Students
ICOM301 – Global Knowledge Society
2016 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Qin Guo
Contact via qin.guo@mq.edu.au
Y3A 158
Thursday 9 am - 5 pm (please email for appointment)
Tutor
Maya Ranganathan
Contact via maya.ranganathan@mq.edu.au
Y3A 156
Thursday 9 am- 5 pm (please email for appointment)
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
39cp
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit explores the transformation of human society as the result of information technology development. The unit introduces theories and concepts associate with global network society and knowledge society; transformation of the structure and productivity of the human society as the result of globalization; and the implications of the transformation of human society on the global politics, economic, education and individuals. This is the capstone unit for students of International Communication. Lectures and readings link disciplinary knowledge and skills to career paths. Students are expected to apply theories and concepts learned in this unit and in previous studies to analyse and critique cases in practical settings.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrate a knowledge and understanding of disciplinary theories and concepts and how these impact upon contemporary workforce.
- Integrate and synthesise prior knowledge and learning across diverse topic areas in the discipline of communication.
- Apply synthesised knowledge and skills to an initially unstructured authentic problem.
- Engage in innovative learning through class participation and group project design and presentation.
- Translate discipline-based skills and knowledge to career pathways informed by updated knowledge of the field.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
General Assessment Information
1. Submit the weekly seminar to your tutor one week before the seminar takes place.
2. Submit the essay online via Turnitin by 5pm on Thursday of Week 7.
3. Submit the final project report online via Turnitin by 5pm on Thursday of Week 11.
Late Submission: All students are expected to submit their assignments by the submission deadline. Late submission will incur a penalty of 10% of the total mark of the assignment per day. A penalty will be avoided if an extension is sought and received before the deadline for submission is reached. Students should follow the online procedure to submit the request and relevant supporting document for approval of extension. For assignments submitted after the due date, where no extension has been granted and where there are no extenuating circumstances, should only expect to receive a mark for that work. Markers are under no obligation to provide further comments on the work.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Participation | 10% | From Week 2 |
| Weekly Seminar | 20% | starting from Week 4 |
| Essay | 30% | Week 7 Thursday |
| Final Group Project | 40% | Week 11 |
Participation
Due: From Week 2
Weighting: 10%
Requirement
Students are expected to attend and engage actively in all learning and teaching activities of ICOM301.
You are required to attend all tutorial classes. As participation in the process of learning is linked to and underpins the unit Learning Outcomes (LO 4), you will need to either apply for Disruptions to Studies to cover any missed class (if the disruption is greater than three consecutive days) or supply appropriate documentation to your unit convenor for any missed class (if less than three consecutive days).
Assessment Criteria
Participation will be assessed using the following criteria:
- Attendance: attend weekly tutorial punctually and signing the attendance register;
- Engagement: engage actively in all learning and teaching activities of this unit and contribute meaningfully to the in in-class discussion drawing on the concepts dealt with in the readings and lectures of this unit.
On successful completion you will be able to:
- Engage in innovative learning through class participation and group project design and presentation.
Weekly Seminar
Due: starting from Week 4
Weighting: 20%
Requirement
This is a group activity which requires students to research, plan and organise the discussion around the topic of the previous week’s lecture. Students are encouraged to role-play based on one’s own career trajectory (e.g. journalist, PR officer, policy adviser, diplomat, aid worker, etc.) and make the presentation in the guise of the figure. It is expected that in addition to the assigned weekly readings, students will read, watch and listen to a variety of texts including news reports, which are relevant to the topic of the seminar, and identify connecting themes. A key element of this assessment is to ascertain how well students can relate the readings to an issue in the real world and bring insights from within their chosen professional role. The discussion must endeavour to engage the whole class. The seminar can be presented in a variety of interesting formats (e.g. panel discussion, round table, focus group, press conference, debate etc.). The assessment include two components:
- Proposal of the seminar
500-word proposal (10%): due one week before the seminar taking place.
Assessment Criteria of the proposal:
.1) Major points of argument drawn from the readings and to be established in the seminar.
