Overview
Our health is an outcome of a complex social-ecological system of variables including individual characteristics, social factors and environmental drivers. Such systems, by nature, incorporate elements that are uncertain, unpredictable and co-occurring at the same time across different levels and scales. In this unit, you will be introduced to the concept of complex adaptive systems and learn how to apply systems thinking to identify ways in which changes can be made to social and environmental determinants to influence health outcomes at community and population levels. You will also learn to use participatory methods to anticipate alternate futures as a tool for improving public health planning and building resilience.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Unit Evaluation
Student Feedback on Assessments items was generally positive and students found the material and assessment tasks easy to follow
It is recommended to clearly define the learning objectives in assessment tasks and improve students' understanding of the marking rubric and grade distribution.
Feedback from Informal feedback
The academic learning drop-in session organized at the beginning of the term was well received, and students wanted more information about peer assistance and support.
It is recommended to collaborate with the Academic Learning Center to provide ongoing support for students throughout the term and in future terms. This will enhance engagement and assist those who may be struggling with workload or completing assessment tasks.
- Explain how complex adaptive systems thinking is used in public health to better understand entrenched health issues related to colonisation, population pressure, climate and environmental changes
- Distinguish between different scales and domains identified within complex adaptive systems thinking relevant to public health
- Apply complex adaptive systems thinking to public health issues relating to social and environmental determinants of health
- Analyse participatory and relational approaches to addressing complex adaptive system challenges in public health
- Reflect on and discuss the impact of social practices related to power, leadership and trust on public health from a complex adaptive systems perspective
- Determine how complex adaptive systems thinking informs practical and sustainable interventions across scales and domains using asset-based community development and disease prevention models
- Evaluate how complex adaptive systems thinking influences approaches to evidence and practice in public health.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Group Work - 50% | |||||||
| 2 - Written Assessment - 50% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Knowledge | |||||||
| 2 - Communication | |||||||
| 3 - Cognitive, technical and creative skills | |||||||
| 4 - Research | |||||||
| 5 - Self-management | |||||||
| 6 - Ethical and Professional Responsibility | |||||||
| 7 - Leadership | |||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Group Work - 50% | ||||||||
| 2 - Written Assessment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
t.megalaa@cqu.edu.au
Module/Topic
Introduction to Systems Thinking
Chapter
Cabrera, D., Cabrera, L. and Powers, E., 2015. A unifying theory of systems thinking with psychosocial applications. Systems Research and Behavioral Science, 32(5), pp.534-545.
Events and Submissions/Topic
Module/Topic
Complex Adaptive Systems
Chapter
Chan, S., 2001, October. Complex adaptive systems. In ESD. 83 research seminar in engineering systems 31: 1-19
Events and Submissions/Topic
Module/Topic
Organisms and Organism Interactions
Chapter
Lang, J. M. & Benbow, M. E. (2013) Species Interactions and Competition. Nature Education Knowledge 4(4):8
Events and Submissions/Topic
Module/Topic
Living Environments
Chapter
Frumkin, H (2016) Introduction to Environmental Health. In Frumkin, H (ed.) Environmental Health: From Global to Local (3rd Edition), John Wiley and Sons, United States.
Events and Submissions/Topic
Module/Topic
Hazards and Risk
Chapter
Sheehan, MC, Lam, J, and Burke, TA (2016) Risk Assessment in Environmental Health. In Frumkin, H (ed.) Environmental Health: From Global to Local (3rd Edition), John Wiley and Sons, United States.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Occupational Health and Safety
Chapter
Yost, MG and Ryan, PB (2016) Exposure Science, Industrial Hygiene, and Exposure Assessment. In Frumkin, H (ed.) Environmental Health: From Global to Local (3rd Edition), John Wiley and Sons, United States.
Events and Submissions/Topic
Assessment 1 Due: Friday, 29th of
August 2025, 5:00pm.
Poster Presentation Due: Week 6 Friday (29 Aug 2025) 5:00 pm AEST
Module/Topic
Environmental Psychology
Chapter
Bechtel, R.B., 2010. Environmental psychology. The Corsini Encyclopedia of Psychology, pp.1-3.
Events and Submissions/Topic
Module/Topic
Large-Scale Physical Systems and Health
Chapter
"Framework for Linkages Between Health, Environment, and Development", in Health in Sustainable Development Planning: The Role of Indicators, WHO, Geneva.
Events and Submissions/Topic
Module/Topic
Social Systems and Health
Chapter
Friel, S, Pescud, M, Malbon, E, Lee, A, Carter, R, Greenfield, J, Cobcroft, M, Potter, J, Rychetnik, L, Meertens, B (2017) Using systems science to understand the determinants of inequities in healthy eating. Plos One Vol. 12 No. 11.
Events and Submissions/Topic
Module/Topic
Systems Approaches in Health Promotion
Chapter
Zurcher, KA, Jensen, J, and Mansfield, A (2018) Using a Systems Approach to Achieve Impact and Sustain Results. Health Promotion Practice 19 (1_suppl), 15S-23S.
Events and Submissions/Topic
Module/Topic
Systems Approaches in Politics and Policy
Chapter
Walker, B (2014) Understanding Resilience and Reducing Future Vulnerabilities in Social-Ecological Systems, in J Boston, J Wanna, V Lipski, and J Pritchard (eds) Future-Proofing the State: Managing Risks, Responding to Crises and Building Resilience, ANU Press, Canberra.
Events and Submissions/Topic
Module/Topic
Review
Chapter
Events and Submissions/Topic
Assessment 2 Due: Friday, 10th of
October 2025, 5:00pm.
