PUB HLTH 7096 - Making Healthy Public Policy

North Terrace Campus - Winter - 2022

This course comprises three linked modules: 1) Health policy theory, development and analysis; 2) Critical thinking and problem solving; 3) The practical application of data for policy. 1) Policy theory, development and analysis explores the theory and practice of the development of public policy, health policy and healthy public policy. It examines ways to include prevention, protection and promotion in health policy and the placing of the determinants of health at the forefront of broader public policy development and analysis. There will be a focus on Health-in-All-Policies and discussion of the formulation and implementation of healthy public policy in the context of Aboriginal and Torres Strait Islander peoples and other vulnerable populations. 2) Critical thinking and problem solving provides students with the theory and skills to use knowledge, facts and data to effectively solve problems. The module focuses on using systems thinking to help solve problems using a series of case studies, with a focus on identifying the political context and key stakeholders, asking the right questions and identifying viable solutions. Applying critical thinking to improve reflective practice will also be examined. 3) The practical application of data for policy is an increasingly important skill in the development of evidence based policy. Students will explore how to find and assess evidence for policy application ? e.g. building evidence menus etc. Through a variety of practical exercises and case studies, students will explore how to take advantage of data and evidence when making decisions about policy and how these can be used to guide the development and analysis of healthy public policy. Each module includes a focus on Aboriginal and Torres Strait Islander issues and utilises a variety of guest speakers who will focus on their experience of developing and analysing health policy and the practical application of critical thinking skills.

  • General Course Information
    Course Details
    Course Code PUB HLTH 7096
    Course Making Healthy Public Policy
    Coordinating Unit Public Health
    Term Winter
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Intensive course: over 7 days ? 42 hours of contact
    Available for Study Abroad and Exchange N
    Assumed Knowledge PUB HLTH 7092
    Course Description This course comprises three linked modules: 1) Health policy theory, development and analysis; 2) Critical thinking and problem solving; 3) The practical application of data for policy. 1) Policy theory, development and analysis explores the theory and practice of the development of public policy, health policy and healthy public policy. It examines ways to include prevention, protection and promotion in health policy and the placing of the determinants of health at the forefront of broader public policy development and analysis. There will be a focus on Health-in-All-Policies and discussion of the formulation and implementation of healthy public policy in the context of Aboriginal and Torres Strait Islander peoples and other vulnerable populations. 2) Critical thinking and problem solving provides students with the theory and skills to use knowledge, facts and data to effectively solve problems. The module focuses on using systems thinking to help solve problems using a series of case studies, with a focus on identifying the political context and key stakeholders, asking the right questions and identifying viable solutions. Applying critical thinking to improve reflective practice will also be examined. 3) The practical application of data for policy is an increasingly important skill in the development of evidence based policy. Students will explore how to find and assess evidence for policy application ? e.g. building evidence menus etc. Through a variety of practical exercises and case studies, students will explore how to take advantage of data and evidence when making decisions about policy and how these can be used to guide the development and analysis of healthy public policy. Each module includes a focus on Aboriginal and Torres Strait Islander issues and utilises a variety of guest speakers who will focus on their experience of developing and analysing health policy and the practical application of critical thinking skills.
    Course Staff

    Course Coordinator: Carmel Williams

    Course Coordinator: Ms Carmel Willams
    Phone: 0417 855270
    Email: carmel.williams@adelaide.edu.au
    Location: Level 4, Rundle Mall Plaza Building


    Student & Program Support Services Hub
    Email: askhealthsc@adelaide.edu.au
    Phone: +61 8313 0273
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Timetable details are located on MyUni.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1. Demonstrate an understanding of the role of public policy in shaping and addressing public health issues and controversies

    2. Critique the different public policy responses to health issues within Australia and internationally

    3. Identify key stakeholders in particular policy contexts and recognise the importance of understanding the influence of their motivations and political drivers

    4. Effectively present accurate demographic, statistical, programmatic and scientific information for policy makers

    5. Critique and evaluate relevant research to assess its validity and applicability in the development of healthy public policy

    6. Use reasoned arguments and evidence to support and justify policy suggestions, in both written and verbal communication

    7. Describe the importance of the relationship between key stakeholders, data analysis and decision- making in policy development
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1-7

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2-7

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    4,6,7

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    1-7

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1,2,3,7

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    3,7

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    4,7

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    3,6,7
  • Learning Resources
    Required Resources
    There is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via MyUni.
    Recommended Resources
    N/A
    Online Learning
    This course will be offered in dual mode:

    • As an intensive spaced over 8 days with a break between modules with online lectures and face to face tutorials and practicals

    • Fully online with tutorials and practicals with worksheets provided and students will upload these worksheets via MyUni. Zoom sessions with all students will be offered at the end of each module and activites involving the Discussion Board will contribute to the overall course mark

    The primary means of communication outside of formal contact hours will be via MyUni. Announcements and discussion boards will be the main method of communicating with the student cohort. Course material will be supported by online resources via MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course will be offered in blended mode with a mix of online content and on campus classes offered in intensive mode. The course will consist of a mixture of seminars, case studies, skill building workshops and guest speakers. Online activities before and during the
    intensive will allow students to develop an understanding of core concepts of policy theory and development, healthy public policy and critical thinking.

    Group functions of MyUni will be used to facilitate the completion of the group project
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The course is presented in intensive mode in a mixture of seminars and practical activities. The face to face time requirement wll be approx 42 hours
    Learning Activities Summary
    This course comprises three linked modules:

    1) Health policy theory, development and analysis

    2) Critical thinking and problem solving

    3) The practical application of data for policy

    Specific Course Requirements
    N/A
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    ASSESSMENT TASK TYPE WEIGHTING LEARNING OUTCOMES ASSESSED
    Quiz Summative 15% 1,2,3
    Essay Summative 25% 3,7
    Group presentation Formative & summative 20% 1,3,4,5,6
    Major Essay Summative 40% 1,2,4,6
    Assessment Related Requirements
    N/A
    Assessment Detail
    Quiz x 1: 15%
    Students will complete a series of short answer questions after completion of modules 1 and 2

    Essay: Stakeholder analysis (1,500 – 1800 words) 25%
    Students will choose a proposed policy from a list of options provided and undertake a stakeholder analysis using the stakeholder analysis template provided.

    Group Presentation: 20%
    Students will be divided into 5 groups and each group will be given a specific role in arguing for or against the implementation of a specific public health policy (which will be provided to them).

    Major Essay: (3,000 words) 40%
    The final assignment will draw the 3 modules together to analyse a healthy public policy.



    Submission
    Extensions
    All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.Only the Course Co-ordinator(s) may grant extensions.
    Supporting documentation will be required when requesting an extension. Examplesof documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessmentof compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.

    Late submission
    Markswill be deducted when assignments for which no extension has been granted are handed in late. All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

    The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

    Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

    Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.

    Resubmission
    If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process:
    https://www.adelaide.edu.au/student/grievance/process/ Students who are not satisfied with a particular assessment result
    should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    The School of Public Health greatly values the feedback we receive from our students as it helps us to continuously improve our courses so we encourage all of our students to complete SELTs regulary for every course.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.