2) Evidences/cases supporting the arguments.
3) Method and design of the seminar.
The proposal is required to be submitted to the tutor one week before the seminar taking place. Late submission will incur mark penalty.
2. Presentation of the seminar: 40 minutes (10%)
Assessment Criteria of the presentation of the seminar:
1) Demonstrated knowledge and understanding of the week’s topic (concepts, theories and their relations with the real world).
2) Demonstrated effectiveness of inter-communication in intercultural context, including engaging the whole class and responding to audience.
3) Demonstrated efficiency of teamwork.
4) Demonstrated time management capacity during the presentation.
On successful completion you will be able to:
- Demonstrate a knowledge and understanding of disciplinary theories and concepts and how these impact upon contemporary workforce.
- Engage in innovative learning through class participation and group project design and presentation.
Essay
Due: Week 7 Thursday
Weighting: 30%
Requirement
This is an individual writing assignment. Students are required to write a 1000-word (with a 10% leniency) essay on the workforce in the knowledge society.
Essay question: In “The Network Society” (2005), Manuel Castells conceptualised the workforce in the knowledge society as self-programmable labour. Summarise the major points of Castells’ conceptualisation of self-programmable labour and discuss the implications of this conceptualisation in the capability development of a university student – a future knowledge worker. Students are encouraged to associate the discussion with their career ambitions. The essay needs to address the following two points:
- The major points of Castells’ conceptualisation of self-programmable labour;
- The implications of Castells’ conceptualisation of self-programmable labour in the capability development of a university student.
The work should be written and presented properly (accurate grammar, punctuation and spelling and proper structure). All source material used in the work should be referenced properly using Harvard referencing style.
Assessment Criteria
This assignment will be assessed using the following criteria:
- Demonstrated understanding of the major points of Castells’ conceptualisation of self-programmable labour.
- Demonstrated capability to associate relevant concepts of global knowledge society in discussing the implication of Castells’ conceptualisation of self-programmable labour.
- Evidence of research with appropriately referenced source material.
- Properly presented (grammar, punctuation, spelling, and structure).
Submission of the essay
Electronic submission via turnitin is required. Deadline of the submission is 5pm on Thursday of Week 7. Late submission will incur a penalty of 10% of the total mark of the assignment per day.
On successful completion you will be able to:
- Demonstrate a knowledge and understanding of disciplinary theories and concepts and how these impact upon contemporary workforce.
- Integrate and synthesise prior knowledge and learning across diverse topic areas in the discipline of communication.
- Apply synthesised knowledge and skills to an initially unstructured authentic problem.
- Translate discipline-based skills and knowledge to career pathways informed by updated knowledge of the field.
Final Group Project
Due: Week 11
Weighting: 40%
Requirement
This is a group project. Working in groups, students are required to investigate and write a briefing report on a specific issue (e.g. education, environment, poverty, international relation etc.) for the relevant Federal (National) Minister of a selected country, and make an oral presentation in the tutorial class. The paper (2000 words, with a 10% leniency) is required to cover the following sections:
a) The topic of the briefing report;
b) Background of the issue;
c) Analysis of the issue (significant aspects of the issue, prospective problems/consequences/opportunities);
d) Identification and discussion of the options of solution, and recommendations to address the issue;
e) References (Harvard referencing style).
You are expected to integrate key concepts and theories from this unit and other units of international communication discipline in your project report. Work to be submitted/presented for this assessment includes the written report, group presentation and teammate evaluation.
- Written report
2000 words (20% of the total mark of this unit): the briefing report is due at 5pm on Friday of Week 11. Each group are required to submit ONE briefing report via turnitin by the deadline. Late submission will incur a penalty of 5% of the total mark of the assignment per day.
Assessment criteria of the report
The report will be assessed using the following criteria. Each group will be given one mark for the report.
- Demonstrated understanding and knowledge of theories and concepts of global knowledge society.
- Demonstrated capability to apply theories to analyse practical issues.
