Overview
In this unit you will examine key processes of social change and power that are needed to address the challenges facing people and the planet. By drawing on the work of a range of social change leaders and new paradigms from a range of social sectors - production, consumption, distribution, exchange and finance - you will begin developing skills in leading social change. You will explore processes of self change and social change as well as the social innovations that will be part of developing a new economy, society and sustainable environment into the 21st Century.
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 - 2021
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 Undergraduate 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 Unit evaluation
The lecturer was helpful and supportive.
Continue to provide students with support and guidance as they undertake their studies in the unit.
Feedback from Unit evaluation
Lectures to connect more closely with the weekly topic material.
While lectures cover the general topic area more attention will be given to linking the lecture content with the topic readings.
Feedback from Unit evaluation
Interesting and useful readings provided in the unit that will be a benefit in the future.
Efforts will continue to ensure the readings are relevant, current and useful for students as they build their knowledge in the area of social change.
- Explain how social innovation can address wicked social problems
- Discuss case studies addressing social change across a range of sectors
- Apply human centred design principles and re-framing to a social change problem
- Explain your role in generating positive social and environmental change.
Nil
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 50% | ||||
| 2 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - 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 | 10 | |
| 1 - Portfolio - 50% | ||||||||||
| 2 - Written 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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
l.d.greer@cqu.edu.au
s.rockloff@cqu.edu.au
Module/Topic
PART ONE: MICRO PERSPECTIVE
Introducing Sociology and changemaking: Private troubles to public issues
Chapter
Complete iChange Module 1&2 Historical social innovation
CW Mills 2000 The sociological imagination Chap 1
Hopkinson (2015) WTF is sociology?
Monbiot 2017 Neoliberalism, climate change, migration (YouTube 15m)
Events and Submissions/Topic
Module/Topic
From direct service delivery to participatory process
Chapter
Complete iChange Module 2 Types of social impact
Ashoka 2016 More than 'doing good': a definition of 'changemaker' PDF
BFG 1 Chap. 3 People to people
Events and Submissions/Topic
Module/Topic
Complex problems & change processes
Chapter
Complete iChange Module 3 Megatrends & wicked problems
Green 2012 Chap. 1 Systems thinking changes everything
Hassan 2007 Slouching towards flatland (PDF)
Smits 2009 How to save a rainforest (TED talk)
Events and Submissions/Topic
Module/Topic
Human centred (Participatory) design processes
Chapter
Complete iChange Module 4 Exploring opportunities
Green 2012 Chap. 2 Power lies at the heart of change
Kahane 2013 Power and love (TED talk)
Events and Submissions/Topic
Module/Topic
From Hero to Host - new leadership to build a life in common
Chapter
Complete iChange Module 5 & 6 Who does social innovation? Why me?
BFG 1 Chap. 5 Stepping into the unknown
Wheatley & Frieze 2018 From hero to host
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
PART TWO: MACRO PERSPECTIVE
Capitalism limits, and the struggle to restore our common wealth
Chapter
Federici 2014 The struggle for the commons (YouTube 14m)
Raworth 2013 Doughnut economics (YouTube 17m)
Events and Submissions/Topic
Module/Topic
Ecological resilience and land: Social innovation & a just food system
Chapter
Altieri 2015 Who will feed the planet in a crisis? (YouTube 30m)
Harvey 2009 Accumulation by dispossession (YouTube 7m)
Macfarlane 2017 Its time to call the housing crisis what it really is
Seikatsu Club Consumer's Cooperative pp. 131 -141
Events and Submissions/Topic
Module/Topic
Precarious Livelihoods: Work, solidarity and social innovation
Chapter
Flanders 2018 Building a democratic economy (YouTube 25m)
Scholz 2014 “Platform cooperativism vs. the sharing economy
Standing 2016 What is the precariat? (TED talk)
Trade unions & co-op innovations for precarious workers pp. 16-20
Events and Submissions/Topic
Module/Topic
Democratising social care: Social innovation and health
Chapter
Beyond care: Childcare cooperative (YouTube 7m)
Brenner 2017 Democratising social care
Fureai Kippu: Barter based health care for senior citizens (YouTube 6m)
Restakis 2017 Cooperative commonwealth & the partner state pp. 15-24
Tarnoff 2017 “How privatization could spell the end of democracy"
Events and Submissions/Topic
Module/Topic
Pathways to a resilience energy future: Power and social innovation
Chapter
Events and Submissions/Topic
Module/Topic
Democratic financing solutions for the great transition: Money and social innovation
Chapter
Flanders 2018 A public bank for the public good (YouTube 25m)
Gaurav 2014 Subprime crisis in a nutshell: 2008 meltdown explained (YouTube 10m)
Positive Money 2013 What is money? (YouTube 3m)
Events and Submissions/Topic
Module/Topic
Micro-Macro synthesis: Building the politics for systems change
Chapter
Gar Alperovitz 2016 System, crisis, system change (Youtube 40m)
Lewis 2017 Navigating system change in a volatile century (PDF)
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
In order to be eligible to pass the unit, all items of assessments must be submitted for marking.
