problem identification: understanding
the research context; research problem
identification for investigation; research topic
identification; the conceptualisation of a
research problem; developing insights;
feasibility and possibilities; the search for
literatures; setting initial components e.g.
working plan, research goals, time table and
management, research process, monitoring,
evaluation and revision.

2. Be able to critically review
literature on a business research
topic.
2.1 Critically analyse different theoretical approaches to a
research problem.

2. 2 Create a structured and thorough critical literature
review.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
3. Be able to design business
research methodologies.
3.1 Critically evaluate relevant research methodologies to
reflect the research objectives.

3.2 Design an appropriate methodology in terms of the
research objectives for a defined population.

3.3 Justify the methodology selected in terms of the
research objectives within agreed ethical guidelines.
● Research problem selection and justification:
rationale of the proposed research;
appropriateness; reasons for selection of a
specific research topic; skills, capacities and
knowledge requirement identification; research
question and hypothesis formulation; rationale
elaboration; essential date setting; review and
monitoring process.

● Develop appropriate research objectives and
justification: background, aims and objectives
selection; reasons for these selections; length of
the research; skills, capacities and knowledge
enhancement e.g. literature review,
methodology, research type selection, data
collection and analysis, drawing a successful
conclusion; critical knowledge on appropriate
research methods e.g. qualitative and
quantitative, statistical research tools; research
validity, reliability and ethical issues; critical
justification of these selections.

● Literature review as relevant to the research
problem and objectives: definition, features and
ways to do literature review; the generic
selection of literature; spotting the sources of
literature; justification of an appropriate
selection of literature.

● To compare different theories and authors: the
selection of appropriate theories for the
research; conceptualisation of the research
phenomenon; including relevant theories and
the justification of choices; the strength and
credentials of relevant theoretical framework;
4. Be able to develop a research
proposal.
4.1 Create a research question, literature review and
methodology.

4.2 Propose techniques for use with quantitative and
qualitative data collection and analysis.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
the understanding and interpretation;
developing the theoretical framework.

● Critical review of the key literature for inclusion
in a research proposal while focusing on
concepts and methodologies followed by other:
knowledge on acceptability, reliability and
validity of literature; the reference style of
literature; key literature type selection e.g.
journals, books, papers, conference papers;
source of literature: library searches, internet,
both online and offline publication media.

● Research methodologies and relationship with
research objectives: advanced knowledge on
research methodologies; action research;
intervention research; non- intervention
research.

● Design and choose an appropriate methodology
in terms of the research objectives: designing
research using the most appropriate method;
research question or hypothesis test; reliability
and validity test; ethical and access issues
consideration; quantitative methodology;
questionnaire design and distribution;
conducting interviews; surveys; qualitative
methodology; interviews; observation; case
studies.

● Justify the methodology selected in terms of the
research objectives: critical knowledge on
questions on the questionnaire, interviewee
selection, data verification, bias, time and place

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
selection, interview recording; justification of
using any selected research tool.

● Evaluate and use techniques for use with
quantitative and qualitative data: types of data
presentation and analysis; qualitative data
analysis e.g. techniques of categorisation and
coding; transcripts interpretation, data analysis
process, data analysis, data presentation, the
use of information technologies, quantitative
data analysis e.g. value analysis, coding, data
analysis manually and electronically.


Assessment

To achieve a pass for this unit, learners must achieve the learning outcomes and meet the standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1 – LO4 All AC’s under LO1 to LO4 Research Proposal 2500 words


Indicative reading list


Anderson, V. (2009) Research Methods in Human Resource Management. London: Chartered Institute of Personnel and Development.

Binsardi, A. (2008) Research Methods for Management. Cambridge: International Academic Press.

Booth, A., Papaioannou, D. and Sutton, A. (2012) Systematic Approaches to a Successful Literature Review. London: Sage Publications.

Bryman, A. and Bell, E. (2011) Business Research Methods. New York: Oxford University Press.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
Burns, R. P. and Burns, R. (2008) Business Research Methods & Statistics Using SPSS. London: Sage Publications.

Cameron, S. (2005) The MBA Handbook. Harlow: Prentice Hall.

Cooper, D. R. and Schindler, P. S. (2006) Business Research Methods. Boston: McGraw Hill.

Deniels, P. and Becker, L. (2012) Developing Research Proposals. London: Sage Publications.

Denscombe, M. (2007) The Good Research Guide. Maidenhead: Open University Press.

Easterby-Smith, M., Thorpe, R. and Jackson, P. (2012) Management Research. London: Sage Publications.

Fink, A. (2009) Conducting Research Literature Reviews. London: Sage Publications. Flick, U. (2011) Your Research Project. London: Sage
Publications.

