AGRI13001 - Social Licence to Operate

General Information

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 2
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 3 - 2019

Term 1 - 2020 Profile
Bundaberg
Emerald
Online
Rockhampton
Term 1 - 2021 Profile
Bundaberg
Emerald
Online
Rockhampton

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).

Assessment Overview

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%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

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: Students - in class, other teaching staff & personal reflections of UC
Feedback
Students struggled to understand non-Ag, non-Rural perspectives and their thoughts on non-Ag/urban perspectives was largely based on speculation about what urban citizens think.
Recommendation
Although some data on public perceptions of agricultural activities exists in the literature, perhaps teaching staff can also arrange a survey or discussion with members of the non-Ag and/or urban public. Students could also be asked, in advance, to research a certain perspective on a social licence issue and engage in an in class debate from that perspective, even if they disagree with it.
Action Taken
Various sources that capture public sentiment on certain topics were used as part of teaching and learning materials. Students were encouraged to see, and most students did this successfully.
Source: Personal reflection of UC
Feedback
The presentation part of Assessment 2 asks students to develop a "town hall" style presentation. However, this seems to be a new way of communicating for many students and a departure from their usual formal student to lecturer presentations.
Recommendation
In preparation for the Presentation in Assessment 2, students should have the opportunity to see an example of a "town hall" style presentation in practice, perhaps through a demonstration in a tutorial.
Action Taken
A field trip was organised for week 4 in which students from all campuses came together and participated in community engagement and debating workshops. In-class debates and scenario-based presentations were also arranged for most weeks which gave students the opportunity to explore presentation styles for different audiences.
Source: Personal reflection of UC
Feedback
Very few students did the pre-reading which made in class discussions difficult.
Recommendation
Pre-reading either needs to be set in the days between the lecture and tutorial or it needs to be shorter (2-4 pages). Discussions about the pre-reading also need to be based on specific questions rather than asking the students to just "discuss" the concepts and their thoughts.
Action Taken
The pre-reading was mixed with "pre-watching" which seemed to lead to improved student engagement in these materials. Students were given essential and recommended/optional pre-reading. Discussions on pre-reading suggested that more students engaged with them. A marked improvement in in-class discussions was observed.
Source: Students & Personal reflection of UC
Feedback
Students found it difficult to engage with their peers from other campuses during discussions and requested more opportunities to meet one another
Recommendation
Students should have more opportunities to meet or engage with each other in small groups - either through a mid-term workshop in some central location (e.g. Biloela) or through small online discussion groups.
Action Taken
The week 4 field trip provided an opportunity for face-to-face interactions between students from different campuses. This, and other in-class activities where students were placed in cross-campus groups, assisted with in-class discussions, leading to a richer culture of inter-campus dialogue during lectures and tutorials.
Source: Students, other teaching staff
Feedback
Lectures/tutorials too long. Students found that the three hours of continuous class was tiring and draining, especially when followed by AGRI13006 (Data Management)
Recommendation
Lectures and tutorials for this unit should either be held on different days, have a gap between them or between the next unit's classes or be shortened. I feel that shortening the lecture/tutorial would only be feasible in the case that students comply with any pre-reading so as to make the tutorial especially more to the point and direct (facilitated by more direct questioning rather than open discussion)
Action Taken
While the combined three hours of face-to-face content was maintained this was distributed over two days (Monday and Wednesday) instead of consecutively, with a one-and-a-half hour lecture and a tutorial of the same length. There were no negative comments from students or staff about the duration of lectures and tutorials.
Source: Students, Personal reflection of UC
Feedback
Assessment 1 took too long to return.
Recommendation
As UC I took too long to mark assessment this was due to a number of factors. 1) Two of the three units I was coordinating were being developed for the first time (and the other was almost completely re-vamped due to last year's AUER) so developing a lot of new material took a lot of time. 2) Assessment feedback was perhaps too in-depth, I sought to give a very comprehensive, almost line by line, commentary in feedback for most assessments, correcting punctuation frequently and suggesting alternatives to sentence structure. This took far too long. A better strategy is to leave a list of comments along with the marking rubric that addresses general points about the assessment without going into great detail.
Action Taken
Assessment was returned in a timely manner and students were satisfied with assessment return time.
Source: Moodle feedback
Feedback
While most students felt that this was an interesting unit with many important aspects of agricultural relevance, some students felt the social licence to operate should not have constituted an entire unit in the Bachelor of Agriculture.
Recommendation
In order to further convey the importance and industry-relevant nature of this unit, students should be given the opportunity to hear industry/government perspectives on the social licence to operate in agriculture at the outset of the term. While students have received guest lecturers throughout the term, a contribution from an industry contact in week one or two of term may be more effective in giving the whole unit greater context. The social licence to operate attracts significant attention in agricultural discourse and many in the industry have commented on the importance of this unit in CQUni's Bachelor of Agriculture.
Action Taken
Nil.
Source: Moodle feedback In class discussions
Feedback
Students felt that the field trip was too short.
Recommendation
The length of the field trip should be extended to allow more time for students to engage in the workshops and sessions of the field trip.
Action Taken
Nil.
Source: Moodle feedback
Feedback
Students wanted to engage in more in class debates.
Recommendation
Students should be given some more opportunities to engage in in-class debates/discussions with their peers on various social licence to operate topics. Students felt that these debates/discussions were helpful and useful opportunities to explore the relevant content and to challenge their own views and evaluate the views of others. Although these debates/discussions were conducted from time to time in-class any unfinished debates/discussions were moved online. However students were reticent to engage in online debates. While the number of peer-to-peer debates on topics of relevance should be increased, care should be taken to still include other learning activities such as critiquing perspectives of other individuals and groups; discussing and evaluating industry or research publications; and analysing regulatory frameworks relevant to the social licence to operate in agriculture.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explain the principles of a social licence to operate.
  2. Make an informed decision regarding the social obligation of farmers.
  3. Apply the concepts and principles of a 'social licence to operate' to a business case in agriculture.
  4. Present a case for the requirements of maintaining a durable 'social licence to operate'.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment
2 - Presentation and Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Presentation and Written Assessment