Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Wendy Goldstein
Contact via wendy.goldstein@mq.edu.au
E8A 372 moving to E7
Open: By appointment
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MEnvEd or MSc or MEngMgt or MEnvMgt or MEnvStud or MSusDev or MEnvPlan or MPlan or MDevCult or MIntRel or MEnv or MPPP or MSocEntre or GradDipEnv or GradCertEnv or GradCertSusDev or GradDipSusDev or GradDipIntRel or MPH or MDevStud
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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 examines the origins, issues, policies, principles and processes of sustainable development (SD) and the international fora that drive the sustainable development agenda. The unit requires students to explore the global and national debates surrounding SD, analyse these and formulate and substantiate their own views. Students are engaged in a process of identifying how sustainable development principles are interpreted in practice in different sectors including in national frameworks, local government and business. Students undertake research with community groups on their concept of and views of progress on sustainable development. The unit involves the students in analysis of the ideological and value bases of SD and a critical appraisal of the policy and practical approaches that are emerging.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
To show that you have met the outcomes for the unit, each assessment task needs to be passed to pass the unit.
Participation in class is also assessed: this is by preparing readings where required for discussion in class, plus contributions to class exercises and discussions. Expect that the marked assessment tasks that are prepared out side of class hours will take at least 100 hours - i.e at least 3 weeks of full time application.
Each assessment task needs to show that the student has read from journals. As the SD agenda is driven by the UN, government, NGO and business, reading materials from these sources on official web sites is indicated as well.
Name | Weighting | Hurdle | Due |
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Assignment 1 | 10% | Yes | 12th March 9.00am |
Assignment 2 | 20% | Yes | 28th April |
Assignment 3 | 30% | Yes | Saturday 2oth May |
Assignment 4 | 35% | Yes | 12th June |
Participation | 5% | Yes | June 12th |
Due: 12th March 9.00am
Weighting: 10%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Sustainable Development Goals 2015-2030.
This assignment requires you to:
The presentation and notes provided with each slide will cover the following:
Please see assessment guide for more briefing on this task.
Due: 28th April
Weighting: 20%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Analysis of sustainable development discourse and principles
This assignment allows you to demonstrate your grasp of the discourse and practice for sustainable development, and critically assess the politics and power in achieving sustainable development. You analysis might consider the following influences and trends on the discourse, policy and action for sustainable development:
1. the Sustainable Development Goals;
2. the concept of limits to growth and planetary boundaries;
3. current trends in global politics.
Further details and readings are provided on the ilearn site
Due: Saturday 2oth May
Weighting: 30%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Documentary Report based on research of a 'major group's' actions for sustainable development
This is a small group project to produce a documentary report on the actions of a civil society organisation, business or government in making progress towards sustainable development.
The project is based on field research, in which each member of the group interviews 4 members of the community from the same major group - like farmers, women, scientists, unions, business, youth, local government etc. or from a particular sector
The resulting findings from each members interviews are analysed and synthesised by the group to present a documentary on what actions are being taken by that group. The documentary should also present suggestions for further action to upscale actions (e.g. policy/ technology/ financial/ capacity building). The documentary should make some reflection on the contributions of these actions to relevant SD Goals.
Note 10% of the marks are provided for an individual report of the interviews and reflection on the process of undertaking interviews. Further details are on the ilearn site.
Due: 12th June
Weighting: 35%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Report making a critical analysis on an aspect of sustainable development.
You may chose A or B
Part A Policy brief
4.A This assignment is to be prepared in the format of policy advice to a government, business or other organisation on a sustainable development issue. The policy brief is to make a recommendation for a SD policy; the brief will make the arguments for and against, as arguments to assist in decision making.
The advice is for an actual organisation (this means you need to look at current policy and suggest future policy directions). The report will be succinct and use numbered footnotes for any references or additional points. The policy brief might include:
1. the issue and its relevance to sustainable development;
2. background to the organisation's current policy;
2. the advantages and disadvantages of taking certain actions on the issue in relation to the dimensions of sustainable development;
3. discuss some of the steps to making the changes to implement the advice;
4. make policy recommendations based on the analysis.
Part 4 B - This assignment is to be prepared in the format of an academic paper as a review/ essay. The paper is to critically analyse the practical considerations of implementing a sustainable development program or policy.
Further details are on the ilearn site
Due: June 12th
Weighting: 5%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
This assessment is based on
1. doing the required reading and being able to discuss issues in class activities
2. working on group activities in class and contributing to research and presentations
Delivery of the Unit
The unit is delivered by face to face block mode sessions. The teaching process includes:
Students are expected to:
Resources to start you off
At the outset students can review the following:
United Nations Conference on Sustainable Development 2012 The Future We Want, UN http://www.un.org/en/sustainablefuture/ This document is the consensus of aspirations from Rio + 20 intergovernmental meeting on sustainable development UNCSD
The Sustainable Development Goals 2015 https://sustainabledevelopment.un.org/?menu=1300
NOTE: the UN has a website on sustainable development - a rich source of information. http://sustainabledevelopment.un.org/
World Economic Forum 2016 has a number of reports and blogs of interest:
The two following relate to the rising inequality in the world,
Oxfam An economy for the 1%
https://www.oxfam.org.au/wp-content/uploads/2016/01/an-economy-for-the-1-percent.pdf
Blog WEF: Why Equity matters more than you might think
http://www.weforum.org/agenda/2016/02/why-equality-matters-more-than-you-might-think
What are the trends which are going to influence sustainable development?