Gill, J. and Johnson, P. (2010) Research Methods for Managers. London: Sage Publications. Jankowicz, A. D. (2005). Business Research Projects.
London: Thomson Learning.

Jesson, J. K., Matheson, L. and Lacey, F. M. (2011) Doing Your Literature Review. London: Sage Publications.

Keleman, M. L. and Rumens, N. (2008). An Introduction to Critical Management Research. London: Sage Publications.

Malhatra, N. K. (2007) Marketing Research: An Applied Orientation. New Jersey: Pearson.

McNiff, J. and Whitehead, J. (2009) Doing and Writing Action Research. London: Sage Publications.

Moutinho, L. and Hutcheson, G. D. (2011) The Sage Dictionary of Quantitative Management Research. London: Sage Publications.

Robson, C. (2002) Real World Research. Hampshire: John Wiley and Sons.

Saunders, M., Lewis, P. and Thornhill, A. (2019) Research Methods for Business Learners. Harlow: Prentice Hall.

Thomas, R. and Lynn, P. (2009) Survey Research in Practice. London: Sage Publications.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

Additional Resources

Journal of Mixed Methods Research

Journal of Advances in Management Research

Management Research Review

Organisational Research Methods

Qualitative Inquiry

Qualitative Research

Qualitative Research in Organisations and Management: An International Journal

http://managementhelp.org

http://www.referenceforbusiness.com

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
Delivering Transformational Change

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content

1. Understand how to conduct a
materiality assessment to understand
priorities for change and change
readiness.
1.1 Identify similarities and differences of materiality
between industries.

1.2 Describe how to conduct a materiality assessment
in the context of a specific company and its specific
needs and characteristics.

1.3 Explain the external and internal drivers for change,
specifically those related to climate change and
sustainability.

External drivers for change:
o Changes in the natural environment (climate
change, biodiversity.)
o Regulation.
o Globalisation.
o Technological change.
o Change in market sentiment etc.


Internal drivers for change:

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
1.4 Critically analyse how material issues present risks,
opportunities, and drivers for change to organisations.



o Strategic choices of a company (organisation’s
capabilities, processes, pressure of internal
stakeholders etc.)

Conducting materiality assessment:
o Best practices in stakeholder engagement for the
purposes of materiality assessment.

● Materiality assessment to prioritise change drivers and
benefits.

● Definition of materiality assessment. SASB vs
GRI view of materiality.

● Examples of materiality in different industries.
Similarities and differences.

2. Understand key techniques, practices,
behaviours, and knowledge of change
management.
2.1 Describe the need for change management in
organisations and the key roles enabling and facilitating
transformational change.

2.2 Explain why stakeholder engagement and effective,
collaborative communication is a necessary condition of
change success.

2.3 Analyse how organisations prepare for change.

2.4 Analyse how fundamental change management
models can be used to deliver change more effectively.

2.5 Evaluate the five levels of sustainability maturity and
continuous change as the most successful approach to
transformational change.

● The need for change management.

● Transformational change must be managed.

● Key roles in organisational change.

● Sustainability maturity and the Demming (PDCA)
cycle.

Change readiness:
o Motivation
o Planning for resistance.
o Measuring effectiveness of change.


Change management models:

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
o The Kubler-Ross change curve (individual
response to change)
o Lewin change model
o The Learning cycle (from unconsciously
incompetent to consciously competent).
o Learning theory and skills development.
o Motivators (Maslow) vs hygiene factors
(Herzberg).

● The importance of stakeholder communication
and engagement.

● Negotiation for a win, win.

● The need of an engaged change sponsor as an
enabler of transformational change.

NB: stakeholder assessment and methods of stakeholder
engagement are covered in Unit 3 - Sustainability as a
business strategy.

3. Understand the behaviour of complex
systems and how to change them.
3.1 Identify examples of complex systems in
organisations and society.

3.2 Describe the idea of a system: stock, flow, feedback
loops and emerging properties of a system.

3.3 Analyse how systems intervention can be used to
accelerate and sustain change within organisations,
include, messy and problematic situations and complex
systems.

● System structure and behaviour.

● Stock, flow, buffers, feedback loops (reinforcing,
balancing), system boundaries.

● System’s purpose. Emerging properties of
systems. Unintended consequences

● Transformation of complex systems


● 12 levers of transformation (points of
intervention.)

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

● Wheel of change (Doppelt 7-step model.)
4. Understand how a leader’s style and
approach has a major impact on both
team and individual performance, values,
and motivations.
4.1 Assess how to effectively lead diverse teams.