- Evidence of research of the issue with appropriately referenced source material.
- Accurate grammar, punctuation, spelling, and proper structure of the presentation.
2. Presentation
20 minutes each group (20% of the total mark of this unit): present at the tutorials of in Week 11 to 13
Assessment criteria of the presentation
The presentation will be assessed using the following criteria. The presentation will be assessed individually based on each person’s performance at the presentation and teammate evaluation.
- Matter: quality of the content presented (demonstrated understanding and knowledge of relevant theories and concepts)
- Method: organisation of the content (clearly stated key points, logically organised, interestingly and convincingly presented, team work)
- Manner: the way in which the presentation is delivered (voice, eye contact, time management)
3. Teammate evaluation
Each student submits an evaluation on the teammates within the group, using the Teammate Evaluation Form. This will include a recommended mark for each of the teammates based on their performance in the process of preparing the group project (e.g. engagement, collaboration, contribution, etc.).
On successful completion you will be able to:
- Demonstrate a knowledge and understanding of disciplinary theories and concepts and how these impact upon contemporary workforce.
- Integrate and synthesise prior knowledge and learning across diverse topic areas in the discipline of communication.
- Apply synthesised knowledge and skills to an initially unstructured authentic problem.
- Engage in innovative learning through class participation and group project design and presentation.
- Translate discipline-based skills and knowledge to career pathways informed by updated knowledge of the field.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Delivery and Resources
1. Lectures - Students are expected to attend the lectures (or iLecture). Lecture notes (PPTs) will be uploaded onto iLearn each week after the lecture. Updated weekly reading list can be found in the end of each week's lecture PPT.
2. Tutorials - Students are required to attend and actively participate in the weekly tutorials.
3. Course reader - Course reader is available for purchase at: https://printerydigital.mq.edu.au/shop.
4. iLearn - Additional readings and announcements will be distributed via iLearn.
Unit Schedule
Week 1
Unit Overview and Introduction
The global knowledge society reflects an innovative way of organising societies, economies, culture and politics by utilising theory, science, technology and communications. It offers a means to overcome the legacy of underdevelopment and address persistent and emerging problems like inequality, depletion of resources, and intercultural/national conflicts through education, communication and application of advanced theoretical insight. It proposes a model for change in advanced and developing societies.
Reading:
Unit Outline
Selected Biography/autobiography for the written paper
Activities: L&T content outline and objectives, expectations and assessments, contact details.
Week 2
Information Society
The concepts of the Information Society, post-industrialisation and the knowledge society are drawn from visions about how technology and social organisation would interact to drive new opportunities for democracy, wealth creation, peace and security. They were also a deeply ideological project.
Reading
Webster, Frank (2005). Making Sense of the Information Age
In Information, Communication & Society. Vol. 8, No4 December 2005,
pp439-458
McDowell, Stephen D. (2001), ‘Theory and Research in International
Communication: A Historical and Institutional Account,’ in William Gudykunst
and Bella Mody (eds.), Handbook of International and Intercultural
Communication (Second Edition) Thousand Oaks: Sage.
Tutorial questions: What constitutes a post-industrial society? Has technology been used to improve well-being and security? What are the values behind the information society? Are there alternatives or deficiencies?
Week 3
The Promise of the Knowledge Society
The knowledge society reflects an idealistic proposition on the development of science, technology, information and communication to benefit whole communities. It reflects a model for development that is applicable to both advanced and emerging economies.
Reading
UNESCO (2005). ‘Introduction’ in Towards Knowledge Societies (UNESCO World Report) Stehr, Nico (2007). ‘Modern Societies as Knowledge Societies’ in Sales, A. & Fournier, M. (Eds) Knowledge, Communication & Creativity. London: Sage.
Tutorial questions: What is the premise of the knowledge society? Does it hold any value for improving life? What social, cultural and political factors inhibit its application? Why is theory useful for development and policy formation?
Week 4
Educating the Knowledge Worker
The knowledge economy reflects the structuring of production and society in ways that encourage the commodification of information and knowledge. This approach reflects the values of individual financial gain and private enterprise. It has become the favoured approach of national governments and international policy organisations.
