Positive Communities and Organisations (EDUC20074)
Undergraduate level 2Points: 12.5On Campus (Parkville)
Overview
| Availability | Semester 2 |
|---|---|
| Fees | Look up fees |
In this subject, students will use a systems lens to explore and evaluate how theories on wellbeing, ethics and virtues are being applied to education settings, workplaces and communities.
Students will investigate key questions such as: How can schools and educational institutions support the wellbeing of students, teachers, staff and wider community members? How can workplaces foster wellbeing in employees and assist their local communities to thrive? What are the issues to consider? How do societies and nations measure wellbeing and develop policies to support collective wellbeing?
Students will examine and appraise how wellbeing insights are being taught and applied in educational, organisational or community settings; analyse the role of wellbeing and virtues with respect to both subjective and objective outcomes; and assess implications of cross-cultural issues as well as trends in wellbeing policy.
Intended learning outcomes
On completion of this subject, students should be able to:
- Examine the impact of wellbeing on individual and collective health and social outcomes.
- Articulate how the skills of wellbeing can be taught in education settings.
- Distinguish the role of strengths-based versus deficit-based approaches in systems.
- Assess and debate the role of institutions and organisations needing to be virtuous, ethical and socially responsible.
Generic skills
On completion of this subject, students should be able to:
- Devise and facilitate constructive change in their communities through knowledge and application of innovative methods and tools to teach wellbeing skills.
- Reflect and critically analyse contemporary local, national and global issues, considering social, cultural ethical and environmental elements underpinning collective wellbeing.
- Present, explain, and participate in meaningful public discourse, with a profound awareness of community needs, and the relationship between wellbeing and a variety of individual and collective outcomes.
- Integrate cross-disciplinary knowledge that draws on multiple areas, including education, psychology, and business.
Last updated: 20 March 2025
Eligibility and requirements
Prerequisites
None
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: 20 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Online quiz response on lectures
| Early semester | 15% |
Analysis of role of wellbeing frameworks/models in education
| Mid semester | 40% |
Case study and analysis of a school or organisation that is applying wellbeing frameworks/models
| During the examination period | 45% |
| Hurdle requirement: Minimum of 70% attendance at all tutorials. | Throughout the teaching period | N/A |
Last updated: 20 March 2025
Dates & times
- Semester 2
Coordinator Cagla Sanri Mode of delivery On Campus (Parkville) Contact hours 36 hours comprising 12 x 1 hour tutorials and 24 hours of asynchronous activities Total time commitment 170 hours Teaching period 28 July 2025 to 26 October 2025 Last self-enrol date 8 August 2025 Census date 1 September 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 Semester 2 contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 20 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Breadth Track Positive individuals, organisations and communities - Breadth options
This subject is available as breadth in the following courses:
- Bachelor of Arts
- Bachelor of Biomedicine
- Bachelor of Commerce
- Bachelor of Design
- Bachelor of Environments
- Bachelor of Fine Arts (Acting)
- Bachelor of Fine Arts (Animation)
- Bachelor of Fine Arts (Dance)
- Bachelor of Fine Arts (Film and Television)
- Bachelor of Fine Arts (Music Theatre)
- Bachelor of Fine Arts (Production)
- Bachelor of Fine Arts (Screenwriting)
- Bachelor of Fine Arts (Theatre)
- Bachelor of Fine Arts (Visual Art)
- Bachelor of Music
- Bachelor of Science
- Links to additional information
Study Breadth in Education: https://education.unimelb.edu.au/study/breadth#positive-individuals--organisations-and-communities
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
- Available to Study Abroad and/or Study Exchange Students
Last updated: 20 March 2025