4.2 Analyse the leadership needs of an organisation,
considering internal and external contexts.

4.3 Critically assess how key leadership theories impact
on management and motivation of people in the
workplace.



Types of Leadership:
o Transformational Leadership.
o Charismatic leadership. “Hero CEO.”
o Servant Leadership
o Connective Leadership (Lipman-Blumen.)

● Definition(s) of leadership.

● The Continuum of Leadership Styles
(Tannenbaum, Schmidt.)

● Contingency Theory. Culture as a contingent factor.

● Leading diverse teams (how to work
constructively with the multiple different
perspectives brought by individual team
members.)

● Leadership Competency Framework.
5. Understand the meaning and purpose
of ESG Governance Structure and how
to develop it.
5.1 Describe the definition and purpose of ESG
Governance Structure.

5.2 Identify key roles and functions involved in ESG
governance.

5.3 Explain the key steps in setting up an internal ESG
governance structure, including governing documents.
ESG Governance Structure (i.e. the management structure
overseeing ESG):
o Why is it needed?
o Roles and functions.
o Governing documents (ESG governance
charter.)
o Different approaches to ESG governance.

Key Steps in developing ESG Governance:
o Structure in public companies, private
companies, and SMEs.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards
specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1 – LO5 All AC’s under LO1 – LO5 Coursework Essay 3,000 words (80%)
LO1 – LO5 All AC’s under LO1 – LO5 Coursework Presentation and 800 words of speaker
notes (20%)


Indicative Reading List

David Buchanan, D., Huczynski, A. (2019) Organizational Behaviour. ISBN 978-1292251578

Cameron, E., Green, M. (2019) Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organizational
Change. ISBN 978-0749496975

Doppelt, B. (2009). Leading Change Toward Sustainability: A Change-Management Guide for Business, Government and Civil Society. Routledge;
2nd edition. ISBN 978-1906093341

Lipman-Blumen, J. (2000) Connective Leadership: Managing in a Changing World. ISBN 978-0195134698

MacKie, D. (Editor) (2023) The Handbook of Climate Change Leadership in Organisations: Developing Leadership for the Age of Sustainability.
ISBN 978-1032380056

Meadows, D. (2017) Thinking in Systems: A Primer. Chelsea Green Publishing. ISBN 978-1603580557.

The Open University (2019). Working in diverse teams. The Open University. Kindle Edition. ASIN B082Y5X1Q7

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

Additional Resources

Change Management Institute: https://change-management-institute.com/

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
Advanced Principles of Net Zero

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content

1. Understand the meaning and
importance of “net zero” at a conceptual
level.
1.1 Define net zero and carbon neutrality in context of
the Paris Accord.

1.2 Identify national and international drives,
commitments and initiatives driving responses to the
climate crisis and the net zero agenda.

1.3 Explain the urgency of the net zero agenda, using
climate science and climate scenarios.
National targets and commitments:
o UK example.
o EU example.
o Rest of the world example.

International initiatives:
o GFANZ

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

1.4 Critically analyse the differences between net zero
and carbon neutral, and their implication for
organisations.


o UNFCCC Race to Zero Campaign.

● COP 21, the Paris Accord and the importance of
1.5°C.

● The meaning and the need for net zero/the
anthropogenic net-zero balance.

● Net zero vs carbon neutrality. Examples of
carbon offsets and carbon removals.
2. Understand the application of the
fundamentals of Greenhouse Gas (GHG)
Accounting.
2.1 Identify Scope 1, 2 and 3 GHG emissions.

2.2 Define GHG accounting and its importance to
corporations and their stakeholders.

2.3 Explain how to establish a greenhouse gas
inventory across Scope 1, 2 and 3.

2.4 Calculate corporate GHG emissions and perform
basic calculations.

2.5 Analyse the connection between GHG emissions,
global warming, and climate risks.

● The Science Behind GHG Accounting.

● Commonly used standards for compiling a
greenhouse gas inventory.

● Benefits and challenges of measuring carbon in
business operations, products, and value chain.
Stakeholder Pressure on GHG reporting.

● Best Practices from GHG Protocol (Relevance,
Consistency, Transparency, Accuracy,
Completeness.)

● Calculating greenhouse gas emissions within an
inventory (Scope 1, 2, 3) using activity data and
emission factors.

● Defining Operational & Legal Boundaries.

● Implications on corporate profitability.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

3. Understand science-based targets and
their facilitating role to deliver net zero.
3.1 Outline steps to develop a decarbonisation plan and
establish short, medium, and long term targets.