Reading:
Delanty, Gerard. (2001). ‘The University in the Knowledge Society’, in Organization 8(2).
Reich, Robert B. (1992). ‘The Education of the Symbolic Analyst (I)’ in The work of nations: Preparing ourselves for 21st century capitalism, New York:Vintage Books.
Tutorial questions: What are the values of the Knowledge Economy? How might these values and practices work against social interests? Who is likely to find knowledge economy a positive approach? Why is knowledge important for innovation?
Week 5
Working in the Knowledge Society
Establishment of a global market linked through communication technologies has changed the nature of work in many industries associated with the information age. Knowledge is central to catching the opportunities of the global economy and universities play a key role in training the workers.
Reading
Kessels, Joseph. (2001).’Learning in organizations: a corporate curriculum for the knowledge economy”
Drucker, P. (1998). ‘The Discipline of Innovation’ Harvard Business Review, November-December.
Tutorial questions: Why has knowledge become so important to work in the global economy? What are the skills necessary to succeed in the information society? Why has advanced knowledge education become an important policy issue for governments? If advanced knowledge is so important for national economies success, why have many governments introduced university fees? Should government, business or the individual support the cost of education?
Week 6
Media and the Global Public Sphere
Media and communications argued to be the safeguard of democratic rights and citizenship yet these institutions seem to be playing a diminishing role in reflecting the public interest.
Reading
Calhoun, C. (2007). ‘Information Technology and the International Public Sphere’ in Sales, A. & Fournier, M. (Eds) Knowledge, Communication & Creativity. London: Sage.
Gandy, Oscar. H. (2002). The Real digital divide: Citizens versus consumers, in Leah A. Lievrouw and Sonia M. Livingstone (eds.), The Handbook of New Media: Social Shaping and Consequences of ICTs, London: Sage Publications.
Tutorial questions: Does the media or new communications offer the best way to raise issues and explore the promise of the knowledge society? How many public spheres exist in each society and internationally? Do these public spheres offer places to debate alternative or controversial views that make up society? Which voices seem to be strongest in the public sphere? Is Wikileaks important for democracy? Why are democratic governments against it?
Week 7
Managing Information
Public relations sector has enjoyed a phenomenal growth and plays an important role in knowledge management in all sectors – private, public and civil society organization. An important aspect of strategic communication is to promote dialogue with different publics. We’ll discuss the trends and challenges in strategic communication which may include crises communication, public affairs, press relations, marketing communication, etc.
Reading
Patching, R. and Pearson, M. (2009). ‘Censorship Through Spin’ in Banerjee, I. & Muppidi, S. (Eds) Changing Media, Changing Societies, Singapore: AMIC.
Frith, K. & Chen, J. (2006). ‘Insights On The Education Needs Of Aspiring Advertising Professionals’ in Media Asia 33 (1 & 2).
Tutorial questions: Should government spend public money on spin? What are the dangers and advantages of managing information in this way? Is truth a casualty? Who benefits from Public Relations? How does it impact on the news media? What are the skills and knowledge required to work in this area?
Week 8
Deeper Divides or Greater Equity?
International comparisons often show the great gulf between societies in terms of access to technology, education and income. These divides seem to be persistent and leading to inequalities between people within and between societies.
Reading
McMichael, P. (2008) ‘The Globalization Project in Practice’ in Development and Social Change, Thousand Oaks: Pine Forge Press.
Hywel, W. (2009) In Our Time: The Speeches that shaped the Modern World (Anita Roddick), London: Quercus.
Tutorial questions: What are the characteristics of the digital divide? What are the other types of divides which reduce peoples’ ability to participate in the knowledge society? How could these divides be tackled? Is it important to tackle the divides or should we accept that inequality is a part of human life? Does the adoption of technologies change local cultures and societies? Why would some people find these conceptions to be alien? How could these ideas be improved?
