Overview
This unit is designed so that you are be able to compare different approaches to community practice and provide the relevant knowledge and skills to critically analyse contexts for community work. You will develop appropriate strategic responses in a range of differing community contexts, including different cultural contexts and from an international perspective. You will develop an understanding of social innovation and the use of social entrepreneurship and social enterprise within communities.
Details
Pre-requisites or Co-requisites
Students will need to have successfully completed 48 credit points.
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 2 - 2018
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 'Have your say'
Moodle was difficult to navigate
Changes will be made to moodle to make each module easier to navigate.
- Critique ideas of community and a range of community work models for practice.
- Compare a range of strategies that provide useful outcomes for specified community based contexts and evaluate their usefulness.
- Integrate cultural competency skills working within the community including working within Indigenous communities
- Explain how social innovation is used within communities.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Online discussion forum - 30% | ||||
2 - Written Assessment - 35% | ||||
3 - Report - 35% |
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 - Online discussion forum - 30% | ||||||||||
2 - Written Assessment - 35% | ||||||||||
3 - Report - 35% |
Textbooks
Community development in an uncertain world: vision, analysis and practice
(2016)
Authors: Ife, Jim
Cambridge University Press
Melbourne Melbourne , Victoria , Australia
Binding: Paperback
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.
d.taylor@cqu.edu.au
Module/Topic
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Approaches to community-led development
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Emerging perspectives of community development
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Social innovation within communities
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Community economic development
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Community development in Australia
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Community development around the world
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Continue from week 7
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Alternative movements of social action
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Continue from week 9
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
The role of technology
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Review and reflection
Chapter
Resources available on Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online discussion forum
Task Description: This assessment requires you to demonstrate your understanding and engagement with the weekly topics. You will need to make an online forum posting for weeks 3, 5 and 7, in response to that week’s question. Each posting should be approximately 500 words and appropriately referenced.
Your posting needs to thoughtfully address the week’s question/s which are outlined on the forum. The posting should provide a brief outline of the information you have gathered, together with your own opinion or viewpoint. Where appropriate, you should consider making reference to the applicability in your own community.
All of your posts need to be uploaded as one word document for marking.
Week 8 Monday (3 Sept 2018) 11:45 pm AEST
Week 9 Friday (14 Sept 2018)
- Posting well researched and considered answers to all three online activities on Moodle by the required time
- Synthesis and integration of literature and unit material within the postings
- Clear written expression and correct spelling
- Adequate and appropriate referencing (Harvard)
- Compare a range of strategies that provide useful outcomes for specified community based contexts and evaluate their usefulness.
- Explain how social innovation is used within communities.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Task Description: This essay requires you to critically analyse one of the community development approaches or perspectives introduced in the first half of the term. The assignment will facilitate your in-depth understanding of one of the approaches and assist in your skills critically analysing different practice perspectives
You are required to submit a written paper of approximately 1500 words. Your paper will be an analysis of one community development perspective. You are encouraged to choose one of the approaches outlined in class but if there is another approach that you have come across in your own reading and research that you wish to focus on you may do so
The essay requires you to:
* Provide an overview of a Community Development approach or perspective - including outlining its history and how it's in use in the world today
* Demonstrate your understanding of the conceptual/theoretical knowledge and community development principles that underpin the approach
* Consider the advantages and disadvantages of adopting this approach when working within Australian communities today, making particular reference to working with Indigenous communities
Week 5 Friday (10 Aug 2018) 11:45 am AEST
Week 7 Friday (31 Aug 2018)
- Ability to outline a relevant community development approach or perspective, including the conceptual/theoretical knowledge and principles underpinning it
- Ability to critically analyse the approach or perspective as to its usefulness and applicability for working with Australian communities, with particular reference to Indigenous communities
- Clear written expression and correct spelling
- Adequate and appropriate referencing (Harvard)
- Critique ideas of community and a range of community work models for practice.
- Integrate cultural competency skills working within the community including working within Indigenous communities
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Report
Your paper will introduce a community development project or initiative. The paper will need to outline the project, the community development approach that was utilised and explore the role of the community development practitioner within this context. Your paper will also need to provide an overview of the skills needed by practitioners when working within this particular approach. You are asked to also create a flyer that would explain the community development initiative to its intended clientele, this is to be included as an Appendix.
Week 12 Monday (1 Oct 2018) 11:45 pm AEST
Exam Week Friday (19 Oct 2018)
- Demonstrate conceptual/theoretical knowledge and understanding of the selected community development project and the relevant community development approaches, including the practices employed within each perspective and the skills necessitated by such practices
- Ability to explain the skills required by a community work practitioner
- Demonstrated ability to target the project to its intended clientele
- Clear written expression and correct spelling (Macquarie)
- Adequate and appropriate referencing (Harvard)
- Critique ideas of community and a range of community work models for practice.
- Compare a range of strategies that provide useful outcomes for specified community based contexts and evaluate their usefulness.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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.