3.2 Explain what is meant by science-based targets and
how science-based targets can be established by an
organisation.

3.3 Assess how to reduce Scope 3 GHG emissions.

3.4 Analyse the challenges of decarbonisation,
including carbon bubbles, stranded assets and
challenges to adaptation to climate change.

Science-Based Targets initiative (SBTi):
o SBTi pathways and methodologies
o SBTi Net Zero Corporate Standard
o Decarbonising industry sectors using SBTi
guidelines.

Developing a decarbonisation plan:
o What should be in a decarbonisation plan?
o Actions in the short term.
o Actions in the medium-longer term.
o Net zero across the value chain
o The MacKay Carbon Calculator - a model of the
UK energy system that explores pathways to net
zero by 2050.

Challenges of decarbonisation:
o Challenges to mitigation, challenge of Scope 3
emissions.
o Risk of double counting.
o Carbon bubble.
o Stranded assets.

4. Understand how to communicate an
organisation’s response to climate
change, net zero pledges and green
claims.
4.1 Classify existing standards and regulations of
environmental communication.

4.2 Describe how a robust green or net zero pledge can
be developed in an organisation.

4.4 Explain the meaning of greenwashing and what
risks greenwashing poses to organisations.

4.4 Critically assess the risks and opportunities of net
zero on future business viability, reputation, and supply
chain.
Developing a net zero pledge:
o Understanding the internal capacity to deliver net
zero.
o Risks and opportunities.
o Realistic goals and timescales.
o Meaning and examples of greenwashing. Legal
and reputational risks.

Standards and regulations of environmental communications:

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

o Environmental claims rules by the ASA, CAP and
BCAP.
o Green claim codes by the Competition and
Market Authority, UK governmental organisation.
o ICC Framework for Responsible Environmental
Marketing and Communications.
o ISO 14063:2020 (Environmental communication.)

5. Understand how and to which extent
organisations and society can adapt to
climate change.
5.1 Identify trends in technological innovations related
to CC adaptation.

5.2 Describe why adaptation is not always possible
owing to geographical, cultural and political barriers.

5.3 Assess the impact and limitations of technological
innovations related to CC adaptation.

5.4 Explain the risks and vulnerabilities of climate
change (CC) for organisations, environment and the
society and the meaning of CC resilience.

5.5 Critically analyse mechanisms of financing CC
adaptation, including international agreements.

5.6 Evaluate geoengineering including trends in
geoengineering, its impacts and risks.

Living with climate change:
o Risks and vulnerabilities brough by CC on to
environment, society, and organisations.
o The meaning of climate resilience.
o Geographical barriers to adaptation.
o Technological innovations enabling adaptation
and increased resilience.
o Limitations of technology.
o Cultural, social, and political challenges to
adaptation.
o Selection of case studies to illustrate possibilities
and limitations of adaptation (e.g. cities, coastal
communities, vulnerable countries etc.)

● Financing adaptation. Conclusions of COP28.

● Developments in geoengineering. Risks and
impacts of the proposed solutions.



Assessment

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards
specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1, LO4 and LO5 All ACs under LO1, LO4 and LO5 Coursework 2500 words
LO2 and LO3 All AC’s under LO2 and LO3 Coursework 2000 words


Indicative Reading List

Hampshire-Waugh, M. (2021) Climate Change and the Road to Net-Zero: Science, Technology, Economics, Politics. ISBN 978-1527287969

Helm, D. (2021) Net Zero: How We Stop Causing Climate Change. ISBN 978-0008404499

IPCC 6th Assessment Report (AR6) Climate Change 2021: The Physical Science Basis. Available online https://www.ipcc.ch/assessment-
report/ar6/

ISO 14064 Specification with guidance at the organisational level for quantification and reporting of greenhouse gas emissions and removals
Available online https://www.iso.org/standard/66453.html

Race to Net Zero (2021) Get Net Zero Right: A how-to guide Available online https://racetozero.unfccc.int/heres-how-we-get-net-zero-right/

World Business Council for Sustainable Development (2022) Incentives for Scope 3 supply chain decarbonization: accelerating implementation.
Available online https://www.wbcsd.org/Programs/Climate-and-Energy/Climate/SOS-1.5/Resources/Incentives-for-Scope-3-supply-chain-
decarbonization-accelerating-implementation

World Resources Institute (2020) Designing and Communicating Net-Zero Targets Available online https://www.wri.org/research/designing-and-
communicating-net-zero-targets

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
Additional Resources

Carbon Trust: https://www.carbontrust.com/en-eu

Greenhouse Gas Protocol Corporate Standard. https://ghgprotocol.org/corporate-standard

SBTi: https://sciencebasedtargets.org/

The MacKay Carbon Calculator (a model of the UK energy system): https://www.gov.uk/guidance/carbon-calculator

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
Environmental Politics and Policies

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content

1. Understand principles and examples of
environmental policy and legislation.
1.1 Identify key environmental legislations related to
sustainability in the UK.

