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Systems Informed Approaches to Change (EDUC91043)
Graduate courseworkPoints: 12.5Online and Dual-Delivery (Parkville)
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1 (Extended)
Semester 2 (Early-Start)
Overview
Availability | Semester 1 (Extended) - Dual-Delivery Semester 2 (Early-Start) - Online |
---|---|
Fees | Look up fees |
Supporting an integrative, inter-disciplinary approach to wellbeing, this subject explores systems informed approaches to positive development and functioning, moving discourse, theory, research, and practice beyond the individual to include broader human social systems. Through experiential learning opportunities, students will unpack the philosophical and methodological assumptions that drive the positive psychology and wellbeing science fields and consider practical implications of a systems-informed perspective.
Students will be introduced to a variety of systems-awareness tools, considering their practical utility in different contexts and across different situations. Students will identify the dynamic impact of factors such as culture, communities, and politics, on individual and collective wellbeing. Students will also explore systems-based approaches to sustainable change, which address the complexity of individual and collective behaviour change.
Intended learning outcomes
On completion of this subject, students should be able to:
- Evaluate factors influencing the relevance of wellbeing conceptualisations.
- Critically evaluate approaches employed in positive psychology, wellbeing science, and related disciplines from a systems informed perspective.
- Develop ethically sensitive approaches to improve wellbeing within specific contexts from a systems informed perspective.
- Analyse individual, collective, and contextual factors that impact sustainable behaviour and systems change.
- Develop and trial a systems-informed approach to creating change.
- Demonstrate reflective practice regarding learning and professional application of change approaches.
Generic skills
This subject develops the following generic skills:
- Problem solving skills that are creative, innovative and solution focused.
- Analytical skills and the ability to construct and articulate logical arguments.
- Collaborative and teamwork skills through working with fellow students.
- Ability to critically investigate, revise and review new ideas and approaches.
- Application of behaviour change methods.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Note: the following subject/s can also be taken concurrently (at the same time)
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91041 | Principles of Positive Psychology |
Semester 2 (Early-Start) (Online)
Semester 1 (Extended) (Dual-Delivery - Parkville)
|
12.5 |
MC-APP students that commenced prior to 2022 may have completed EDUC90787 Principles of Positive Psychology.
Corequisites
None
Non-allowed subjects
EDUC90789 Positive Psychology and Organisations (no longer offered)
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
Description | Timing | Percentage |
---|---|---|
Experiential reflective journal applying systems informed approaches
| Mid semester | 30% |
Case study oral presentation applying systems informed approaches (1000 words equivalent)
| Final synchronous session | 20% |
Case study report applying systems informed approaches
| During the examination period | 50% |
Hurdle requirement: A minimum of 75% attendance at all synchronous sessions | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 1 (Extended) - Dual-Delivery
Principal coordinator Rachel Colla Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours: Comprising 12 hours of on-campus sessions and 12 hours of asynchronous online sessions Total time commitment 170 hours Teaching period 28 February 2022 to 4 June 2022 Last self-enrol date 11 March 2022 Census date 31 March 2022 Last date to withdraw without fail 6 May 2022 Assessment period ends 24 June 2022 Semester 1 (Extended) contact information
- Semester 2 (Early-Start) - Online
Principal coordinator Rachel Colla Mode of delivery Online Contact hours Comprising 12 hours of synchronous sessions and 12 hours of asynchronous online sessions Total time commitment 170 hours Teaching period 23 July 2022 to 23 October 2022 Last self-enrol date 5 August 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 (Early-Start) contact information
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 Master of Applied Positive Psychology - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024