Horticultural Systems and Future Challenges
The basic structure is that each week has 1-2 themes. The week usually begins with a short lecture / workshop as an introduction to some form of project work that is presented orally or in writing at the end of the week. The course covers all parts of the chain from plant breeding and propagation of plant material via plant protection, plant use and plant physiology to trade and produce quality. The focus is on sustainable systems and how horticulture can contribute to the fulfillment of the UN:s global environmental goals.
Course evaluation
The course evaluation is now closed
BI1309-10161 - Course evaluation report
Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.
Additional course evaluations for BI1309
Academic year 2024/2025
Horticultural Systems and Future Challenges (BI1309-10026)
2024-09-02 - 2024-10-31
Academic year 2022/2023
Horticultural Systems and Future Challenges (BI1309-10134)
2022-08-29 - 2022-10-31
Academic year 2021/2022
Horticultural Systems and Future Challenges (BI1309-10140)
2021-08-30 - 2021-11-01
Academic year 2020/2021
Horticultural Systems and Future Challenges (BI1309-10154)
2020-08-31 - 2020-11-01
Academic year 2019/2020
Horticultural Systems and Future Challenges (BI1309-10079)
2019-09-02 - 2019-10-31
Academic year 2018/2019
Horticultural Systems and Future Challenges (BI1309-10018)
2018-09-03 - 2018-11-05
Syllabus and other information
Syllabus
BI1309 Horticultural Systems and Future Challenges, 15.0 Credits
Hortikulturella system och framtida utmaningarSubjects
Horticultural Science Biology Biology Horticultural scienceEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Single module | 15.0 | 0101 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
EnglishPrior knowledge
Enrolled to the Horticultural Science – Master’s Programme or the equivalent of 120 credits, including 60 credits Natural Science or 60 credits Social Science and English 6Objectives
The aim of the course is to give deepened knowledge about and understanding for horticultural systems and how they are affected by societal challenges.
On completion of the course, the student should be able to:
give an account of the extent and structure of horticultural value chains in a global context.
identify horticultural challenges and suggest solutions based on plausible future scenarios.
analyse and evaluate consequences due to introduction of new crops and production systems.
present a topic, relevant to the course, in a scientifically and critically reflective manner.
Content
The course focus on:
horticultural production systems (both for food and plant environments), flows and the biobased circular economy.
horticultural value chains in a global context.
the history, economic significance and future needs for horticultural crops (production of start material for new needs).
how the surrounding world, through for example climate and societal changes and technologic development, affects future horticultural systems – possibilities and challenges (for example land use, urbanisation, resource utilization, food security, climate change, new crops and products, crop rotations and biological diversity, risks of pests and invasive species).
ethical aspects in relation to horticultural production.
oral and written communication.
Scheduled exercises, seminars and study visits are compulsory.
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
To pass the course, passed written and oral assignments as well as participation in the compulsory activities are required.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Responsible department
Department of Biosystems and Technology
Cooperating departments:
Further information
Litterature list
Preliminary Literature list
Horticultural Systems and Future Challenges, BI1309
2023
General book for the course:
** Science and the Garden: The Scientific Basis of Horticultural Practice**
** Ingram,Vince-Prue & Gregory, 392 pages, 3rd edition. 2015.**
** Wiley-Blackwell**
** ISBN: 9781118778432**
Week 1 (BT)
Harvesting the Sun PDF
(ISHS Scripta Horticulturae 14 www.harvestingthesun.org )
Horticultural Production Systems - CABI.org Chapter 3. PDF.
https://www.cabi.org/Uploads/CABI/OpenResources/45414/Chapter%203.pdf
Week 2 (BT)
Bommarco, R., Kleijn, D. & Potts, S.G. Ecological intensification: harnessing ecosystem services for food security. 2013. Trends in ecology and evolution. 28:4, 230-238.
https://www.sciencedirect.com/science/article/pii/S016953471200273X
Wilson, M.H. & Lovell, S.T. 2016. Agroforestry—The Next Step in Sustainable and Resilient Agriculture. Sustainability. 8:6. 574. 15pp.
http://www.mdpi.com/2071-1050/8/6/574/htm
Week 3 (VF)
Ladaniya M.S.. 2015. Climate Change Effects on Fruit Quality and Post-harvest Management Practices. In Climate Dynamics in Horticultural Science. Vol. 1, Principles and Applications. Apple Academic Press, Inc.,
Read primarily the chapter by Ladaniya, but other chapters in this book can also be relevant for the Fact sheets.