1.2 Evaluate key environmental policies that impact
UK businesses.

1.3 Describe the penalties for non-compliance with
environmental legislation.

Examples of significant legislation:
o Pollution.
o Waste, contaminated land.
o Climate Change.
o Water pollution.
o Air pollution.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
1.4 Explain key principles, theories, current issues and
research related to environmental policy.

1.5 Analyse the interactions between environmental
and social issues.




Key principles of environmental policy:
o Rio principles.
o Polluter pays.
o Precautionary principle.
o Producer responsibility.
o Life Cycle thinking.
o Best Available Techniques (BAT.)
o Environmental policy cycle.

● Law vs Policy. Legislative and judicial sources of
law. Common law.

● Environmental law and Environmental policy.
Definition, differences between the two.

2. Understand the role of ethics in
international climate agreements and
governance.

2.1 Identify examples of climate litigation and their
impact.

2.2 Explain the principles underpinning ethics of
climate change agreements.

2.3 Explain the approaches to the allocation of the
carbon budget and the moral relevance of climate
change.

2.4 Evaluate the definition of Governance in
sustainability context.

2.5 Evaluate the importance of civic environmentalism
for tackling climate issues.


Ethics in international agreements:
o Oslo Principles.
o The just transition.
o Scientific uncertainty.

Approaches to carbon budget allocation:
o Past and future emissions.
o Egalitarian principles.
o Prioritarian principles.
o Sufficientarian principle.
o Grandfathering.

● The “G” in ESG.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
● Definitions of governance.

● Ethics and Governance.

● Perception of climate change as a moral issue.

● Civic environmentalism. Climate litigation.

NB: Introduction to business ethics in covered in Unit 1 –
Fundamentals of sustainability.

3. Understand economic instruments
available to effect change related to
environmental and social issues.
3.1 Explain the strengths and weaknesses of
economic policy instruments to effect change.

3.2 Critically analyse the main economic policy
instruments available to effect change of behaviour to
tackle environmental and social issues.

Economic considerations:
o Price-based instruments.
o Quantity-based instruments.
o Charges.
o Deposit-refund schemes.
o Strengths and weaknesses for each group.

NB: Carbon markets and Emission trading systems are
covered in Unit 8 – Sustainable finance. In this module, they
should be covered from a legal and policy perspective rather
than a financial perspective.

4. Understand suasive instruments
available to effect change related to
environmental and social issues.
4.1 Identify examples of the most used suasive
instruments and related controversies.

4.2 Describe the main suasive instruments available to
effect change of behaviour to tackle environmental and
social issues.

4.3 Analyse the strengths and weaknesses of suasive
instruments to effect change.
Suasive Instruments (Suasive instruments mean voluntary
restriction - “market friction” or “self-regulation”.)
o Labels.
o Certifications.
o Award schemes codes of best practice.
o Voluntary agreements.
o Voluntary reporting.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024


o Strengths and weaknesses of suasive
instruments.
o Controversies related to some of the labels (e.g.
Fairtrade.)

● The difference between free trade and fair trade.

5. Understand key international
agreements related to environmental
governance and climate change politics.
5.1 Outline the United Nations (UN) bodies that deal
with sustainability.

5.2 Identify examples of other initiatives, organisations
or partnerships aiming to tackle climate change and
unsustainability at a global level.

5.3 Explain the role of the UN as a facilitator of
international collaboration for sustainable
development.

5.4 Explain the role and meaning of COPs, related to
both climate change and biodiversity.

5.5 Analyse the purpose and impact of the key COP
agreements.


United Nations:
o The role and structure of the UN.
o UN agencies and their role.
o UNEP FI.
o UNEP Global Compact.

Conference of the Parties:
o COPs, UNFCCC: Rio, Kyoto, Paris, Glasgow,
Dubai.
o COPs, Biodiversity convention. Kunming-
Montreal.

● Oil and Gas Climate Initiative (OGCI).

● World Business Council For Sustainable
Development (WBCSD)

NB: IPCC should be mentioned but not in detail. The role and
work of IPCC is already covered by Unit 2 - Environmental
science and energy transition.
6. Understand the UN Sustainable
Development Goals (SDG) and the
importance of the sustainability agenda.
6.1 Discuss the UN SDG’s and the sustainability
agenda and their role in transition to sustainability and
global human development.

UN SDGs:
o Targets.
o KPIs.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
6.2 Critically analyse the limitations of the most used
indicator of progress – GDP.

