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Unit Synopsis
This unit introduces the principles and practices relevant to the social licence to farm. You will learn about the concept of the social licence to operate, the social obligations of farmers and identify drivers of social licence. You will also develop the skills to measure the levels and factors of the social licence to operate, and learn techniques for raising the level of social licence, using specific industry case studies and scenarios.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 3 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 1 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Prerequisite AGRI11005 Agricultural Business Planning 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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2020
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Term 1 - 2022 Profile
Term 1 - 2023 Profile
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Term 1 - 2025 Profile
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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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 40% |
| 2. Presentation and Written Assessment | 60% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
No previous feedback available
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.
Source: SUTE and Assessment 3, Part 2, Written Assessment component.
Students appreciated the inclusion of a guest facilitator of the third workshop.
While guest speaker inclusion is reflected heavily in the unit's podcast series, it appears that the inclusion of a guest as a facilitator of class activities was well-received, Future offerings should seek to include two or three guest speakers in the tutorial sessions.
Guest lecturers were not sought for the tutorials this term due to the low attendance of students in tutorials.
Source: Unit Coordinator Reflections; workshop attendance
Return to weekly tutorial delivery mode rather than workshops.
Workshops were originally designed to increase the student attendance in class. However replacing tutorials with four workshops, each held on Saturday and each running for four hours, did not improve the level of attendance. Furthermore, this mode of delivery made the attendance of guest speakers a challenge. In the event of IT difficulties, which occurred on two occasions during these workshops, there were no technical staff on hand to resolve issues. Therefore, a return to weekly tutorials presents less complexity, and will allow any guest speakers to attend during more reasonable times.
We returned to weekly tutorials.
Source: Student assessment, certification of grades meeting.
Adjustments to assessments are needed to better reflect the requirements of a third year unit.
The marking rubric of Assessment 1 should be adjusted to increase the relative weighting of the evidence based and communication criteria, with a reduction in the relative weighting of the 'adherence to assigned position' weighting. The composition of Assessment 3 should also be adjusted from a written assessment and presentation to presentation only. The weighting of these assessments should also be adjusted to reflect the relative volume of work required (Assessment 1 from 30% to 40%, Assessment 3 from 40% to 30%)
The marking rubric for Assessment 1 was adjusted accordingly. The Assessment type for Assessment 3 was changed to Presentation only. So too were the weightings adjusted: Assessment 1 from 30% to 40%, Assessment 3 from 40% to 30%.
Source: SUTE feedback
A text to accompany the podcast resource
A script or accompanying text should be made available for the podcast resource for those students who prefer text-based resources.
In Progress
Source: SUTE feedback
Adjustments to Assessment 1 - Discussion Board
The discussion board activity in Assessment 1 should be adjusted to allow for more in-depth discussions/debates. This could take the form of less frequent (fortnightly) discussions with additional requirements (such as the requirement for student to post multiple posts), thus allowing the discussions to be more conversational.
In Progress
On successful completion of this unit, you will be able to:
- Explain the principles of a social licence to operate.
- Make an informed decision regarding the social obligation of farmers.
- Apply the concepts and principles of a 'social licence to operate' to a business case in agriculture.
- Present a case for the requirements of maintaining a durable 'social licence to operate'.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment | • | • | ||
| 2 - Presentation and Written Assessment | • | • | • | • |
| 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 | • | • | • | • |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Written Assessment | • | • | • | • | • | • | |||||
| 2 - Presentation and Written Assessment | • | • | • | • | • | • | • | • | |||