Unit Synopsis
In this unit, you will examine and critique wellbeing and resilience initiatives in community, national and global settings. Initiatives will include not-for-profit organisations, social innovation enterprises, local and state government projects, intentional communities and cooperatives, and global wellbeing and resilience movements. You will research and evaluate successful and unsuccessful city/urban, and rural-based initiatives, and apply that knowledge to design a wellbeing initiative for a local application.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 8 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 4 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
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 2 - 2026
Term 2 - 2026 Profile
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 Postgraduate 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
To see assessment details from an earlier availability, please search via a previous term.
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.
Term 2 - 2025 : The overall satisfaction for students in the last offering of this course was 75.00% (`Agree` and `Strongly Agree` responses), based on a 25.81% 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: Unit Coordinator observation
Some students struggled with following the assessment task instructions provided in written format.
The Unit Coordinator will create a series of short videos with tips and instructions for each assessment, and distribute these to students. This will be supplemented by Academic Learning Centre workshops for the assessments.
Academic Learning Centre provided two recorded sessions tailored to the assessments of this unit. These additional video resources were considered highly detailed and appropriate for supporting student learning.
Source: Student feedback (evaluations)
Students appreciated the videoed lecture content.
The Unit Coordinator to continue to review and enhance video offerings in the unit.
Video content was maintained from previous year.
Source: Student feedback (evaluations)
Some students had difficulty identifying community-led initiatives.
The Unit Coordinator will continue to highlight examples of community-led initiatives in the unit content, and include opportunities for students to check their choice of initiatives with teaching staff that they could talk about in Assessment 1.
Unit Coordinator provided examples of suitable initiatives and made themselves available to speak to students should they have any queries.
Source: Student evaluation.
Students stated that the Unit Coordinator provided additional support and feedback when requested, which they found helpful and were able to apply to other assessments.
Continue to provide responsive, individualised support through consultation times and targeted feedback, and make these opportunities more explicit early in the term to encourage proactive student engagement.
In Progress
Source: Student evaluation.
Students reported that the Unit Coordinator encouraged them to connect course content with their own personal contexts, which enhanced the realism, value, and usefulness of the material.
Maintain and further develop opportunities within tutorials and assessments for students to apply course concepts to their own personal and professional contexts, reinforcing the applied relevance of wellbeing theory.
In Progress
Source: Student evaluation.
Students noted that audiovisual content and interactive tutorials supported engagement, with videos and targeted readings making the material more accessible than text-heavy formats alone.
Maintain and enhance the video content and interactive experiences in tutorials.
In Progress
Source: Student evaluation.
Students expressed some confusion regarding the alignment between task outlines, marking criteria, and rubrics.
Review and refine assessment documentation to ensure clearer alignment between task descriptions, marking criteria, and rubrics, including explicit statements about expected cognitive level and assessment focus.
In Progress
To see Learning Outcomes from an earlier availability, please search via a previous term.