6.3 Evaluate existing alternatives to Gross Domestic
Product (GDP.)


o Examples and case studies.

GDP:
o Understand the creation of GDP in the historical
context.
o High-level overview of how GDP is calculated (3
approaches).
o Limitations to GDP and consumption as an
indicator of progress.

Alternatives and complements to GDP:
o Social Progress Index.
o Human Development Index Etc.



Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards
specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1, LO2, LO5 and LO6 All AC’s under LO1, LO2, LO5 and LO6 Coursework 2,500 words(60%)
LO3, LO4 All AC’s under LO3 and LO4 Coursework 2,000 words (40%)


Indicative Reading List

Acemoglu D. and Robinson J.A. (2013). Economics versus politics: pitfalls of policy advice. Journal of Economic Perspectives. 27, 2:173–92.
Available online: https://app.box.com/s/yxagv3cxclzn3pckqczo7vp85ww5rpvd

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SPECIFICATION | JANUARY 2024

Caballero, P., Londoño, P. (2022) Redefining Development: The Extraordinary Genesis of the Sustainable Development Goals (The Policy and
Practice of Governance) ISBN 978-1955055260

Mutty , M. (2022) Ethics And Global Climate Change: A Different Perspective On Climate Change ISBN 979-8796149553

Roberts, J. (2010) Environmental Policy. 2nd Edition. Routledge Introductions to Environment: Environment and Society Texts. ISBN 978-
0415497855

Sands, P. et al. (2018) Principles of International Environmental Law. 4
th
edition. ISBN 978-1108431125

Solomon, J. (2020) Corporate Governance and Accountability, 5th Edition ISBN 978-1119561200

Strandenaes, J.G. (2014) Participatory democracy - HLPF laying the basis for sustainable development governance in the 21st Century. Available
online
https://sustainabledevelopment.un.org/content/documents/3682The%20High%20Level%20Political%20Forum,%20major%20groups%20and%20
modalities.pdf

Zacca, E. (Editor) (2007) Sustainable Consumption, Ecology and Fair Trade. Environmental Politics / Routledge Research in Environmental
Politics. ISBN 978-0415479752


Additional Resources

Castle Debates: https://www.castledebates.org.uk/

United Nations: https://www.un.org/en/

UN SDGs: https://sdgs.un.org/goals

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
Sustainable Finance

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content

1. Understand the relevance of the
Financial Industry to sustainability across
different financial instruments and asset
classes.
1.1 Identify existing trends and developments within the
financial industry, related to sustainability.

1.2 Outline the ecosystem of ESG finance.

1.3 Explain the role and structure of financial institutions
and the financial services industry.

Importance of the Financial Services industry for sustainability:
o Why are financial firms different?
o A bank's role as financial intermediary.
o Wholesale funding - capital markets, interbank
markets.
o Loans vs bonds vs shares.
o Lending to SMEs.
o Asset management

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SPECIFICATION | JANUARY 2024
1.4 Analyse how the Financial Services industry
facilitates sustainable commercial activities.



-

o Passive investments, ETFs

Sustainability in Financial Services:
o The meaning of ESG.
o Accounting for sustainability.
o Sustainable Stock Exchanges (SSE) initiative.
o Development Banks.
o Sustainable Banking Network.

2. Understand how physical and
transition risks, particularly those related
to climate change, translate to financial
risks and how this is managed by
financial organisations and central banks.


2.1 Identify different types of regulatory instruments and
their use.

2.2 Describe the role of Central Banks and the
regulatory environment surrounding sustainable
finance.

2.3 Explain the meaning of “sustainable finance” using
the existing taxonomy.

2.4 Assess why sustainable finance is of interest to
lenders and borrowers.

2.5 Critically examine the range of risks to which
financial organisations are exposed in a sustainable
finance context.


Risks in Financial Services related to sustainability.
o Why is climate change relevant for investors?
▪ Physical risks.
▪ Transition risks.
▪ Legal risks.
▪ Stranded assets
o Central banking and climate change
o Climate scenarios. NFGFS scenarios.

Disclosure Frameworks:
o Purposes of financial regulation.
o EU taxonomy.
o TCFD
o TNFD
o SFDR
o CDP
o GRI
o Equator Principles (EPs).
o Principles for Responsible Investment (PRI).
o Principles for Responsible Banking (PRI).
o UN Global Compact.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
3. Understand sustainable / ESG
financing strategies and products that
facilitate sustainable transition and
development.
3.1 Identify key stakeholders in sustainable markets
and their preferred use of capital.