1 Portfolio
Week 6 Monday (19 Apr 2021) 5:00 pm AEST
Week 8 Monday (3 May 2021)
A detailed marking matrix with the grade performance standards for Assessment 1 is provided on the unit's Moodle site. The marking matrix contains the assessment criteria that will be used to evaluate your assignment. You must refer to the matrix table when preparing your assessment.
Your assignment will be evaluated on the following criteria:
- Writing quality (10%) - Quality is evaluated on spelling, grammar and paragraph structure.
- Approach and argument (75%) - Content is evaluated based on the use of independent readings and research, the relevancy of arguments, use of supporting examples, the inclusion of relevant theories and concepts, and evidence of originality.
- Referencing (15%) - Referencing quality is based on the appropriate use of references in your writing and the adherence to the required referencing style guidelines both in the body of the assignment and the reference list.
Assessment 1 Marking Rubric T1 2021.
| HD | D | C | P | F |
| Writing quality (10%) | ||||
| 8.45-10 Consistently accurate with spelling, grammar and paragraph structure. (10%) | 7.45-8.449 Minimal (2-3) critical errors in spelling, grammar or paragraph structure. | 6.45-7.449 Few (3 - 4) critical errors with spelling, grammar or paragraph structure. | 4.95-6.449 Several (4-5) critical errors with spelling, grammar or paragraph structure. | 0-4.949 Many (>6) errors with spelling, grammar or paragraph structure. |
| Approach and Argument (75%) | ||||
| 21.12-25 Answer 1. Content provides comprehensive and critical discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality (25%) Covers | 18.65-21.11 Content provides strong and appropriate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 16.15-18.6 Content provides adequate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 12.4-16.12 Content provides some relevant discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 0-12.35 Content provides no or inadequate discussion and lacks many: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality |
| 21.12-25 Answer 2. Content provides comprehensive and critical discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality (25%) Covers | 18.65-21.11 Content provides strong and appropriate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 16.15-18.6 Content provides adequate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 12.4-16.12 Content provides some relevant discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 0-12.35 Content provides no or inadequate discussion and lacks many: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality |
| 21.12-25 Answer 3. Content provides comprehensive and critical discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality (25%) Covers | 18.65-21.11 Content provides a strong and appropriate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 16.15-18.6 Content provides adequate discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 12.4-16.12 Content provides some relevant discussion and includes: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality | 0-12.35 Content provides no or inadequate discussion and lacks many: · Independent reading and research · Relevant arguments · Supporting examples · Relevant theories and concepts · Evidence of originality |
| Referencing (15%) | ||||
| 4.23-5 Consistently integrates references to support and reflect all ideas, factual information and quotations. Consistently accurate with in-text referencing. (5%) | 3.73-4.22 Generally, integrates references to support and reflect ideas, factual information and quotations with 1 or 2 exceptions. 1-2 consistent in-text referencing errors identified. | 3.23-3.72 Frequently integrates references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. 3-4 consistent in-text referencing errors identified. | 2.48-3.22 Occasionally integrates references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. 5-6 inconsistent in-text referencing errors identified. | 0-2.47 Fails to or infrequent attempts (6 or more errors) to integrate references to support & reflect ideas, factual information & quotations. Referencing is inconsistent with APA style. >6 inaccuracies with in-text referencing. |
| 4.23-5 A minimum of 9 up-to-date references used. (5%) | 3.73-4.22 A minimum of 8 up-to-date references used. | 3.23-3.72 A minimum of 7 up-to-date references used. | 2.48-3.22 A minimum of 6up-to-date references used. | 0-2.47 The required number of 6 references not used, or none are up-to-date. |
| 4.23-5 The reference list appears in alphabetical order and fully adheres to reference list presentation guidelines. (5%) | 3.73-4.22 The reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines. | 3.23-3.72 The reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines. | 2.48-3.22 The reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines. | 0-2.47 The reference list does not appear in alphabetical order and does not adhere to reference list presentation guidelines. |
No submission method provided.
- Explain how social innovation can address wicked social problems
- Discuss case studies addressing social change across a range of sectors
- Apply human centred design principles and re-framing to a social change problem
- Critical Thinking
- Ethical practice
- Social Innovation
2 Written Assessment
Week 12 Friday (4 June 2021) 5:00 pm AEST
Exam Week Friday (18 June 2021)
A detailed marking matrix with the grade performance standards for Assessment 1 is provided on the unit's Moodle site. The marking matrix contains the assessment criteria that will be used to evaluate your assignment. You must refer to the matrix table when preparing your assessment.
