Leading Change in a Complex World

This subject has the following teaching availabilities in 2015:

170 hours

150 credit points of undergraduate study

None

• Ability to work in groups
• Knowledge of sustainability principles
• Ability to reflect
• Writing, speaking and research skills

None

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

AIMS

This subject aims to engage students in the process of designing a proposal to lead change in a “real world” complex problem.

How do you develop personal and professional practice that actively contributes to creating sustainable environments for future generations? This subject will prepare you for work and broader life challenges, where you may be called upon to lead or manage what are often called ‘wicked problems’. Examples include challenges in the areas of sustainable resource, energy and water production and usage; restoring and improving urban infrastructure; responding to climate variability. In these situations there are incomplete or contradictory requirements that are interdependent. Further, the range of stakeholders will likely have very different views of the ‘problem’ and will tend to change their minds with emerging circumstances. The ‘problem definition’ may not be agreed until a solution is formulated and attempts to solve these types of problems typically cause further ramifications.

Through a four stage process, you will work with other students in your tutorial class to explore a problem from various stakeholder perspectives and from various disciplinary perspectives. You will then consider a range of “solutions” in order to make a recommendation for action.

INDICATIVE CONTENT

Topics covered include leadership, community development, teamwork, the design process and reflective practice. Processes include reflective writing, teamwork, and proposal development.

INTENDED LEARNING OUTCOMES (ILO)

On completion of this subject the student is expected to:

1. Show evidence of grappling with complex problems through the lenses of your own and others' perspectives
2. Demonstrate increasing self-awareness, including being able to articulate the things that shape your thinking
3. Demonstrate tolerance and awareness of other viewpoints, including to create new viewpoints (different foci, criteria)
4. Demonstrate confidence and flexibility in dealing with uncertainty
5. Demonstrate learning consultative skills with stakeholders
6. Demonstrate the ability to make a case to lead change, taking into account your own and others’ perspectives
7. Demonstrate the use and integration of the knowledge developed over the course of your degree

• Weekly reflective Journal entry plus 500 word meta-review of learning (30%). Time commitment of approximately 30-35 hours. Intended Learning Outcomes (ILOs) 1 to 7 are all addressed in the reflective journal. Due week 6 & 12
• 1,000 word written stakeholder analysis (10%). Time commitment of 10-13 hours. Due week 5
• 1,000 word written design option (10%). Time commitment of 10-13 hours. Due week 9
• Active participation in studio/workshop processes (20%). ILOs 1 to 7 are addressed through active participation in classes. Assessed throughout weeks 1 - 12
• 5 minute oral presentation and a group final project submission of 3,000 words (30%). Time commitment of approximately 30-35 hours. ILOs 1 to 7 are all addressed in the final proposal. Due week 12.

This subject potentially can be taken as a breadth subject component for the following courses:

• Bachelor of Arts
• Bachelor of Biomedicine
• Bachelor of Commerce
• Bachelor of Music
• Bachelor of Science
• Bachelor of Engineering

You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.

At the end of this subject students should have developed:

• The ability to work in teams
• Leadership potential through practising, initiating and implementing constructive change
• Approaches to dealing with uncertainty
• Knowledge across and between the disciplines
• Understanding of social and cultural diversity – including Indigenous cultures; valuing different cultures
• Global citizenship skills by advocating for improving the sustainability of the environment.

LEARNING AND TEACHING METHODS

This is a project-based design subject. A series of multidisciplinary lectures address leadership, change process, wicked problems and community development. Students work in small teams to complete a proposal for leading change in a “real world” problem. Students are expected to attend all classes and to keep a weekly reflective journal.

INDICATIVE KEY LEARNING RESOURCES

Students will have access to lecture notes and lecture slides. The subject LMS site also contains a range of resources about leadership, the design process, reflective practice, teamwork, and community development.

CAREERS / INDUSTRY LINKS

N/A