World Economic Forum 2016 Global Risks Report http://www.weforum.org/reports/the-global-risks-report-2016
World Economic Forum 2016 Risk and Resilience http://www.weforum.org/reports/global-agenda-council-on-risk-resilience-resilience-insights
World Economic Forum 2016 Intelligent Assets Unlocking the Circular Economy http://www.weforum.org/reports/intelligent-assets-unlocking-the-circular-economy-potential
Dennis H 2013 The world we want to see: perspectives on post-2015 A Christian Aid report September
http://www.christianaid.org.uk/images/Post-2015-Christian-Aid-report-September-2013.pdf
This document presents the vision for sustainable development from an NGO and has a strong values/ethical/ justice (Christian) viewpoint and highlights where action is needed
KPMG Future State 2030 the global megatrends shaping government
https://assets.kpmg.com/content/dam/kpmg/pdf/2014/02/future-state-2030-v3.pdf
https://home.kpmg.com/xx/en/home/insights/2015/03/future-state-2030.html
This document provides an easy read that encompasses the major global forces taking shape now that will significantly impact business for government and private sectors
Or you can look at the Australian research on megatrends
CSIRO Our Future World: Global megatrends that will change the way we live http://www.csiro.au/Portals/Partner/Futures/Our-Future-World.aspx
Raskin, P.D Electrix, C. Rosea, R.A. 2010 The century ahead searching for sustainability Sustainability 2:2626-2651
This journal article presents 4 scenarios for the future and looks at various indicators associated with those scenarios. Gives an insight into how sustainable development might be measured - more technically based article
Steffen, W. Persson, A. Deutsch, L. Zalasiewiez, M. Richardson, K, Crumley, C. Crutzen, P. Folke, C. Gordon, L, Molona, M. Ramanathan,, V. Rockstrom, J Scheffer, M. Schellnhuber, H.J. and Svedin, U. 2011 The Anthropocene: From Global Change to Planetary Stewardship AMBIO(2011) 40:739-761
This journal article lays out the human-nature relationship, the pace of change, the scientific basis and calls for action
Rockstrom J. et al 2009 Feature: A safe operating space for humanity Nature 461:24: 472-475 September
This article develops a concept of boundaries in the global system for certain impacts, and propose that these set limits for human development
Date |
Time |
Session theme |
Room |
Saturday March 4th |
9.00-5.00 |
Session 1 – Scoping the SD field Introduction to Course themes Assessment expectations What is sustainable development Why sustainable development History of SD - International policy processes Science, governance and politics in SD |
(EMC) G240 |
Sunday March 12th |
9.00-5.00 |
Session 2 – Pathways to SD SD Goals Exploration of core issues in SD |
(EMC) G240 |
Saturday April 1st |
9.00-5.00 |
Session 3 – Pathways to SD - Scenarios for the future - Governance and stakeholder engagement – Leading action & change processes |
(EMC) G240 |
Friday April 7th |
9.00-5.00 |
Session 4 - Sustainable Development in practice – case studies of SD actions by organisations |
(EMC) G240 |
Saturday April 8th |
9.00-5.00 |
Session 5 - Pathways to SD – Driving change through Strategies Measuring progress in SD - Indicators |
(EMC) G240 |
Friday May 12th |
9.00-5.00 |
Field Trip |
Off campus |
Saturday May 20th |
9.00-5.00 |
Session 6 – Presentations of Assessment task Conclusions to unit |
(EMC) G240 |
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
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.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 (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
There is increased focus on the Sustainable Development Goals 2015 and indicators for their measurement in the program, rather than the issue basis of the previous year (climate-food-water-energy- gender- biodiversity). The Goals have been made the focus of assignment 1 and class discussion.
Assignment 1 is in the second session and provides early feedback marks. In previous years when an "issue" focus occurred these class presentations were unmarked although they required time and preparation. This means there are now 4 assignments, however the workload has not increased.
The field trip introduced last year was very popular and will be offered this year again. It occurs near the end of the teaching period.
Guest speakers vary from year to year. Case studies are updated. References are updated.
The assignment 2 is revised to focus on conceptualising sustainable development and in contrast to previous years does not offer a choice of topics.
Assignment 3 - developing research skills - has been updated to focus on actions being undertaken for sustainable development
Assignment 4 is now oriented to provide practice at making a policy briefing, broadening the modes of presentation for assignments.