Your assignment will be evaluated on the following criteria:
- Writing quality (10%) - Quality is evaluated on spelling, grammar and paragraph structure.
- Approach and argument (75%) - Content is evaluated based on the use of independent readings and research, the relevancy of arguments, use of supporting examples, the inclusion of relevant theories and concepts, and evidence of originality.
- Referencing (15%) - Referencing quality is based on the appropriate use of references in your writing and the adherence to the required referencing style guidelines both in the body of the assignment and the reference list.
Assessment 2 Marking Rubric T1 2021
| HD | D | C | P | F |
| Writing quality (10%) | ||||
| 8.45-10 Consistently accurate with spelling, grammar and paragraph structure. (10%) | 7.45-8.449 Minimal (2-3) critical errors in spelling, grammar or paragraph structure. | 6.45-7.449 Few (3 - 4) critical errors with spelling, grammar or paragraph structure. | 4.95-6.449 Several (4-5) critical errors with spelling, grammar or paragraph structure. | 0-4.949 Many (>6) errors with spelling, grammar or paragraph structure. |
| Approach and Argument (75%) | ||||
| 21.12-25 U-Process of change & human centred design principles Content provides a clear and succinct description of the U-Process of Change and how it helps solve wicked social problems. It also covers most the principles of human centred design. (25%) | 18.65-21.11 Content provides a clear description of the U-Process of Change and how it helps solve wicked social problems. It also covers many principles of human centred design. | 16.15-18.6 Content provides an appropriate description of the U-Process of Change and how it helps solve wicked social problems. It also covers some of the principles of human centred design. | 12.4-16.12 Content provides an adequate description of the U-Process of Change and how it helps solve wicked social problems. It also attempts to covers the principles of human centred design but there are gaps. | 0-12.35 Content provides inadequate description of the U-Process of Change and how it helps solve wicked social problems. It also does not cover in sufficient detail the principles of human centred design to demonstrate basic understanding. |
| 21.12-25 Your issue using the U-Process of Change Content provides comprehensive and critical discussion of your issue using the U-Process of Change and supported by readings, examples and evidence of originality. (25%) | 18.65-21.11 Content provides a strong discussion of your issue using the U-Process of Change and supported by readings, examples and evidence of originality. | 16.15-18.6 Content provides an appropriate discussion of your issue using the U-Process of Change and supported by some readings, examples and evidence of originality. | 12.4-16.12 Content provides an adequate discussion of your issue using the U-Process of Change and supported by a few readings, examples and some evidence of originality. | 0-12.35 Content provides inadequate discussion of your issue using the U-Process of Change and there is little or no readings, supporting examples and very limited evidence of originality. |
| 21.12-25 Self change role for positive social & environmental change Content provides comprehensive and critical discussion of the role of the individual and self-change for positive social and environmental change. (25%) | 18.65-21.11 Content provides a strong discussion of the role of the individual and self-change for positive social and environmental change. | 16.15-18.6 Content provides an appropriate discussion of the role of the individual and self-change for positive social and environmental change. | 12.4-16.12 Content provides an adequate discussion of the role of the individual and self-change for positive social and environmental change. | 0-12.35 Content provides inadequate discussion of the role of the individual and self-change for positive social and environmental change. |
| Referencing (15%) | ||||
| 4.23-5 Consistently integrates references to support and reflect all ideas, information and quotations. Consistently accurate with in-text referencing. (5%) | 3.73-4.22 Generally, integrates references to support and reflect ideas, information and quotations with 1 or 2 exceptions. 1-2 consistent in-text referencing errors identified. | 3.23-3.72 Frequently integrates references to support and reflect ideas, information and quotations, with 3 or 4 exceptions. 3-4 consistent in-text referencing errors identified. | 2.48-3.22 Occasionally integrates references to support and reflect ideas, information and quotations, with 5 or 6 exceptions. 5-6 inconsistent in-text referencing errors identified. | 0-2.47 Fails to or infrequent attempts (6 or more errors) to integrate references to support & reflect ideas, information & quotations. Referencing is inconsistent with APA style. >6 inaccuracies with in-text referencing. |
| 4.23-5 A minimum of 9 up-to-date references used. (5%) | 3.73-4.22 A minimum of 8 up-to-date references used. | 3.23-3.72 A minimum of 7 up-to-date references used. | 2.48-3.22 A minimum of 6 up-to-date references used. | 0-2.47 The required minimum number of 6 up-to-date references not used, or none are up-to-date. |
| 4.23-5 Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines. (5%) | 3.73-4.22 Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines. | 3.23-3.72 Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines. | 2.48-3.22 Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines. | 0-2.47 Reference list does not appear in alphabetical order and does not adhere to reference list presentation guidelines. |
- Explain how social innovation can address wicked social problems
- Apply human centred design principles and re-framing to a social change problem
- Explain your role in generating positive social and environmental change.
- Critical Thinking
- Ethical practice
- Social Innovation
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?
