Issues Analysis and Management PG (9108.4)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Arts And Design|
|Discipline||Study level||HECS Bands|
|School Of Arts And Communications||Post Graduate Level|| Band 2 2021 (Commenced Before 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905)
Learning outcomesOn completion of this unit, students will be able to:
1. Demonstrate a critical understanding of how issues develop within societal and organisations settings;
2. Demonstrate high-level cognitive and technical skills that enable a sound understanding of the contexts in which strategic communication is planned and implemented;
3. Demonstrate high-level cognitive and technical skills to identify, evaluate, analyse and classify factors of an organisation's external and internal environment including the impact of public policy on organisational environments; and
4. Demonstrate high-level ability to research and write a strategic communication situation analysis for professional practice.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
This unit deals with the analysis of how critical issues develop and come to be defined in society and in specific organisational settings. It also deals with the identification, analysis and classification of organisations' external and internal environments in a problem-based learning approach. This will include the business, industry, political, economic and social environments in which organisations operate and the impact of public policy on those environments. It will examine the contexts in which strategic communication is planned and implemented. The unit prepares students for future careers not only in public relations and corporate communications but in executive roles across business, government and industry.
- Restrictions: This unit is not open to students who have passed 8621 Issues Analysis PG.
Equivalent units8621 Issues Analysis PG
Assumed knowledgePrinciples of communication research and an understanding of professional communication practice.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Jaques, T. (2014). Issues and Crisis Management: Exploring issues, crises, risk and reputation, Oxford University Press, South Melbourne.
Submission of assessment items
Extensions & Late submissions
Please be aware that re-using material in an assessment in one unit which was also used in another unit potentially constitutes academic misconduct. Re-used material will be identified as such in automated plagiarism checks. If you are concerned about this please speak to your tutor or lecturer.
Teaching staff will not be available to respond to last-minute requests about the assignment on the day prior to or the day the assignment is due. This places undue and unreasonable pressure on us, and you will have been given plenty of opportunities to discuss assessment during the term. Requests for extensions may be placed within this time, but may not be approved/responded to on the day.
Students in this unit will be given ample opportunities for feedback prior to assessment due dates. As such, resubmission of assessments following grading is not permitted. Students who are unsatisfied with their grade will first need to raise their concerns with the Unit Coordinator. The Unit Coordinator will invite the student to a meeting to provide further clarification. Following this meeting, if the student still wishes to contest their grade, they can request for their assessment to be moderated and remarked by another academic. Students will note that the mark following moderation is final and may be lower than the initial grade.
Supplementary assessment will be only be offered in situations where the student meets the eligibility criteria set out in the Assessment Procedure document, which states;
To be eligible for a supplementary assessment, a student must:
- Be enrolled in their final period of study;
- Have failed a single unit, with a final mark within 5% of the minimum pass mark (e.g 45-49%) in the unit; and
- Have passed all other units undertaken in that teaching period.
The failed unit must be the final unit required to complete the academic requirements of their course.
Supplementary assessment is not permitted in a unit where there was a proven case of academic misconduct against the student which resulted in a lower mark for the unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Inclusion and engagement
The values of inclusion and respect for diversity are central to the University, and particularly within this unit.
The University of Canberra has outlined the following commitment to fostering an environment which supports all students. This includes a commitment to;
- Recognise, encourage and celebrate students from all sections of society;
- Promote an environment that fosters fairness, equity and respect for social and cultural diversity;
- Support students and staff to reach their full potential through the promotion of reasonable expectations and provision of an inclusive learning environment
- Offer programs that aim to overcome disadvantage for student and staff equity groups; and
- Ensure that staff and students are aware of their rights and responsibilities as members of the University community
More information about Equity and Diversity at the University of Canberra is available here: http://www.canberra.edu.au/about-uc/equity-diversity
In addition, class rosters and University data systems are provided to instructors with students legal names and gender indications. However, knowing that not all students use their legal names or sex/gender assigned at birth, teaching staff in this unit are happy to use the name and/or pronouns that you use. We will take time during our first class together to do introductions, at which point you can share with all members of our learning community what name and pronouns you use. Additionally, if these change at any point during the semester, please us know and we can develop a way to share this information with others in a way that is comfortable and safe for you.
Policy on Children in Class:
It is my belief that if we want women in academia, that we should also expect children to be present in some form. Currently, the university does not have a formal policy on children in the classroom. The policy described here is thus, a reflection of my own beliefs and commitments to student, staff and faculty parents.
1) All exclusively breastfeeding babies are welcome in class as often as is necessary to support the breastfeeding relationship. I never want students to feel like they have to choose between feeding their baby and continuing their education. You and your nursing baby are welcome in class anytime.
2) For older children and babies, I understand that minor illnesses and unforeseen disruptions in childcare often put parents in the position of having to choose between missing class to stay home with a child and leaving him or her with someone you or the child does not feel comfortable with. While this is not meant to be a long-term childcare solution, occasionally bringing a child to class in order to cover gaps in care is perfectly acceptable.
3) I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in parenting status.
4) In all cases where babies and children come to class, I ask that you sit close to the door so that if your little one needs special attention and is disrupting learning for other students, you may step outside until their need has been met. Non-parents in the class, please reserve seats near the door for your parenting classmates.
5) Finally, I understand that often the largest barrier to completing your coursework once you become a parent is the tiredness many parents feel in the evening once children have finally gone to sleep. The struggles of balancing school, childcare and often another job are exhausting! I hope that you will feel comfortable disclosing your student-parent status to me. This is the first step in my being able to accommodate any special needs that arise. While I maintain the same high expectations for all student in my classes regardless of parenting status, I am happy to problem solve with you in a way that makes you feel supported as you strive for school-parenting balance. Thank you for the diversity you bring to our classroom.
Required IT skills
This unit involves online meetings in real time using the Blackboard Collaborate tool. Blackboard Collaborate provides a virtual classroom or meeting room where you can communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, please visit the LearnOnline Student Help and click on the link to Blackboard Collaborate.
Work placement, internships or practicums