OCHS13020 - Future Paradigms in OHS A

General Information

Unit Synopsis

This unit is the Part A of a two-unit series which will provide you the opportunity to consolidate and apply practically all of the knowledge, skills and attitudes developed during your learning journey in the OHS course, especially in relation to human factors, occupational hygiene and risk management. There is a specific emphasis on developing higher order skills and understanding which are representative of the holistic application of core skills that occurs when a professional understands the interaction between core disciplinary domains in solving complex problems. In addition, you will explore professional practice through the lens of futures methods and thinking, applied research methodology and project management. During this unit (Part A) you will also negotiate with an industry sponsor to complete project work during OCHS13021 Future Paradigms in OHS B (Part B) and will prepare appropriate documentation in readiness for approval.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band HECS Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite:- 48 credit point, including OCHS12002 Occupational Health and Safety Practice

Co-requisite:- OCHS13016 and either OCHS12019 or OCHS13008.

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 Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 3 - 2024

Term 1 - 2025 Profile
Mixed Mode

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 25%
2. Portfolio 25%
3. Portfolio 25%
4. Portfolio 25%

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

Term 1 - 2024 : The overall satisfaction for students in the last offering of this course was 50.00% (`Agree` and `Strongly Agree` responses), based on a 36.36% response rate.

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 feedback
Feedback
Please ensure all occupational hygiene instruments are operational prior to the residential school and allow more preparation time for this component.
Recommendation
It is recommended that extra time be taken to ensure that occupational hygiene equipment is operational and that students have more preparation time with this equipment.
Action Taken
The hired occupational hygiene equipment arrived earlier this year and students were able to handle and be instructed on all the equipment used on site.
Source: SUTE feedback
Feedback
It took a long time to get the group occupational hygiene assessment marks back from the marker.
Recommendation
It is recommended that the group occupational hygiene report marks are returned to students in a timelier manner.
Action Taken
Marks were delayed in 2023, due to casual staffing delays. This year, all reports were graded in the expected time frame.
Source: SUTE feedback
Feedback
There were issues with my team members and team changes at residential school which resulted in my team only have two members for the onsite visits which was unfair.
Recommendation
It is recommended that teams be allocated at residential school when any absences can be accounted for. It is recommended to try to ensure that team member numbers are even across the teams.
Action Taken
This year students were evenly allocated across the teams.
Source: SUTE feedback
Feedback
The expectations of the residential school could have been clearer and some of the documentation should be given out prior to the residential school.
Recommendation
It is recommended that the residential school requirements are made clearer to the students and that any required documentation is handed out before the residential school where possible.
Action Taken
Expectations for the residential school were added to the Unit Profile. Requirements were re-iterated in the second tutorial of term and the residential school workbook was completed and made available to students before residential school commenced.
Source: SUTE Feedback
Feedback
Students enjoy engaging with other students during residential school.
Recommendation
It is recommended to continue to provide face-to-face learning opportunities in the Bachelor of Occupational Health and Safety.
Action Taken
In Progress
Source: Unit Coordinator Reflections and Student Comments
Feedback
This year Microsoft Teams crashed which significantly impacted student teamwork and time.
Recommendation
It is recommended to remind students that while Microsoft Teams is a useful place to collaborate, to always save back-up copies of their work frequently to avoid lost work.
Action Taken
In Progress
Source: Unit Coordinator Reflections and SUTE Feedback
Feedback
While placing students in a different team for the three team activities encourages networking and enjoyed during residential school activities, it slowed down teamwork report write-up.
Recommendation
To avoid exacerbating the time commitment to engage with multiple teams, it is recommended where there is more than one team assignment during a team in a unit, to keep the same student groupings for each.
Action Taken
In Progress
Unit learning Outcomes

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

  1. Select and apply tools and techniques used to investigate and analyse human factors, occupational hygiene, accidents and other complex problems
  2. Design risk management strategies for a variety of settings and communicate 'return on prevention' effectiveness
  3. Evaluate the usefulness of futures methods to OHS related domains
  4. Discuss contemporary problems and issues related to professional practice in OHS contexts and consider how applied research methods might be utilised to help solve the problem or issue
  5. Lead professional OHS practice through effective project management and facilitation of teams.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment • •
2 - Portfolio • • • •
3 - Portfolio • • • •
4 - Portfolio • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
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 • •
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 10
1 - Written Assessment • • • •
2 - Portfolio • • • • • • •
3 - Portfolio • • • • • • •
4 - Portfolio • • • • • • •