The book is available as a pdf through Researchgate: Use Google Scholar and search for “CLIMATE DYNAMICS IN HORTICULTURAL SCIENCE” and you will find the individual chapters, leading to the book.
Bisbis M.B., Gruda N., Blanke M. 2018. Potential impacts of climate change on vegetable production and product quality A review. Journal of Cleaner Production 170, 1602-1620,.
https://www.sciencedirect.com/science/article/pii/S0963996909003305
Chen S., Chen X., Xu J. 2016. Impacts of climate change on agriculture: Evidence from China. J. Environ. Econ. Management, 76, 105–124.
https://www.sciencedirect.com/science/article/pii/S0095069615000066
Albrech C. 2011. Invasive Species and Climate Change in California. California Department of Food and Agriculture. Forum on Extreme Climate Risks and California's Future Agriculture and The Food System.
https://www.cdfa.ca.gov/State_Board/pdfs/Courtney_Albrecht.pdf
California’s most significant droughts: Comparing historical and recent conditions. State of California. California Department of Water Resources, 2015.
Read “Executive Summary”(page 0)+ chapter 1 (pages 1-3, left +figure p. 4 + p.5 from Defining drought + p.6) + chapter 2 (p.23-26, 31-33)
Wildfire is coming. Are you ready to go. Wildfire evacuation guide. California Department of Forestry and Fire Protection (CAL FIRE), 2018.
http://www.readyforwildfire.org/docs/files/File/calfire_go_brochure_LINOweb.pdf
Read this synoptically (översiktligt).
Top 20 Most Destructive California Wildfires. California Department of Forestry and Fire Protection (CAL FIRE), 2018.
http://www.fire.ca.gov/communications/downloads/fact_sheets/Top20_Destruction.pdf
Read this synoptically to get a view of extent and causes.
CNN, 2018-06-26. At least 10,500 acres burned by wildfires in Northern California. https://edition.cnn.com/2018/06/25/us/pawnee-fire-california/index.html
Read this synoptically.
Week 4 (VF)
Korhonen J., Honkasalo A., Seppälä J. 2018. Circular Economy: The Concept and its Limitations. Ecological Economics 143, 37–46.
https://www.sciencedirect.com/science/article/pii/S0921800916300325
Hetemäki L., et al. 2017. Introduction: The need for a circular bioeconomy. In ‘Leading the way to a European circular bioeconomy strategy. From Science to Policy 5.’ European Forest Institute.
https://pdfs.semanticscholar.org/b35f/31e1a085a06380fcae3e196fa14ea071eeb0.pdf
Read page 10-16 (general introduction to bioeconomy).
Lin C.S.K. et al. 2013. Food waste as a valuable resource for the production of chemicals, materials and fuels. Current situation and global perspective. Energy Environ. Sci., 6, 426-464.
http://pubs.rsc.org/-/content/articlehtml/2013/ee/c2ee23440h
Imbert E. 2017. Food waste valorization options: opportunities from the bioeconomy. Open Agriculture. 2: 195–204.
https://www.degruyter.com/view/j/opag.2017.2.issue-1/opag-2017-0020/opag-2017-0020.xml
D’Hondt K., Jiménez-Sánchez G., Philp J. 2015. Reconciling Food and Industrial Needs for an Asian Bioeconomy: The Enabling Power of Genomics and Biotechnology. Asian Biotechnology and Development Review, 17, 2, 85-130.
Hartikainen, H. 2017. Food losses and waste in primary production: Case studies on carrots, onions, peas, cereals and farmed fish. Copenhagen: Nordisk Ministerråd.
http://norden.diva-portal.org/smash/get/diva2:1076202/FULLTEXT01.pdf
*Read page 13-68 *synoptically (which are the biggest causes for the losses?).
- The Value of Native Plants and Local Production in an Era of Global Agriculture, Shelef et al. 2017
- International New Crop Development Incentives, Barriers, Processes and Progress: An Australian Perspective, Fletcher et al. 2002
- Conventional Banana and plantain breeding, Ortiz 2013
- Diversifying food systems in the pursuit of sustainable food production and healthy diets, Dwivedi et al. 2017
- Diversifying the intensive cereal cropping systems of the indo-ganges through horticulture, Jat et al. 2006
- From crossbreeding to biotechnology-facilitated improvement of banana and plantain, Ortiz and Swennen 2014
- Pros and Cons of Japanese Quince (Chaenomeles japonica) – an Underutilized Pome Fruit, Rumpunen et al. 2011
**Week 5-10 **To be decided later