Section 1 (20% of wordcount). Identification of the four, five or six most meaning full statements made by the interviewee during the interview (see below for questions), with comments as to why these themes are interesting in terms of what they reveal about the interviewee’s green business mindset.
Section 2 (70% of wordcount). This section should be divided into the four, five or six themes identified in section 1 as being most meaningful in the interview. The student should then analyze to what extent each theme confirms certain key green business concepts learnt in the module; contradicts these modules; and partially confirms/partially contradicts them. The emphasis here will be on the student demonstrating their ability to both apply and critically analyze the different green business concepts and theories that were part of the module curriculum.
Section 3 (10%). Conclusion containing critical analysis of what this comparison between interviewee mindsets and module concepts teaches us about the validity of said concepts. Interview questions. Students should ask their interviewees:-
-Which green business actions seems most important to them, and why?
– Which green business actions seem less important to them, and why?
– Which green business actions they plan to address sooner or else later, and why?
– Above all, what are the various drivers explaining why they attach greater or lesser importance to green business in general detailing the different ecological challenges (see Assessment 1) faced by the company for which the individual works; which potential remedies it has decided to adopt or reject; and the reasoning for these decisions. By so doing, will demonstrate their understanding of the various environmental problem-solving mechanisms at work in different sectors of activity.
Excellent answers will demonstrate an ability to consider the sector-specificity of certain environmental problems, based both on a review of literature and on independent thinking about the relative exposure of certain kinds of human activity to environmental constraints. They will also feature creative thinking about the kinds of actions that might solve the problems that students identify, and the practical but also subjective difficulties of implementing these actions.
