Unit Synopsis
The concept of wellbeing is central to Positive Psychology and it has been explored across many disciplines, cultures and spiritual traditions. In this unit, you will take a critical approach to cross-disciplinary, cross-cultural and spiritual theories and research on wellbeing. Through this exploration you will develop a holistic understanding of wellbeing concepts and practices. You will gain an understanding of how wellbeing is determined in different cultural and spiritual settings and across a range of academic disciplines and the implications for Positive Psychology.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 8 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 4 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the 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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 2 - 2026 Profile
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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 30% |
| 2. Presentation | 35% |
| 3. Creative work | 35% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 2 - 2025 : The overall satisfaction for students in the last offering of this course was 75.00% (`Agree` and `Strongly Agree` responses), based on a 18.6% response rate.
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.
Source: Unit Coordinator's observations.
The inclusion of First Nations' knowledges in the unit content was well received and many students engaged with this material in rich and nuanced ways.
Unit Coordinator will continue to revise, review and enhance the First Nations' knowledges in the unit materials.
Learning materials pertaining to First Nations knowledge was revised and maintained in the unit materials. Assessment One further had First Nations knowledge as a core component in Task 1 for students.
Source: Unit Coordinator's observations.
Students continue to engage with the assessments exploring their own and other culture's perspectives on wellbeing in ways that demonstrate good critical thinking and positive change.
Unit Coordinator will continue to revise and review unit material to support growth in critical thinking in relation to culture.
Materials focused on students' growth and critical thinking about their own culture continued. Notably, all three assessments in this unit included a component where students compared the research provided with their own experiences and contrasted their views with diverse perspectives.
Source: Unit Coordinator's observations.
Some students taking this unit have underdeveloped research and writing skills which can impact their understanding of assessment tasks.
Unit Coordinator to request the Academic Learning Centre to provide a tutorial on research and writing skills and how to understand assessment tasks.
Workshop 1 provided an overview of ALC services and their contact details for student assistance. In addition, with all three assessments now allowing GenAI use at Level 3, the unit coordinator focused Workshop 1 on demonstrating how GenAI can be used appropriately to assist with spelling and grammar.
Source: SUTE responses.
Some students felt there was a large volume of weekly reading, and the content could use videos or other materials to help make it more digestible.
The teaching team will introduce short videos and alternative formats, such as interactive materials and concept maps, to complement key readings, making content more accessible and easier to digest.
In Progress
Source: SUTE responses.
Some students felt the unit’s focus on specific cultures limited opportunities to explore a wider range of cultural perspectives and personal interests.
The Unit Coordinator will investigate strategies to broaden the scope of perspectives presented in the unit while maintaining its core themes and provide greater flexibility for students to connect content to their own contexts and career goals.
In Progress
Source: SUTE responses.
Some students raised concerns about the role of GenAI use in assessments and its impact on students' sense of ownership of their work.
The Unit Coordinator will investigate strategies for offering clearer guidance on the responsible use of GenAI in coursework and help students understand how to balance technology with independent learning and critical thinking.
In Progress
Source: SUTE responses; discussion with Positive Psychology teaching team.
Some students felt the assessments were large and complex.
The Unit Coordinator and teaching team will re-evaluate the appropriateness of the size and tasks required for assessments.
In Progress
On successful completion of this unit, you will be able to:
- Evaluate wellbeing theories, research and practices in different disciplinary, spiritual and cultural systems
- Apply knowledge of different approaches to wellbeing to generate comprehensive, holistic models of wellbeing
- Apply communication skills to translate complex knowledge and ideas about wellbeing to a variety of audiences.
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment | • | • | |
| 2 - Presentation | • | • | |
| 3 - Creative work | • | • | |
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | • | • | |
| 2 - Communication | • | • | • |
| 4 - Research | • | • | |
| 6 - Ethical and Professional Responsibility | • | ||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |
| 2 - Presentation | • | • | • | ||||||
| 3 - Creative work | • | • | • | ||||||
| 1 - Written Assessment | • | • | • | • | |||||