| Code |
16300
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| Year |
1
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| Semester |
S2
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| ECTS Credits |
6
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| Workload |
TP(30H)
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| Scientific area |
Economics
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Entry requirements |
NA
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Learning outcomes |
At the end of this Curricular Unit the student should be able:
- To know and to distinguish Linear Economy from Circular Economy.
- To develop critical skills on the practical aspects of Circular Economy.
- To be able to rethink the current system in order to develop ideas to change the paradigm.
- To understand the relevance of regulation in the change from Linear Economy to Circular Economy.
- To apply and analyze Circular Economy theory in a concrete situation.
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Syllabus |
1. The limits of Linear Economy
2. Paradigm transition from Linear Economy to Circular Economy
3 Origin and fundamentals of Circular Economy: concept, C2C “cradle-to-cradle” and biological and technical product cycles
4. Circular Economy and sustainable development
5. Circular Economy at sectoral and regional level
6. Regulatory trends for the circular economy
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Main Bibliography |
Ellen MacArthur Foundation. (2013). Towards the Circular Economy. Ellen MacArthur Foundation.
Braungart, M., & McDonough, W. (2002). Cradle to cradle: remaking the way we make things (1st edition). North Point Press.
Webster, K. (2017). The circular economy: A Wealth of Flows. Ellen MacArthur Foundation Publishing.
Stuchtey, M., Enkvist, P.-A., & Zumwinkel, K. (2016). A Good Disruption: Redefining Growth in the Twenty-First Century (1st edition). Bloomsbury Business.
Several recent articles on the different approaches to the Circular Economy published in journals indexed to Web of Science and/or SCOPUS.
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Teaching Methodologies and Assessment Criteria |
The teaching-learning process consists in theoretical and practical classes. In class, initially there will be a theoretical exposition of the contents, which are supported by the compulsory bibliography of UC and will be subject to evaluation in the final written frequency. In addition, there will be a discussion on the state-of-the-art and the research lines followed by analyzing articles that will be provided to students. This analysis will support the research work that students are expected to be carried out. Students may also have regular office hours to acquire additional accompaniment on research work. The teaching-learning grade results from a weighting of 50% for the written test and 50% for the research work and its respective presentation.
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Language |
Portuguese. Tutorial support is available in English.
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