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 - 2020
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'
Zoom sessions at a time that suits the majority of students.
A survey will be sent in week 1 of term asking students to select the best time for zoom sessions.
- 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
2nd Edition (2016)
Authors: Jim Ife
Cambridge University Press
Binding: Paperback
Additional Textbook Information
If you prefer to study with a paper copy you can purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code). eBooks can be purchased at the publisher's website.
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.
t.irle@cqu.edu.au
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1 Online discussion forum
Length: 1500 words
The word length is considered from the first word of the introduction to the last word of the conclusion.
Format: Three forum posts and one word document uploaded to Moodle.
This assessment requires you to demonstrate your understanding and engagement with the weekly topics. You will need to make an online posting for weeks 3, 5 and 7, in response to that week''s question about a range of community work models for practice. Each posting should be approximately 500 words and appropriately referenced. Your posting needs to thoughtfully address the week's questions which are outlined in the forum. The posting should provide a brief outline of the information you have gathered, together with your own opinion or viewpoint. Where appropriate, consider how the strategies referred to in the weekly questions could be used in your community.
Week 8 Friday (11 Sept 2020) 4:45 pm AEST
Week 10 Monday (21 Sept 2020)
| Criteria | HD (85-100) | D (75-84) | C (65-74) | P (50-64) | F (0-49) |
| Posting well researched and considered answers to all three online activities (40%) | Demonstrates an excellent understanding of the three topics | Demonstrates a very good understanding of the three topics | Demonstrates a good understanding of the three topics | Demonstrates an adequate understanding of the three topics | Fails to demonstrate an understanding of the topics |
| Synthesis and integration of literature and unit material within the posting (20%) | Consistently integrates up-to-date literature to support and reflect all ideas and factual information | Generally, integrates up-to-date literature to support and reflect all ideas and factual information with 1 or 2 exceptions | Generally, integrates up-to-date literature to support and reflect all ideas and factual information with 3 or 4 exceptions | Occasionally integrates up-to-date literature to support and reflect all ideas and factual information with 5 or 6 exception | Fails or infrequently attempts to integrate up-to-date literature to support and reflect all ideas and factual information |
| Clear written expression and correct spelling (20%) | Consistently accurate with spelling and grammar. | 1-2 errors with spelling and grammar | 3-4 errors with spelling and grammar. | 5-6 errors with spelling and grammar | Many consistent errors with spelling and grammar |
| Adequate and appropriate referencing (Harvard) (20%) | Excellent and appropriate referencing | Very good and appropriate referencing with 1-2 errors | Good referencing with 3-4 errors | Adequate referencing with 5-6 errors | Inadequate and inappropriate referencing |
- 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
Length: 1500 words
The word length is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference list and appendices. It includes in-text references and quotations.
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 1500 word essay. The essay requires you to:
- provide an overview of a community development approach or perspective, including outlining its history and how it's used in the world today
- demonstrate your understanding of the conceptual/theoretical knowledge and 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 Australians.
Week 6 Monday (24 Aug 2020) 4:45 pm AEST
Please, upload to Moodle
Week 8 Monday (7 Sept 2020)
| Criteria | HD (85-100) | D (75-84) | C (65-74) | P (50-64) | F (0-49) |
| Ability to outline a relevant community development approach, including its theoretical underpinnings (30%) | Demonstrates an excellent understanding of an approach to community development | Demonstrates a very good understanding of an approach to community development | Demonstrates a good understanding of an approach to community development | Demonstrates an adequate understanding of an approach to community development | Fails to demonstrate an understanding the approach to community development |
| Ability to critically analyse the approach (25%) | Demonstrates an excellent analysis | Demonstrates very good analysis | Demonstrates a good analysis | Demonstrates an adequate analysis | Fails to demonstrate an analysis |
| Ability to explain its usefulness and applicability for working with Australian communities, particularly Indigenous communities (25%) | Demonstrates an excellent understanding of its applications | Demonstrates a very good good understanding of its application | Demonstrates a good understanding of its application | Demonstrates an adequate understanding of its application | Fails to demonstrate an understanding of its applications |
| Standard of written communication, grammar, punctuation and referencing (20%) | Consistently accurate with spelling and grammar. Consistently integrates up-to-date references to support all idea and factual information | 1-2 errors with spelling and grammar. Generally, up-to-date references to support and reflect all ideas and factual information with 1 or 2 exceptions | 3-4 errors with spelling and grammar. Partly integrates up-to-date references to support and reflect ideas and factual information with 3 or 4 exceptions | 5-6 errors with spelling and grammar. Occasionally integrates up-to-date references to support ideas and factual information with 5 or 6 exceptions | Many consistent errors with spelling, grammar or structure. Fails to or infrequently attempts to integrate up-to-date references to support ideas or factual information |
No submission method provided.
- 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
Length: 2000 words
The word length is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference list and appendices. It includes in-text references and quotations.
Format: Report
You are required to submit a report. Your report will introduce a socially innovative community project or initiative. Your report will need to outline the project, the community development approach that was utilised and a rationale to explain how the project is socially innovative. Your report will provide an overview of the skills needed by practitioners working within your chosen project or initiative. You are welcome to choose a local, national or international initiative.
As an appendix, you are asked to create a flyer to promote your chosen project.
Week 12 Monday (5 Oct 2020) 4:45 pm AEST
Exam Week Monday (19 Oct 2020)
| Criteria | HD (85-100) | D (75-84) | C (65-74) | P (50-64) | F (0-49) |
| Demonstrates conceptual/theoretical knowledge and understanding of the selected community development initiative and the relevant community development initiative (30%) | Demonstrates an excellent understanding of the chosen initiative | Demonstrates a very good understanding of the chosen initiative | Demonstrates a good understanding of the initiative | Demonstrates an adequate understanding of the initiative | Fails to demonstrate an understanding of the initiative |
| Ability to explain the skills required by a community practitioner (30%) | Demonstrates a very good understanding of the skills of a community practitioner | Demonstrates a very good understanding of the skills of a community practitioner | Demonstrates a good understanding of the skills of a community practitioner | Demonstrates an adequate understanding of the skills of a community practitioner | Fails to demonstrate an understanding of the skills of a community practitioner |
| Demonstrates the ability to target the initiative to its intended clientele (10%) | An excellent demonstration of targeting an intended clientele | A very good demonstration of targeting an intended clientele | A good demonstration of targeting an intended clientele | An adequate demonstration of targeting an intended clientele | Fails to demonstrate targeting intended clientele |
| Presentation and accuracy in written expression, word count, spelling and grammar (15%) | Consistently accurate | 1-2 errors in spelling and grammar | 3-4 errors in spelling and grammar | 5-6 errors in spelling and grammar | Many errors with spelling and grammar |
| Accuracy in referencing (15%) | Consistently integrates up-to-date references to support all idea and factual information | Generally, integrates up-to-date references to support all idea and factual information, with 1 -2 exceptions | Partly integrates up-to-date references to support all ideas and factual information with 3-4 exceptions | Occasionally integrates up-to-date references to support all ideas and factual information with 5- 6 exceptions | Fails to or infrequently integrates up-to-date references to support all ideas and factual information. |
No submission method provided.
- 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.
What can you do to act with integrity?
