Handbook home
Building Positive Education Communities (EDUC90807)
Graduate courseworkPoints: 12.5On Campus (Parkville) and Off Campus
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
May
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
May
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | May - On Campus May - Off Campus |
---|---|
Fees | Look up fees |
This subject explores how positive psychology practitioners can initiate and lead systematic change across educational communities. Drawing on a systems perspective, students will consider different models for implementing organisational change, including appreciative inquiry, positive organisational behaviour, and positive leadership. Methods of evaluation and examples of larger-scale policy models will be examined, and barriers to change will be explored. Using an action research model, students will apply these models to their educational setting, considering which approaches and levers may be best for making systematic change within their context.
Intended learning outcomes
Upon completion of this subject participants should be able to:
- Identify a range of approaches for introducing, exploring, and implementing organisational change in educational settings
- Recognise barriers and enablers of positive change within their setting
- Apply an appreciate inquiry approach to facilitate discussion about organisational objectives and change
- Formulate a systematic, strategic approach for creating positive change in their setting
- Determine appropriate methods for evaluating intervention efforts.
Generic skills
Graduates should develop the following generic skills:
- Problem solving skills, including engaging with, researching and identifying strategies to solve unfamiliar problems and bring about change;
- Analytical skills and the ability to construct and express logical arguments;
- To learn to critically investigate, modify and adapt new ideas and approaches;
- Plan effective work schedules and meet deadlines;
- Verbal and written communication skills;
- Change management skills;
- Use of evidence and data.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
To enrol in this subject, you must be admitted in PR-EDPOSED Professional Certificate in Education (Positive Education). This subject is not available for students admitted in any other courses.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
Systematic change plan preliminary proposal
| First half of the teaching period | 20% |
Systematic change plan full report
| 4 Weeks after the end of teaching | 80% |
Hurdle requirement: Attendance at a minimum of 80% of all classes | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- May - On Campus
Principal coordinator Peggy Kern Mode of delivery On Campus (Parkville) Contact hours 24 hours (3 days of intensive delivery, first intensive two days, second intensive one day) Total time commitment 170 hours Teaching period 1 May 2020 to 29 May 2020 Last self-enrol date 6 May 2020 Census date 12 May 2020 Last date to withdraw without fail 5 June 2020 Assessment period ends 22 June 2020 May contact information
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
- May - Off Campus
Mode of delivery Off Campus Contact hours Total time commitment 170 hours Teaching period 22 May 2020 to 23 May 2020 Last self-enrol date 22 May 2020 Census date 5 June 2020 Last date to withdraw without fail 19 June 2020 Assessment period ends 30 June 2020 May contact information
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Time commitment details
170 hours per 12.5 credit point subject
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Professional Certificate in Education (Positive Education)
Last updated: 10 February 2024