Case Study Analysis Due: Week 12 Friday (10 Oct 2025) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Work
The first assessment task which accounts for 50% of your grade this term is a group assignment (groups of 3 to 5 members and topics will both be assigned by your lecturer) that will involve a poster presentation and 600-word (±10%, excluding references) summary for individual contribution.
The aim of your poster is to perform a systems analysis based on your assigned topic from the scenarios that will be provided. You are required to develop a conceptual model to illustrate the systems interactions that influence that public health issue.
The poster must be usable and understandable by a general audience and make use of the principles of systems analysis and causal loops that you have learned in class. Specifically, your group needs to:
· Describe the public health issue with minimal technical language and a brief overview of its nature and impact
· Identify relevant components and the interactions in your assigned topic between each of the specific components
· Perform a systems analysis, making use of all the DSRP principles. You may choose to also include suitable diagrams and illustrations of the variables, driving forces and relationships relating to the public health issue
· Discuss ways in which changes to variables can affect public health outcomes
The poster presentation has both group and individual assessment components. Each group member will take responsibility for one section of the poster presentation. The indicated section will be used for the purposes of the individual component of assessment as well. The poster and 600-word summary for individual contribution must be uploaded to Moodle by each member of the group.
The contribution of each person must be clearly identified. This means, in a separate word document, each individual member of the group will need to upload a contributor section with their specific tasks or sections they were responsible for and reflect on their own contribution. This ensures transparency, fairness, and helps demonstrate how each person actively participated in the project.
Your poster will follow the structure and content typical of posters often presented at academic conferences. There is a great deal of information available online about designing these presentations. Please refer to them for examples. For the poster presentation, you may use MS Word, MS PowerPoint or another common presentation format to present your poster.
As you prepare this assessment, keep in mind that your poster should be able to stand alone. This means it should clearly communicate your key ideas, findings, and messages without needing a verbal explanation or additional context. Anyone viewing your poster should be able to understand the purpose, content, and conclusions just by reading it. Use clear headings, concise text, and visuals such as charts or diagrams to help convey your message effectively.
This assessment task is due by 5:00pm on Friday of Week 6. Your response to the assignment should follow Harvard Referencing guidelines.
Level of GenAI use allowed:
Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas
Week 6 Friday (29 Aug 2025) 5:00 pm AEST
submission via Moodle
Week 9 Friday (19 Sept 2025)
Results returned to students via Moodle 3 weeks after submission
Identification and description of relevant components and variables and construction of conceptual model (30%)
Identification and description of relevant driving forces and interactions between components (30%)
Identification and description of relevant leverage points and the possible impacts of interventions (25%)
Organisation and language use (10%)
Individual contribution to group presentation (5%)
- Explain how complex adaptive systems thinking is used in public health to better understand entrenched health issues related to colonisation, population pressure, climate and environmental changes
- Distinguish between different scales and domains identified within complex adaptive systems thinking relevant to public health
- Apply complex adaptive systems thinking to public health issues relating to social and environmental determinants of health
- Analyse participatory and relational approaches to addressing complex adaptive system challenges in public health
- Reflect on and discuss the impact of social practices related to power, leadership and trust on public health from a complex adaptive systems perspective
- Determine how complex adaptive systems thinking informs practical and sustainable interventions across scales and domains using asset-based community development and disease prevention models
- Evaluate how complex adaptive systems thinking influences approaches to evidence and practice in public health.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Written Assessment
The second assessment task which accounts for 50% of your grade this term is a case study. This is an INDIVIDUAL assignment (1500 words +/- 10%, excluding references). You will take on the role of a systems expert providing advice on a public health scenario. The topic and scenario will be posted in a separate file on the Moodle page under the assessment 2 folder. The scenario includes questions that you are required to answer concisely yet thoroughly. Your answers must make use of systems principles and derive only from the scenario provided. You will be provided with a system diagram that relates to the scenario. This system diagram includes several interacting factors influencing the scenario. It does not include every possible factor. You will use this material to perform an analysis of the systems interactions relevant to the scenario. Specifically,
- Identify significant components of the system that leads to the observed scenario
- Identify and explain driving forces and relationships between these components that impact upon public health outcomes
- Explain how specific elements and relationships in the system can be used to inform public policy/public health interventions
This assessment task is due by 5:00pm on Friday of Week 12. Your response to the assignment should follow Harvard Referencing guidelines.
Level of GenAI use allowed:
Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas
Week 12 Friday (10 Oct 2025) 5:00 pm AEST
Submission via Moodle
Exam Week Friday (24 Oct 2025)
Identification and description of relevant components (20%)
Analysis of systemic driving forces and interactions (20%)
Placement of interventions and leverage points in a public health context (20%)
Discussion of implications for public health policy (20%)
Use of clear, concise language and logical development of content (10%)
All work reflects student's own thinking and references are accurately cited (10%)
- Explain how complex adaptive systems thinking is used in public health to better understand entrenched health issues related to colonisation, population pressure, climate and environmental changes
- Distinguish between different scales and domains identified within complex adaptive systems thinking relevant to public health
- Apply complex adaptive systems thinking to public health issues relating to social and environmental determinants of health
- Analyse participatory and relational approaches to addressing complex adaptive system challenges in public health
- Reflect on and discuss the impact of social practices related to power, leadership and trust on public health from a complex adaptive systems perspective
- Determine how complex adaptive systems thinking informs practical and sustainable interventions across scales and domains using asset-based community development and disease prevention models
- Evaluate how complex adaptive systems thinking influences approaches to evidence and practice in public health.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
