Positive Communities and Organisations

This subject has the following teaching availabilities in 2016:

170 hours

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

In this subject, students will explore how theories on wellbeing, ethics and virtues are being applied to education settings, workplaces and communities.

Students will investigate key questions such as: What are the building blocks of lasting wellbeing in youth and adulthood? What are the ways wellbeing skills can be learned? What are the issues to consider? How can workplaces foster wellbeing in employees and assist their local communities to thrive?

Students will present case studies on how wellbeing insights are being taught and applied in school, organisation or community settings; understand the role of wellbeing and virtues with respect to both subjective and objective outcomes; and consider implications of cross-cultural issues as well as trends in wellbeing policy.

Students will:

• Understand the impact of wellbeing on health, social outcomes and achievement.
• Develop ways the skills of wellbeing can be taught in education settings.
• Understand the role of strengths-based versus deficit-based teaching approaches.
• Explore the role of corporations needing to be virtuous, ethical and socially responsible.

There are two assessment tasks:

• 1500-word analysis of role of wellbeing theory in education. Due mid-semester, 35%
• 2500-word case study and analysis of a school or organisation that is successfully applying wellbeing theory. Due end of semester, 65%

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Readings will be posted on the LMS.

Cameron, K. S., Dutton, J. E., & Quinn, R. E. (2003) (Eds.), Positive Organizational Scholarship: Foundations of a New Discipline. Berrett-Koehler, San Francisco.

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 Environments
• 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.

On completion of this subject, students will able to:

• initiate and implement constructive change in their communities through knowledge of innovative methods and tools to teach wellbeing skills.
• engage in meaningful public discourse, with a profound awareness of community needs and the relationship between wellbeing and performance outcomes.
• expand their analytical and cognitive skills through learning that draws on multiple disciplines, including education, psychology, and business.