General Information
In today's work and study environments, individuals often encounter complex, open-ended problems that necessitate collaboration in both physical and virtual realms and across sectors and specialisations. In Collaboration for Global Change, students engage collaboratively to craft genuine solutions for global issues. In this context, students link their endeavours to specific sustainable development goals, thus positioning their actions as contributions to global citizenship. As they learn to defend their ideas and perspectives, students apply critical thinking, design thinking, problem-solving, and communication skills within a problem-based learning environment. This comprehensive approach equips them with the necessary skills and mindset to excel in future work, academic pursuits, and global initiatives.
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Details
Academic unit: Transformation CoLab Subject code: CORE11-013 Subject title: Collaboration for Global Change Subject level: Undergraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 24) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 72) - Recommended Study Hours
Attendance and learning activities: Attend all sessions. Most sessions build on the work in the previous one. It is difficult to recover if you miss a session. Attendance will be monitored and will impact the final mark in this subject. -
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 Learning Management System at Bond University and is used to provide access to subject materials, class 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
| Academic unit: | Transformation CoLab |
|---|---|
| Subject code: | CORE11-013 |
| Subject title: | Collaboration for Global Change |
| Subject level: | Undergraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | Attend all sessions. Most sessions build on the work in the previous one. It is difficult to recover if you miss a session. Attendance 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. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| 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. CORE11-011: Critical Thinking and Communication |
| Restrictions: |
Nil |
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 a critical appreciation of the role and value of collaborative, and cross-sector problem-solving in sustainability initiatives.
- Develop and apply effective skills in collaboration and teamwork.
- Assess the effectiveness of teamwork competencies in collaborative problem-solving endeavours.
- Develop and communicate innovative solutions to a sustainable development challenge.
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 Oral Pitch Students pitch the idea of for their final projects, explaining the background to the issue and their suggested ideas for advancing SDG action. 10.00% Week 1 Activity Students are assessed on the quality of their participation in the in-class charrettes (weeks 3, 4, 5, 6, 7) , and design lab (week 11). 20.00% Week 3 1,2,4 Activity Forum activities: students are graded on preparatory activities undertaken in week 3-7 forums. 2% for each activity. 10.00% Week 3 Design Project Poster Students submit a poster on an SDG-focused project, presenting the issue, collaborative action steps, potential hurdles, and strategies to overcome them. Students present their poster in an in-class viva. 35.00% Week 12 1,2,3,4 Written Report Report assessing student’s collaborative learning experiences during in-class charrettes. 25.00% In Consultation 1,2,3 - * 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.
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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 |
|---|---|---|---|---|
| Oral Pitch | Students pitch the idea of for their final projects, explaining the background to the issue and their suggested ideas for advancing SDG action. | 10.00% | Week 1 | |
| Activity | Students are assessed on the quality of their participation in the in-class charrettes (weeks 3, 4, 5, 6, 7) , and design lab (week 11). | 20.00% | Week 3 | 1,2,4 |
| Activity | Forum activities: students are graded on preparatory activities undertaken in week 3-7 forums. 2% for each activity. | 10.00% | Week 3 | |
| Design Project | Poster Students submit a poster on an SDG-focused project, presenting the issue, collaborative action steps, potential hurdles, and strategies to overcome them. Students present their poster in an in-class viva. | 35.00% | Week 12 | 1,2,3,4 |
| Written Report | Report assessing student’s collaborative learning experiences during in-class charrettes. | 25.00% | In Consultation | 1,2,3 |
- * 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.
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.
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
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
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 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.
Subject curriculum
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Collaboration and SDGs
Understanding collaboration's role in addressing global challenges outlined in the SDGs and reframing it as a win/win arrangement for sustainable development.
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Effective Collaboration Strategies
Differentiating collective intelligence from groupthink, harnessing diverse perspectives for effective decision-making, and recognising risks of conformity in groups.
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Cognitive Biases in Collaborative Projects
Identifying common cognitive biases in collaborative projects, understanding their impact on decision-making, and developing strategies for enhanced objectivity.
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Effective Responses to Wicked Problems
Students explore strategies for addressing complex, multifaceted global issues—so-called wicked problems—by analyzing case studies, engaging in collaborative problem-solving, and applying systems thinking to develop practical, sustainable solutions.
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The Spheres of Collaboration
Exploring the importance of cross-sector collaboration in advancing the SDGs, examining collaboration in government, business, civil society, and academia, and understanding challenges and opportunities.
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Collaboration for Healthy Societies
Recognising collaboration's role in addressing public health challenges, exploring healthcare, government, education, and community collaborations, and learning from successful initiatives.
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Culture as a Catalyst for Collaboration
Exploring culture’s role in fostering collaboration for social change by looking at initiatives in music, sports and the arts, as a collaborative social institutions. Students examine the impact of these initiatives on various SDGs and explore how leveraging culture can be a catalyst for collaboration for global change.
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Democracy and Democratic Institutions
Exploring collaboration's relationship with democracy, strengthening democratic processes through citizen collaboration, and enhancing inclusive decision-making and governance.
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The Production of Knowledge
Understanding peer review's role in academic research quality, exploring collaboration in academia for knowledge creation and innovation, and analysing benefits and challenges.
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Design Thinking for Global Change
Students explore the stages of design thinking—empathizing, defining problems, ideating, prototyping, and testing—focusing on creating human-centered solutions to global challenges aligned with the sustainable development goals.
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Design Hub - Habits for Effective Collaboration
Cultivating essential collaboration skills and practices, applying effective strategies in diverse contexts.
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Poster Presentations
Students present final posters showcasing analysis, recommendations, and connections to specific SDGs, including reflections on the collaborative process and its impact on project development.