Student Wellbeing Process & Partnerships

Subject 472-651 (2008)

Note: This is an archived Handbook entry from 2008.Search for this in the current handbook

Credit Points: 25.000
Level: Graduate/Postgraduate
Dates & Locations:

This subject has the following teaching availabilities in 2008:

Semester 1, - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours lectures and 180 non-contact hours of private study
Total Time Commitment: Not available
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Coordinator

Desma Strong and Liz Freeman
Subject Overview: A study of the impact of organisational factors (structure, policy and culture) on school effectiveness, organisational health and student and teacher wellbeing; contemporary theories and models of school-home, school-community partnerships and cross-sectoral practice; critical perspectives on concept of community; change theories and models; the educator as change agent.

Assessment: Two 4,000 word assignments or equivalent projects (50 per cent each)
Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: On completion of this subject students, should be able to:
  • critically analyse the impact of organisational structures, policies, processes and culture on school effectiveness, including student wellbeing, in educational settings;
  • recommend processes to improve organisational health based on an understanding of the concept of organisational health and its relationship to student and teacher wellbeing;
  • establish effective and coordinated cross-sectoral partnerships to enhance student wellbeing and learning in educational settings grounded on a critical understanding of contemporary theories on the development of school-community partnerships;
  • identify how theories and models of change can be strategically applied to school improvement processes to enhance student wellbeing and learning.

Generic Skills:

On completion of this subject students, should be able to:

  • use advanced knowledge to provide leadership in the promotion of student wellbeing;
  • demonstrate highly developed cognitive, analytic and problem-solving skills;
  • understand the significance and value of their knowledge and engage with student wellbeing issues in the wider educational community;
  • articulate their knowledge and understanding in effective oral and written presentations.
Links to further information: www.edfac.unimelb.edu.au
Notes: This subject cannot be undertaken by students who have completed the PGDES(SW).
Related Course(s): Master of Education (Student Wellbeing)

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