3.2 Categorise the range of sustainable financial
products and activities covered by the umbrella term
“sustainable finance”.

3.3 Describe the most used sustainable debt and equity
instruments.

3.4 Explain what “green” means in financial instruments
and products.

3.5 Critically analyse the mechanics of carbon markets
and their use.
Landscape of sustainable/ESG finance.
o Lending and investment (responsible, ESG,
impact.)
o Microfinance.
o Circular economy financing.
o Shareholder activism.
o Philanthropy.

Sustainable financial products and activities:
o Debt instruments (Green bonds, Sovereign green
bonds.)
o Equity instruments (Direct equity investment,
Family offices.)
o Carbon pricing and Carbon markets (Emissions
trading, Carbon offsets.)

● Key stakeholders in the market and their
preferred use of capital. Market participants: buy-
side versus sell-side.

4. Understand the value and use of ESG
ratings and labels.
4.1 Define an ESG rating and its difference from credit
rating.

4.2 Compare and differentiate ESG data, ESG KPI and
ESG ratings.

4.3 Explain why ESG ratings of the same company
published by different ESG rating providers may be
vastly different, using the ESG rating categorisation and
methodology.

4.4 Analyse ESG rating results and compare the ESG
ratings of different companies.

ESG data, ratings, and labels:
o ESG rating landscape.
o Credit rating agencies vs ESG rating agencies.
o ESG data, KPIs, scoring and rating.
o ESG Rating providers & products .
o Categorization of ESG ratings (coverage, scope,
data source, methodology.
o ESG labels and their use by retail investors.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards
specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1 – LO4 All AC’s under LO1 – LO4 Coursework 4,500 words


Indicative Reading List

Casu. B., Girardone, C., Molyneux, P. (2021) Introduction to Banking. 3rd edition. Harlow: Pearson Education Limited. ISBN 978-1292240336

Fisher, P (Editor) (2020) Making the Financial System Sustainable. Cambridge: Cambridge University Press

Schoenmaker, D., Schramade, W. (2021) Principles of Sustainable Finance ISBN 978-0198869818

Smiles, S., Purcell, J. (2023) Sustainable Investing in Practice: ESG Challenges and Opportunities. ISBN 978-1398607903


Additional Resources

Bank of England: https://www.bankofengland.co.uk/

Bank for International Settlement: https://www.bis.org/

Climate Bonds Initiative: https://www.climatebonds.net/

Equator Principles: https://equator-principles.com/

ICMA: https://icma.org/

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SPECIFICATION | JANUARY 2024

Institute of Chartered Accountants in England and Wales: ESG reporting: https://www.icaew.com/library/subject-gateways/environment-and-
sustainability/environmental-social-and-sustainability-reporting

Principles for Responsible Banking: https://www.unepfi.org/banking/bankingprinciples/

Principles for Responsible Investment: https://www.unpri.org/

Principles for Sustainable Insurance: https://www.unepfi.org/insurance/insurance/

World Economic Forum: https://www.weforum.org/

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SPECIFICATION | JANUARY 2024
Sustainability as a Business Strategy

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome –
The learner will:
Assessment Criteria –
The learner can:
Indicative Content

1. Understand the relationship between
Economics and Sustainability and the
four rationales of why sustainability is in
businesses’ interest.
1.1 Define effective corporate sustainability in line with
theoretical concepts of the Triple Bottom Line and the
four, five and six capitals.

1.2 Explain the four rationales for sustainability and why
sustainability is beneficial for the environment,
business, and society.

Economics and sustainability
o The four rationales for sustainability (economic
rationale, business rationale, reputational
rationale, societal rationale)

Triple Bottom Line (TBL):
o Mapping the three bases of TBL on the UN
Sustainable Development Goals.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
1.3 Analyse how the emergence of sustainability and
Corporate Social Responsibility is impacting the
business agenda.

1.4 Analyse the challenges faced by business when
addressing social and environmental issues.

o Four, five and six capitals.
o Sustainable consumption.
o Overshoot days.

● Theoretical perspectives on business
responsibilities: Neoclassical Economics vs
Ecocentrism vs Ecological Modernisation.

NB: UN SDGs are covered in Unit 1 - Fundamentals of
sustainability.
2. Understand how sustainability impacts
businesses’ value chain and how
companies can capitalise on being
sustainable.
2.1 Explain how organisations can benefit from being
sustainable or transforming towards sustainability in the
short term.

2.2 Explain how organisations can benefit from being
sustainable or transforming towards sustainability in the
long term.

