All materials for the exercise can be found here!
What is it? A classroom exercise for 11 groups of about 2-3 students each. Each group represents a distinct stakeholder (with private information) in a fictitious environmental disaster involving a large chemical plant contaminating the local town.
Who is it for? Undergraduate students approaching the end of a course in environmental economics.
What is the point? The exercise has two aims. First, it explores the interface between environmental economics as traditionally taught (environmental valuation, marginal abatement costs, policy instruments...) and real-world environmental politics. Second, it brings home the human dimension of the normative trade-offs that environmental economists are often called upon to make.
How does it work? Students take turns advancing the emergent narrative. No particular outcome is "hard-coded", but the story includes (i) students conducting a cost-benefit analysis on the pros and cons of reducing emissions, (ii) an informed policy decision by the municipal authorities, and (iii) democratic accountability through local elections. Misrepresentation of information, lobbying, and even corruption are explicitly not ruled out.
How long does it take? My experience is that two sessions of 2*45 minutes each is sufficient. I recommend running both sessions on the same day.
Has it ever been used in actual teaching? Yes! I have played this with students several times, with good results. Since 2023, Martin Persson of the Chalmers Institute of Technology also uses it in his course on environmental economics (and has contributed to certain design improvements). I hope to keep spreading the word!
Can I use it? Absolutely! As long as you cite me as the exercise's original creator, you are free to use it (and also adapt the design to your specific needs).
What if I have questions? Feel free to email me: claes.ek@economics.gu.se.