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Systems Informed Approaches to Change (EDUC91043)

Graduate courseworkPoints: 12.5On Campus (Parkville) and Online

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Overview

Availability
March - On Campus
July - Online
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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
July (Online)
March (On Campus - 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

DescriptionTimingPercentage

Written reflection on peer learning exercises

  • 1250 words
Mid semester25%

10-minute video presentation: Case study

  • 1250 words (equivalent)
End of the teaching period25%

Written report: Case study

  • 2500 words
During the examination period50%

Attendance

Hurdle requirement: A minimum of 75% attendance at all synchronous sessions 		Throughout the teaching periodN/A

Last updated: 10 February 2024

Dates & times

  • March - On Campus
    Principal coordinatorRachel Colla
    Mode of deliveryOn Campus (Parkville)
    Contact hours24 hours: Comprising 12 hours of on-campus sessions and 12 hours of asynchronous online sessions
    Total time commitment170 hours
    Pre teaching start date26 February 2024
    Pre teaching requirementsDuring the pre-teaching period students are required to access materials on the LMS.
    Teaching period 2 March 2024 to 18 May 2024
    Last self-enrol date27 February 2024
    Census date22 March 2024
    Last date to withdraw without fail 3 May 2024
    Assessment period ends 6 June 2024

    March contact information

    rachel.colla@unimelb.edu.au

  • July - Online
    Principal coordinatorRachel Colla
    Mode of deliveryOnline
    Contact hours24 hours: Comprising 12 hours of synchronous online sessions and 12 hours of asynchronous online sessions
    Total time commitment170 hours
    Pre teaching start date22 July 2024
    Pre teaching requirementsDuring the pre-teaching period students are required to access materials on the LMS
    Teaching period25 July 2024 to 3 October 2024
    Last self-enrol date22 July 2024
    Census date16 August 2024
    Last date to withdraw without fail20 September 2024
    Assessment period ends31 October 2024

    July contact information

    rachel.colla@unimelb.edu.au

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: 10 February 2024

Further information

Last updated: 10 February 2024