PUB HLTH 7092 - Leadership and Advocacy for Public Health Action

North Terrace Campus - Summer - 2018

This course introduces students to critical policy analysis, the principles and practice of public health advocacy and fundamental leadership theories. Students will learn public health frameworks for policy development and analysis, consider the ethics of public health policy making, and explore the policy cycle and the impact of politics on public policy. They will explore the use of evidence in public health advocacy and learn how to develop public health advocacy campaigns. They will learn about and practice essential skills for advocating for public health action including building coalitions, working with communities and communicating with politicians, policy makers, the public and the media in order to further public health goals. Leadership models and theories will be covered and students will develop their personal leadership capacity through reflection and application of skills in a mock policy hearing.

  • General Course Information
    Course Details
    Course Code PUB HLTH 7092
    Course Leadership and Advocacy for Public Health Action
    Coordinating Unit Public Health
    Term Summer
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange Y
    Assumed Knowledge PUB HLTH 7075 Introduction to Epidemiology, PUB HLTH 7093 Promoting Health of Individuals and Populations, PUB HLTH 7091 Evaluating public health, PUB HLTH 7090 Global public health
    Course Description This course introduces students to critical policy analysis, the principles and practice of public health advocacy and fundamental leadership theories. Students will learn public health frameworks for policy development and analysis, consider the ethics of public health policy making, and explore the policy cycle and the impact of politics on public policy. They will explore the use of evidence in public health advocacy and learn how to develop public health advocacy campaigns. They will learn about and practice essential skills for advocating for public health action including building coalitions, working with communities and communicating with politicians, policy makers, the public and the media in order to further public health goals. Leadership models and theories will be covered and students will develop their personal leadership capacity through reflection and application of skills in a mock policy hearing.
    Course Staff

    Course Coordinator: Dr Rebecca Tooher

    Course Coordinator: Dr Rebecca Tooher
    Phone: +61 8303 1316
    Email: rebecca.tooher@adelaide.edu.au
    Location: Level 9, AHMS

    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.

  • Learning Outcomes
    Course Learning Outcomes

    Critically analyse policies and strategies associated with current public health issues

    Identify policy options that should be targeted for advocacy efforts

    Develop implementation plans for advocacy campaigns, including goals, strategies, key stakeholders and evaluation processes

    Effectively present accurate demographic, statistical, programmatic, and scientific information for policy makers, lay audiences and the media

    Demonstrate an understanding of different theories of leadership

    Reflect on individual characteristics and style, and personal attitudes and beliefs, and consider how these impact on personal leadership capacity

    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-6
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-6
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    5, 6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    6
  • 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 blended mode. Online activities (e.g. discussion boards/wikis) and content (e.g. Articulate lectures linked to formative quizzes) will be offered in the weeks leading to the on campus intensive.

    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 over
    three weeks in the Summer Semester. In the first week there will be 5 full day seminars, followed by two half day skills building workshops the following week (allowing time for preparation and integration of previous learning) and finally a single day workshop in the third week acting as a capstone experience for the whole course. Online activities before the intensive will allow students to
    develop an understanding of core concepts prior to the on campus workshops. Group functions of Canvas will be used to facilitate the completion of the group project following the intensive.
    Workload

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

    ..
    Learning Activities Summary
    Module 1: Critical policy analysis
    Including -
    ·        Public health frameworks for policy development and analysis
    ·        Ethics of public health policy making
    ·        Healthy public policies
    ·        Policy and politics
    ·        The policy cycle
    ·        Health in All Policy approaches
    ·        Legal and regulatory approaches as public health policy
    ·        Policy and governance in Indigenous Health

    Module 2: Principles and practice of public health advocacy
    Including -
    ·        Use of evidence in public health advocacy
    ·        Role of public health advocacy in federal and state policy development and political debate
    ·        Building coalitions to implement public health goals
    ·        Role of non-government organisations in public health advocacy
    ·        Working with communities to advocate for policy change
    ·        Communicating with politicians, policy makers and the media
    ·        Advocacy evaluation

    Module 3: Fundamentals of leadership
    Including -
    ·        Leadership models and theories
    ·        Leadership in public health research, practice and advocacy
    ·        Working in teams and influencing others
    ·        Interpersonal, social and ethical competence
    ·        Decision-making and critical thinking
    ·        Systems thinking

    Specific Course Requirements
    N/A
    Small Group Discovery Experience
    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

    TASK TYPE

    WEIGHTING

    COURSE LEARNING OUTCOME(S)

    Reflective journal

    Summative

    20%

    1,5,6

    Policy brief

    Summative

    30%

    1,2

    Advocacy campaign plan

    Summative

    30%

    2,3

    Group project

    Summative

    20%

    3,4

    Assessment Related Requirements
    N/A
    Assessment Detail
    Reflective Journal (20%):
    Articulated learning statements completed after each workshop to address content of each days learning (approximately 1500 words)                                           

    Policy brief (30%):
    Students will prepare a policy brief of no more than three pages which describes a policy issue, examines alternative responses to
    the issue and makes a policy recommendation.

    Advocacy campaign plan: (30%)
    Students will create an advocacy campaign plan which identifies a policy option suitable for advocacy and a rationale for the choice and specifies the goals, tactics and partners. Students must also explain how the campaign will be evaluated.

    Mock senate hearing: (20%) 
    Students will work in teams to take part in a mock senate hearing into a public health issue.
    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. Examples of 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 assessment
    of 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
    Marks will 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.

  • 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.