General Information
This subject introduces students to the key questions around what it means to be a global citizen. While developing a global literacy, students will explore how their own actions contribute to situations of global significance. This awareness will be developed out to show the role that individuals, institutions, non-government organisations and government can play in improving outcomes for other people, communities, nations and the environment. Building on the capabilities approach to human development outlines by Amartya Sen and Martha Nussbaum, the subject encourages students to think critically about the most effective ways to address key problems facing the world today. At the same time, students will reflect on the importance of being attentive to cultural difference. The subject focuses on increasing a sense of individual agency for becoming a responsible citizen of the world.
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Details
Academic unit: Bond University College Subject code: BCDP02-033 Subject title: Introduction to Global Citizenship Subject level: Undergraduate Semester/Year: September 2019 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 24) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 72) - Recommended Study Hours
Attendance and learning activities: -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond 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
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
Academic unit: | Bond University College |
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Subject code: | BCDP02-033 |
Subject title: | Introduction to Global Citizenship |
Subject level: | Undergraduate |
Semester/Year: | September 2019 |
Credit points: | 10.000 |
Timetable: | https://bond.edu.au/timetable |
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Delivery mode: | Standard |
Workload items: |
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Attendance and learning activities: |
Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
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iLearn@Bond & Email: | iLearn@Bond 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 |
Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
Requisites: |
Nil |
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Assumed knowledge: |
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.
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Restrictions: |
Must be admitted into a Bond College Diploma Program. |
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:
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
- Evaluate texts critically, analyse data to draw conclusions, select and use evidence to build logical and convincing arguments.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Project Note: the first component of the Human Development Project is the Presentation. 20% Week 7 1,5,6 Project Report Note: the second component of the Human Development Project is the Report. 30% Week 8 1,5,6 Essay Essay 30% Week 13 1,2,3,4,5,6 Exercise Reflective Exercise 10% Weekly 1,2,3,4 *Class Participation Engagement 10% Ongoing 1,2,3,4 - * 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.
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Assessment criteria
Assessment criteria
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. Quality assurance
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.
Type | Task | % | Timing* | Outcomes assessed |
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Project | Note: the first component of the Human Development Project is the Presentation. | 20% | Week 7 | 1,5,6 |
Project Report | Note: the second component of the Human Development Project is the Report. | 30% | Week 8 | 1,5,6 |
Essay | Essay | 30% | Week 13 | 1,2,3,4,5,6 |
Exercise | Reflective Exercise | 10% | Weekly | 1,2,3,4 |
*Class Participation | Engagement | 10% | Ongoing | 1,2,3,4 |
- * 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.
Assessment criteria
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. |
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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. |
Quality assurance
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.
Study Information
Submission procedures
Students must check the iLearn@Bond 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.
Academic Integrity
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.
Bond University utilises Originality Reporting software to inform academic integrity.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
Subject curriculum
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Introduction to Global Citizenship
Students are introduced to the subject and key topics surrounding global citizenship.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
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Globalisation & Culture
Students explore the positive and negative impacts of globalisation on culture and look further into their own cultures to assist them in identifying how their cultural backgrounds affect their points of view on global citizenship topics.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
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Inequality
Students are exposed to the various types of inequality that greatly impact human development including cultural inequality, gender inequality, and economic inequality.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
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The Capabilities Approach Part 1
Students are introduced to the theory of the Capabilities Approach, specifically the work of Amartya Sen and the Human Development Index. Students will utilise this theory to complete the Human Development Project.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
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The Capabilities Approach Part 2
Students are introduced to the theory of the Capabilities Approach, specifically the work of Martha Nussbaum and the 10 basic capabilities for social justice. Students will utilise this theory to complete the Human Development Project.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
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The role of NGOs, MNCs, governments and global citizens.
Students discover overlaps and gaps in the roles of various non-government organisations, multi-national corporations, governments, and themselves as individuals and global citizens. Students will utilise this content to complete the Human Development Project.
SLOs included
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
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Volunteering
Students learn the historical background of volunteering and its present day social and economic value. Students also consider the trend of voluntourism and whether it is ultimately harmful or helpful to human development. Students may choose this topic for the final assessment, the Essay.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
- Evaluate texts critically, analyse data to draw conclusions, select and use evidence to build logical and convincing arguments.
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Ethical Consumerism
Students develop a general understanding of pre-industrial revolution capitalism and what it has evolved to today, identifying the good and the bad of capitalism. Students then explore what it means to be an ethical consumer in a globalised world. Students may choose this topic for the final assessment, the Essay.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
- Evaluate texts critically, analyse data to draw conclusions, select and use evidence to build logical and convincing arguments.
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Responsibility to the Environment
Students review the key threats to sustainability and the environment before examining ways to reduce and eliminate their own footprints as global citizens and analyse the Paris Agreement and Global Citizenship Report Card specific to the environment. Students may choose this topic for the final assessment, the Essay.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
- Evaluate texts critically, analyse data to draw conclusions, select and use evidence to build logical and convincing arguments.
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Responsibility to non-Human Animals
Students explore the responsibility of global citizens to non-human animals through reviewing the animal rights movement and various animal welfare approaches. Students may choose this topic for the final assessment, the Essay.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
- Evaluate texts critically, analyse data to draw conclusions, select and use evidence to build logical and convincing arguments.
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Responsibility to Indigenous People & Cultures
Students analyse various cases of colonisation and treatment of Indigenous people and the potential loss of Indigenous cultures including Australia and New Zealand. Students may choose this topic for the final assessment, the Essay.
SLOs included
- Analyse the impact of globalisation on society, culture, politics, economics and the business environment.
- Investigate the real world issues involving globalisation.
- Investigate what it means to be a global citizen in a globalising environment.
- Analyse the debate for and against globalisation.
- Conduct research using a variety of sources (statistical data, visual and textual sources, e-resources) across a range of disciplines, including but not limited to history, economics, politics and sociology.
- Evaluate texts critically, analyse data to draw conclusions, select and use evidence to build logical and convincing arguments.