Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:Semester 1, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: One hour lecture + 1 x three hour tutorial per week) |
Total Time Commitment:
150 credit points of undergraduate study
|Recommended Background Knowledge:||
|Non Allowed Subjects:|| |
|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
CoordinatorProf David Shallcross
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.
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:
|Breadth Options:|| |
This subject potentially can be taken as a breadth subject component for the following courses:
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.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
At the end of this subject students should have developed:
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
Environments Discipline subjects |
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