2.3 Analyse how individual elements of the value chain
are impacted by sustainability.

2.4 Evaluate how sustainability can be contextualised
within a traditional value chain.

Sustainability in companies’ value chain:
o Sustainability in a company’s value chain using
adapted Porter’s model.
o Exploring the 6 known strategies how
organisations can financially benefit from
sustainability, using the BCG model (reducing
operating cost, reducing the cost of capital,
employee engagement, new revenue streams,
premium pricing, market valuation.)

3. Understand the limitations of
“traditional” accounting and the need to
approach the concept of value
holistically.
3.1 Explain the concept of Total Impact Measurement
and Management and how it can be applied in practice.

3.2 Analyse why it is beneficial for organisations to
measure holistic impact as well as costs and benefits.

3.3 Evaluate the drivers and requirements for
sustainability reporting and the key developments in the
field.


Holistic accounting covering all bases of the Triple Bottom
Line:
● The need to measure progress beyond cost and
benefit.

● The PwC concept of Total Impact Measurement
and Management (TIMM.)

● Sustainability reporting (GRI, CDP, NFRD, IFRS
Value reporting.)

● Sustainability Awards and League table

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024
4. Understand the concept of the circular
economy, circular business models and
the challenges related to operating and
financing circular businesses.
4.1 Identify the business challenges associated with
access to resources in global markets of the 21
st

century.

4.2 Explain the importance of effective resource use
and recovery, the concept of waste hierarchy and the
true cost of waste.

4.3 Analyse the background and the principles of the
circular economy and the five known circular business
models.

4.4 Evaluate the risks associated with circularity in
business, including financing, partnerships and
collaboration along supply chains.

Circular Economy (CE):
o Waste hierarchy and the rationale for circularity in
business.
o Calculation of the true cost of waste.
o Use of resources in the last 200 years, resource
availability in the future, geopolitical tensions, and
interests.
o Principles of CE explained using the “butterfly
diagram”. Business model canvas amended for
circularity.
o Examples of the five known circular business
models.
o Challenges related to implementation of
circularity and financing of circular businesses.
5. Understand the role of marketing and
stakeholder engagement in the transition
to sustainability and the risks of poor
marketing practices.
5.1 Identify the most suitable communication strategy
for different types of stakeholder groups.

5.2 Explain what “cause-related marketing” and “social
marketing campaigns” are and why they may bear a
reputational risk.

5.3 Assess how marketing can both promote and hinder
efforts of sustainability transition.

5.4 Analyse the five key market segments related to
sustainability and the fallacy that some customers are
inherently “ethical”.

5.5 Analyse how businesses can constructively
collaborate with NGOs to find a common ground and
develop innovative solutions to social and economic
issues.

5.6 Evaluate the role stakeholders can play in
influencing and driving the sustainability agenda.

Marketing:
o The 4P model amended (People, Product, Price,
Packaging, Promotion).
o Market segmentation for sustainability.
o The myth of an “ethical consumer”
o What is meant by Greenwash?
o Advertising guidelines.
o Cause-related marketing.
o Social marketing campaigns. How to do them
well, how to do them badly. Reputational risk.

● Stakeholder communication in line with different
stakeholder categories.

● Role of partnerships and NGOs.

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

Assessment

To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards
specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1 – LO5 All ACs under LO1 – LO5 Coursework 4,500 words


Indicative Reading List

Akerlof, G. (1970). The Market for "Lemons": Quality Uncertainty and the Market Mechanism. The Quarterly Journal of Economics, 84(3), 488-500

Braungart, M., McDonough, W. (2009) Cradle to Cradle. Remaking the way we make things. ISBN 978-0099535478

Elkington, J. (2021) Green Swans: The Coming Boom in Regenerative Capitalism. ISBN 978-1732439122

Pagitsas, C. (2022) Chief Sustainability Officers at Work: How CSOs Build Successful Sustainability and ESG Strategies. ISBN 978-1484278659

Weybrecht, G. (2013) The Sustainable MBA: A Business Guide to Sustainability, 2
nd
edition. ISBN 978-1118760635


Additional Resources

Ellen MacArthur Foundation: https://www.ellenmacarthurfoundation.org/

Stockholm Resilience Centre: https://www.stockholmresilience.org/

UN SDGs: https://sdgs.un.org/goals

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

OTHM LEVEL 7 DIPLOMA IN ENVIRONMENTAL AND SUSTAINABILITY MANAGEMENT

SPECIFICATION | JANUARY 2024

IMPORTANT NOTE

Whilst we make every effort to keep the information contained in programme specification up
to date, some changes to procedures, regulations, fees matter, timetables, etc may occur
during your studies. You should, therefore, recognise that this booklet serves only as a useful
guide to your learning experience.

For updated information please visit our website www.othm.org.uk.