Overview
Our health is an outcome of a complex social-ecological system of variables including individual characteristics, social factors and environmental drivers. Such systems, by nature, incorporate elements that are uncertain, unpredictable and co-occurring at the same time across different levels and scales. In this unit, you will be introduced to the concept of complex adaptive systems and learn how to apply systems thinking to identify ways in which changes can be made to social and environmental determinants to influence health outcomes at community and population levels. You will also learn to use participatory methods to anticipate alternate futures as a tool for improving public health planning and building resilience.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Explain how complex adaptive systems thinking is used in public health to better understand entrenched health issues related to colonisation, population pressure, climate and environmental changes
- Distinguish between different scales and domains identified within complex adaptive systems thinking relevant to public health
- Apply complex adaptive systems thinking to public health issues relating to social and environmental determinants of health
- Analyse participatory and relational approaches to addressing complex adaptive system challenges in public health
- Reflect on and discuss the impact of social practices related to power, leadership and trust on public health from a complex adaptive systems perspective
- Determine how complex adaptive systems thinking informs practical and sustainable interventions across scales and domains using asset-based community development and disease prevention models
- Evaluate how complex adaptive systems thinking influences approaches to evidence and practice in public health.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Online Quiz(zes) - 15% | |||||||
| 2 - Group Work - 40% | |||||||
| 3 - Written Assessment - 45% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Knowledge | |||||||
| 2 - Communication | |||||||
| 3 - Cognitive, technical and creative skills | |||||||
| 4 - Research | |||||||
| 5 - Self-management | |||||||
| 6 - Ethical and Professional Responsibility | |||||||
| 7 - Leadership | |||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Online Quiz(zes) - 15% | ||||||||
| 2 - Group Work - 40% | ||||||||
| 3 - Written Assessment - 45% | ||||||||
Textbooks
The New Public Health
Edition: Fourth (2015)
Authors: Fran Baum
Oxford University Press
Melbourne Melbourne , Vic , Australia
ISBN: 9780195588088
Binding: Paperback
Additional Textbook Information
You will use this textbook in many of the units that are core to your postgraduate course in Public Health.
Both paper and eBook versions of the text are available at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
l.bricknell@cqu.edu.au
Module/Topic
Introduction to systems thinking
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Introduction to systems thinking cont'd
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Complex adaptive systems
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Complex adaptive systems cont'd
Chapter
Events and Submissions/Topic
Tutorial
Quiz 1A Due: Week 4 Friday 11:45pm AEST
Module/Topic
Complex adaptive systems cont'd
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Models
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Models cont'd
Chapter
Events and Submissions/Topic
Tutorial
Quiz 1B Due: Week 7 Friday 11:45pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Student Seminars
Seminar Due: Week 8 Friday (10 May 2019) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Using systems thinking in policy and program planning
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Using systems thinking in policy and program planning
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Review
Chapter
Events and Submissions/Topic
Tutorial
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
- The quizzes will become available at 9:00am on the Friday of Weeks 3 and 6 and remain open until 11:45pm on the following Friday.
- There is no time limit to complete the quiz and you can save your quiz and return to it later (while the quiz is available)
- You will get your final result from the quiz showing which questions you got right or wrong. This will let you know what areas you need to study/revise.
- You should choose the most correct answer.
2
Other
Quiz 1A due 11:45pm Friday of Week 4; Quiz 1B due 11:45pm Friday of Week 7.
Results will be available once quiz has closed.
Quiz 1A will assess the student's knowledge of the fundamental characteristics of a system and the hallmarks of systems thinking
Quiz 1B will assess the student's knowledge of complex adaptive systems.
No submission method provided.
- Explain how complex adaptive systems thinking is used in public health to better understand entrenched health issues related to colonisation, population pressure, climate and environmental changes
- Distinguish between different scales and domains identified within complex adaptive systems thinking relevant to public health
- Evaluate how complex adaptive systems thinking influences approaches to evidence and practice in public health.
- Knowledge
- Cognitive, technical and creative skills
2 Group Work
Early in the term you will be formed into groups. Your task is to analyse a public health issue and develop a causal loop model to illustrate the system that influences that issue. Each group will then prepare and present a 15 minute Q&A style seminar to the rest of the class. Your seminar should:
- identify the public health issue
-
explain the variables, driving forces and relationships relating to the public health issue
- discuss ways in which changes to some of the variables can affect public health outcomes
- encourage discussion amongst the rest of your class
Other students in the class will also need to participate in the seminar by attending AND contributing to the discussion.
Seminars will be held during regular tutorial sessions in Week 8.
Submissions
- Each group will need to submit a presentation file and speaker's notes to Moodle.
- Each student will need to complete an online self and peer assessment task.
Week 8 Friday (10 May 2019) 11:45 pm AEST
Self and peer assessment task is due 11:45pm Friday of Week 8. Seminars will be held during tutorial sessions in Week 8.
Week 10 Friday (24 May 2019)
- Relevance 30%
- Validity 40%
- Organisation 10%
- Presentation 5%
- Participation 15%
- Distinguish between different scales and domains identified within complex adaptive systems thinking relevant to public health
- Apply complex adaptive systems thinking to public health issues relating to social and environmental determinants of health
- Reflect on and discuss the impact of social practices related to power, leadership and trust on public health from a complex adaptive systems perspective
- Determine how complex adaptive systems thinking informs practical and sustainable interventions across scales and domains using asset-based community development and disease prevention models
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
3 Written Assessment
Your final assessment item for this unit is to prepare a photovoice illustrating the system behind a public health issue of your choice. Your photovoice should:
- illustrate different elements and relationships within the system
- explain how these elements and relationships impact upon public health outcomes
- demonstrate how the system can be used to identify potential community partnerships beneficial to health promotion
- identify how specific elements and relationships in the system can be used to inform public policy/public health interventions
Review/Exam Week Friday (14 June 2019) 11:45 pm AEST
Following certification of grades
- Relevance 30%
- Validity 40%
- Organisation 20%
- Presentation 10%
No submission method provided.
- Explain how complex adaptive systems thinking is used in public health to better understand entrenched health issues related to colonisation, population pressure, climate and environmental changes
- Apply complex adaptive systems thinking to public health issues relating to social and environmental determinants of health
- Analyse participatory and relational approaches to addressing complex adaptive system challenges in public health
- Reflect on and discuss the impact of social practices related to power, leadership and trust on public health from a complex adaptive systems perspective
- Determine how complex adaptive systems thinking informs practical and sustainable interventions across scales and domains using asset-based community development and disease prevention models
- Evaluate how complex adaptive systems thinking influences approaches to evidence and practice in public health.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
