Environmental Marketing - BMEGT42M418

To present the role of marketing among environmental management techniques-methods. To highlight the position and role of environmental marketing in case of market oriented organisations. To prepare the student to system integrative way of thinking. To gain experience in the formulation of organisational environmental marketing concept.

1. The student knows the organizational and motivational tools and methods related to management, as well as the legislation required for the practice of the profession.
2. The student knows the promotion and opinion-forming methods related to environmental engineering activities.

1. The student is able to perform environmental management tasks.
2. In the course of their work, the student examines the possibility of setting research, development and innovation goals and strives to achieve them.

1. Students will be familiar with the professional and moral standards within environmental related professional fields.
2. The student strives to plan and execute their tasks independently or in a work group at a high professional level.
3. The student strives to do their work based on a system-oriented and process-oriented way of thinking, in a complex approach.
4. During decisions, they pay attention to the basic requirements of occupational health and safety, technical, economic and legal regulations, as well as engineering ethics.
5. Monitors legal, technical, technological and administrative changes related to the field of expertise.

1. The student is able to solve environmental engineering tasks independently, makes their decisions carefully, in consultation with representatives of other (primarily legal, economic, energetic) fields of expertise, for which they take responsibility.

Topic presentations, independently prepared and presented project tasks.

• Kósi Kálmán – Valkó László: Környezetmenedzsment. BME GTK Tankönyv. TYPOTEX Kiadó. Budapest, 2006.
• W. McDonough – M. Braungart: Bölcsőtől bölcsőig – Környezettudatosság tervezéstől a gyártásig. HVG Könyvek. HVG Kiadó Zrt, Budapest, 2007.
• Ijjas Flóra: Az ökopszichológia lehetőségei a fenntartható fejlődés megvalósításában. In: EMLA 15. Jubileumi Tanulmánykötet – Tanulmányok a fenntarthatóság témakörében. Budapest, 2008.

The method of evaluating the learning outcomes set out in point 2.2.: evaluation of the competencies acquired during the semester (project tasks prepared and presented in groups of 2-3);

Detailed description of performance evaluations during the working period: Formative assessment: the complex evaluation method of the subject and knowledge and ability-type competence elements is the creation of group-prepared and presented project tasks. The project task focuses on the assessment of the acquired knowledge and its application, thus focusing on problem recognition and solution. The course material on which the evaluation is based is determined by the lecturer of the subject.

• 1st formative assessment (group project): 30
• 2nd formative assessment (group project): 30
• 3rd formative assessment (group project): 40
• total: 100

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1) It is possible to retake the mid-term assessments individually. 2) If the student is unable to obtain a grade other than 'Fail' even with the replacement according to point 1), then - in addition to paying the fee specified in the regulations - a second attempt, in a combined form, to improve the unsuccessful first replacement. 3) The project assignment can be submitted - late - until the last day of the replacement period until 4:00 p.m. or sent in electronic form until 11:59 p.m.

In order to achieve the learning outcomes set out in point 2.2., the subject consists of the following thematic blocks. In the syllabi of the courses announced in each semester, these topics are scheduled according to the calendar and other conditions.