Overview
Positive psychology, wellbeing and resilience are concepts that have largely emerged from a body of research in western societies. In this unit, you will take a critical approach to examining the applicability of wellbeing in cross-cultural and cross-discipline contexts and in comparison to spiritual and religious practices across the globe. You will explore whether the factors affecting wellbeing are relative or absolute, and gain an understanding of how wellbeing is determined in different cultural settings and across a range of academic discipline areas.
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.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle evaluation
A few students requested that the assessment items be staggered in relation to the other units in the course.
Considerable time was spent mapping the dates of the assessments across the four units offered in the term. As far as was feasible, assessment due dates were staggered across the units. The assessment due dates were positioned to maximise the time allotted for the dissemination of unit content relevant to each assessment piece. The course team will again be evaluating both the assessment items and due dates across the units for 2019.
Feedback from Moodle evaluation
A few students commented that the number of readings per week was overwhelming, and a few commented that they loved the content.
The number of readings from 2017 to 2018 was decreased. They were structured in terms of recommended readings and extra resources. Further evaluation of the structure of the unit, including the readings and resource material, is warranted, and will be undertaken by the unit coordinator.
Feedback from Moodle evaluation
Despite the moderate score for assessment requirements, a number of students commented on how much they liked the assessment pieces.
The assessment items will be reviewed for potential improvement of both engagement and enhancement of the learning outcomes.
- Discuss how the concept of ‘happiness’ has permeated cultures and societies to both unite and divide humans throughout history
- Compare and contrast how different cultures define and articulate wellbeing
- Assess practices used by different cultures to build and sustain wellbeing
- Examine how wellbeing is articulated in a cross-cultural context, particularly in relation to Australian Indigenous peoples.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Practical Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - First Nations Knowledges | ||||
| 9 - 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 | 9 | |
| 1 - Written Assessment - 50% | |||||||||
| 2 - Practical Assessment - 50% | |||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
d.every@cqu.edu.au
Week 1
Begin Date: 11 Mar 2019Module/Topic
Psychology and Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 2
Begin Date: 18 Mar 2019Module/Topic
Economics and Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 3
Begin Date: 25 Mar 2019Module/Topic
Philosophy and Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 4
Begin Date: 01 Apr 2019Module/Topic
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 5
Begin Date: 08 Apr 2019Module/Topic
Sociology and Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Wednesday, April 10. 6.30pm (AEST). Zoom discussion meeting (optional). Please refer to the Zoom details in the Zoom section on the unit Moodle homepage.
Vacation Week
Begin Date: 15 Apr 2019Module/Topic
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 22 Apr 2019Module/Topic
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 7
Begin Date: 29 Apr 2019Module/Topic
Public Policy and Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 8
Begin Date: 06 May 2019Module/Topic
Technology and Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 9
Begin Date: 13 May 2019Module/Topic
Biology and Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 10
Begin Date: 20 May 2019Module/Topic
Religion, Spirituality & Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Wednesday, May 27. 6.30pm (AEST). Zoom discussion meeting (optional). Please refer to the Zoom details in the Zoom section on the unit Moodle homepage.
Week 11
Begin Date: 27 May 2019Module/Topic
Global Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Week 12
Begin Date: 03 Jun 2019Module/Topic
The Future of Wellbeing
Chapter
All readings, resource material, and textbook chapters are detailed in the dedicated weekly sections on the unit Moodle homepage.
Events and Submissions/Topic
Review/Exam Week
Begin Date: 10 Jun 2019Module/Topic
There are no examinations for this unit.
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 17 Jun 2019Module/Topic
There are no examinations for this unit.
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment 1 is about cross-cultural perspectives on positive psychology. Your task has three (3) parts:
1. Summaries: Research three (3) examples of how different cultural/ethnic groups around the world define and seek to create happiness and wellbeing. Include in your summaries the centrality of wellbeing/happiness concepts in each of these cultures. One of your examples must be an Australian Aboriginal perspective on happiness and wellbeing. Summarise your research for each group in 500 words (+/- 10%) for each.
2. Interview:
i. Use these summaries to develop an interview plan to explore what happiness and wellbeing means to a person from a different culture.
ii. Interview one person whose culture is different to your own.
iii. Transcribe the interview.
3. Comparative analysis: Provide a 500-word (+/-10%) statement of how the perspective of the person you interviewed differs from, or is the same/similar to, your own perspective.
The relevant templates and forms required for Assessment 1 will be available on the unit Moodle homepage, in the Assessment 1 section.
Week 8 Monday (6 May 2019) 9:00 am AEST
Week 10 Monday (20 May 2019)
Feedback and grade for this assessment will be provided within 2 weeks of submission.
You will be assessed - via the marking rubric in the Unit and Assessment Guide - on the following criteria:
1. Clarity and comprehensiveness for the three (3) summaries
2. Literature support for the summaries
3. Inclusion of the interview plan/script (mandatory for proceeding with the interview) and consent form
4. Inclusion and accuracy of the interview transcript
5. Clarity and comprehensiveness of your comparative analysis statement
6. APA referencing adherence.
Full details for the marking criteria are in the marking rubric in the Unit and Assessment Guide.
In order to pass the unit, you will need to score at least 50% in this assessment.
- Discuss how the concept of ‘happiness’ has permeated cultures and societies to both unite and divide humans throughout history
- Compare and contrast how different cultures define and articulate wellbeing
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
2 Practical Assessment
Assessment 2 builds upon the research and writing skills you developed in Assessment 1. In this assessment, we are focussing on comparing and contrasting cross-discipline approaches to happiness and wellbeing.
Your task is to complete a 3000 (+/-10%) word essay on the following topic:
Different disciplines have different meanings for the terms 'happiness' and 'wellbeing'.
Identify and explore, in detail, the similarities and differences between three (3) different discipline area understandings of 'happiness' and 'wellbeing'. Disciplines are areas of research or study e.g., psychology, economics, philosophy. However, please don’t use the discipline area of cross-cultural perspectives on well-being, as we have covered this in the first assessment.
Please refer to the Unit and Assessment Guide in the unit Moodle homepage for full details.
Review/Exam Week Monday (10 June 2019) 9:00 am AEST
Feedback and grade for this assessment will be provided by Monday, 24 June, 2019 (within 2 weeks of submission).
You will be assessed - via the marking rubric in Unit and Assessment Guide - on the following criteria:
1. Introduction: how clearly, accurately, succinctly, and comprehensively you introduce the focus of the essay
2. The main body of the essay (including: reasoning; comparative analysis; contextualisation of terms)
3. The quality and insights in your conclusion section
4. The quality of your literacy and written communication
5. Adherence to APA referencing style.
Full details for the marking criteria are in the marking rubric in the Unit and Assessment Guide.
In order to pass the unit, you will need to score at least 50% in this assessment.
- Assess practices used by different cultures to build and sustain wellbeing
- Examine how wellbeing is articulated in a cross-cultural context, particularly in relation to Australian Indigenous peoples.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
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?