Week 9
Owning Knowledge Intellectual Property
Ownership of knowledge has become a crucial issue all over the world as international regimes gradually increase the range of property rights that can be expressed over information and knowledge. Indigenous knowledge has been marginalised or appropriated by modern capital. What are the interests that lie behind corporatisation of knowledge ownership?
Reading
Drahos, Peter with Braithwaite, John (2002). ‘The Knowledge Game’ in Information Feudalism. Who owns the knowledge economy, London: Earthscan Publications Ltd.
Laughlin, Robert (2009). Standing to reason, Sydney Morning Herald, January 17-18, p.6.
Tutorial questions: Have you ever copied a CD or computer game? Is it right for people to steal intellectual property? Should companies be allowed to exclusively own knowledge and be able to control its use? Does this help or hinder the progress of human life and society?
Week 10
Group Project Research
There is no lecture this week. Students are required to use this week to refine their briefing paper and prepare for the presentation which will start from next week.
Reading
Castells, Manuel (2000) ‘Conclusion’ in The Rise of Network Society, 2nd Edition, Oxford:Blackwell Publishers.
Himanen, Pekka (2004) Challenges of the Global Information Society at http://web.eduskunta.fi/dman/Document.phx?documentId=br11307103930385&cmd=download
Week 11-13 Group project and presentation
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- Apply synthesised knowledge and skills to an initially unstructured authentic problem.
- Engage in innovative learning through class participation and group project design and presentation.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Assessment task
- Final Group Project
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- Demonstrate a knowledge and understanding of disciplinary theories and concepts and how these impact upon contemporary workforce.
- Apply synthesised knowledge and skills to an initially unstructured authentic problem.
- Engage in innovative learning through class participation and group project design and presentation.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Assessment task
- Final Group Project
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- Integrate and synthesise prior knowledge and learning across diverse topic areas in the discipline of communication.
- Engage in innovative learning through class participation and group project design and presentation.
- Translate discipline-based skills and knowledge to career pathways informed by updated knowledge of the field.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Assessment tasks
- Weekly Seminar
- Final Group Project
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Demonstrate a knowledge and understanding of disciplinary theories and concepts and how these impact upon contemporary workforce.
- Integrate and synthesise prior knowledge and learning across diverse topic areas in the discipline of communication.
- Apply synthesised knowledge and skills to an initially unstructured authentic problem.
- Engage in innovative learning through class participation and group project design and presentation.
- Translate discipline-based skills and knowledge to career pathways informed by updated knowledge of the field.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Assessment tasks
- Weekly Seminar
- Essay
- Final Group Project
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Demonstrate a knowledge and understanding of disciplinary theories and concepts and how these impact upon contemporary workforce.
- Integrate and synthesise prior knowledge and learning across diverse topic areas in the discipline of communication.
- Apply synthesised knowledge and skills to an initially unstructured authentic problem.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Assessment tasks
- Essay
- Final Group Project
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Integrate and synthesise prior knowledge and learning across diverse topic areas in the discipline of communication.
- Apply synthesised knowledge and skills to an initially unstructured authentic problem.
- Engage in innovative learning through class participation and group project design and presentation.
- Translate discipline-based skills and knowledge to career pathways informed by updated knowledge of the field.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Assessment tasks
- Essay
- Final Group Project
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcome
- Engage in innovative learning through class participation and group project design and presentation.
Assessment tasks
- Participation
- Weekly Seminar
- Final Group Project
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- Engage in innovative learning through class participation and group project design and presentation.
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Assessment tasks
- Participation
- Weekly Seminar
- Final Group Project
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcome
- Apply inter-disciplinary approaches to analysing issues and finding solutions in a society which is global, networked and informational.
Assessment task
- Final Group Project
MMCCS Additional Information
MMCCS website https://www.mq.edu.au/about_us/faculties_and_departments/faculty_of_arts/
department_of_media_music_communication_and_cultural_studies/
MMCCS Session Re-mark Application http://www.mq.edu.au/pubstatic/public/download/?id=167914
Information is correct at the time of publication