The subject fosters a lifelong commitment to responsible discourse and action in all spheres of human interaction. Using applied case-based approach, students will gain the critical tools to effectively respond to the moral challenges in their personal, civic, professional and global contexts. After developing a critical vocabulary and problem-solving toolkit for addressing issues of responsibility and right action, students explore a broad range of real-world, contemporary problems. Through the consideration of these problems, students are encouraged to reflect on, develop and articulate a response to the problem, outline how they can act upon their judgement, and justify their decision making. The subject explores issues of responsible decision making in many cultural, professional and political contexts specifically in the areas of civil society, science, business, media, technology, culture and the law. Topics remain flexible to reflect the dynamic nature of questions of responsibility and right action in the 21st century.
|Academic unit:||Transformation CoLab|
|Subject title:||Responsibility, Integrity and Civic Discourse|
Delivery & attendance
|Attendance and learning activities:||Attend all sessions (lectures and tutorials). Most sessions build on the work in the previous one. It is difficult to recover if you miss a session. Attendance at tutorials will be monitored and will impact the final mark in this subject.|
|Prescribed resources:||No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.|
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
Assumed Prior Learning (or equivalent):
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- demonstrate knowledge and understanding of critical decision-making skills regarding issues of responsible action.
- demonstrate skills of analysis, reasoning, communication, and cooperation with which to address issues of responsible action.
- demonstrate the ability to implement and promote responsible decision making in personal, professional and global contexts.
|Student Engagement||Tutorial Participation||20%||Ongoing||2, 3.|
|Journal||Reflective Journal (weeks 7-12)||40%||Progressive||1, 2, 3.|
|Essay||Written Task||40%||Week 6||1, 3.|
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Students are expected to attempt all items of assessment in this subject. Students may be asked to respond to questions from the subject coordinator regarding the content of their written assessments. Students are expected to keep evidence of drafting and research. For the purposes of quality assurance, Bond University has commenced an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students are introduced to the cognitive biases, and inherent issues involved in cooperative action. Students are introduced to the critical thinking approaches to developing trust in resolving cooperative problems.
Students will explore utilitarian approaches to responsible action. Moreover, students will explore the diverse and discordant interpretations of how to maximise outcomes for affected parties in a given situation. Students are encouraged to be self-reflective on the impact of their actions on others in any decision to act (or not act).
Students will be introduced to theories of empathy that will encourage the development of an awareness of the importance of respecting difference in making judgements. Students will be led to consider how to embrace inclusiveness. Students will explore how the concepts of respect and empathy can illuminate contemporary debates in globalisation, and in local issues regarding Indigenous Australians.
Students will explore the habit-forming behaviours of responsible agents. Through an investigation of the moral psychology of virtuous traits.
Students employ the previously gained vocabulary to issues of global significance. Students explore the nature of duties for hospitality, inclusiveness, and human rights. Students will explore concepts like cosmopolitanism, and multiculturalism, so that an articulation of a personal stance on global citizenship and cultural capability can be articulated.
Students explore the relationship between rules and laws and right action. By exploring situations where rules and laws fail to produce outcomes that align with general intuitions, students consider when adherence to rules and laws might be irresponsible. The topics discussed remain flexible to reflect the most current and appropriate range of local, national and international issues.
Students explore the prevalence of technology in contemporary life and explore questions of responsibility where technology might be said to be changing our relationship to others. Students will explore issues of responsible action in case studies dealing with artificial intelligence, data analytics, privacy, and robotics. The topics discussed remain flexible to reflect the most current and appropriate range of local, national and international issues.
Students will discuss issues of ecological responsibility. Through an examination of case studies where there is a complex clash of principles between various stakeholders, students will articulate their position on what it means to be a part of a responsible ecological community. The topics discussed remain flexible to reflect the most current and appropriate range of local, national and international issues.
Students will explore issues of responsibility in the health care sector. Through an analysis of the challenges facing health care in the coming decades students will be encouraged to articulate their own position on how best to promote health outcomes for themselves, and their communities, both local and global. As well as discussing health care, students may also analyse issues from the field of bioethics as it relates to healthcare, such as bionics, genetics. The topics discussed remain flexible to reflect the most current and appropriate range of local, national and international issues.
Students explore responsible action in business and in institutions. Students are encouraged to form and articulate a view on what constitutes responsible institutional and corporate behaviour. By examining the question of the responsibilities of business, students discuss the nature of economic competition and consider the notions of corporate social responsibility and responsible business behaviour.
Students explore issues of responsible action in the field of sports and esports. Concepts such as Sportspersonship, patriotism, partisanship are employed as a means to allow students to reflect on their own attitudes to responsible thought and action.