BIPX100 Professional Experience A and BIPX201 Business Experience
Teaching organisation3 hours per week for twelve weeks or equivalent.
Unit description and aim
Engaging in business practices which strive to contribute to the common good, to enhance the dignity and wellbeing of people and communities especially those who are marginalised or disadvantaged is an important responsibility for business and reinforces the University's Core Curriculum and Mission and commitment to serving the common good and for the dignity of all human beings. If you are able to do this, you will need knowledge and understanding of four key principles of community engagement: critical reflection, active learning, student involvement in service-learning and civic engagement experiences. In this unit you will develop an awareness of the types of contributions individuals and organisations make to the community, by connecting the skills developed in the Peter Faber Business School and their application within communities at local, national and international levels. In this unit, you will volunteer 35-70 hours of your time to assist poor, vulnerable and marginalised groups supported by social enterprises, community groups and not for profits. You will apply your knowledge of community engagement and the skills from your Business degree through a 35-70-hour volunteer placement which contributes to the achievement of social responsibility in the wider community.
The aim of this unit is to foster knowledge and understanding of community engagement and its application within marginalised or disadvantaged communities while applying ethical personal and professional skills developed within the Peter Faber Business School environment.
On successful completion of this unit, students should be able to:
LO1 - demonstrate an understanding of the importance, policies and strategies for building safe and supportive environments for working with children, young people and vulnerable adults (GA1, GA5)
LO2 - define the principles and focus of community engagement as they relate to the relationship between business and marginalised or disadvantaged communities (GA1, GA2)
LO3 - identify the ethical and social responsibility of participants in business and community organisations (GA4, GA8)
LO4 - plan, implement and evaluate a range of strategies related to work readiness drawn from volunteer experience and associated personal and professional skill development (GA4, GA5, GA9)
LO5 - demonstrate professional behaviour and attitudes (GA2, GA5)
LO6 - reflect upon the impact of the community service experience on their values, assumptions and attitudes (GA2, GA4, GA9).
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
Topics will include:
- introduction to community engagement and the nexus between business and community organisations
- principles and focus of community engagement including ethical and social responsibilities and achieving sustainable outcomes
- policies, strategies and approaches to building safe and supportive environments for working with children, young people and vulnerable adults
- work appropriate behaviour, work readiness strategies and personal and professional skill development
- preparation for and participation in volunteer experience within a social enterprise, community group or not for profit organisation
- critical reflection and effective communication
Learning and teaching strategy and rationale
This Unit takes a transformational learning approach to guide students in the development of knowledge associated with community engagement. Students are able to explore the knowledge base underpinning community engagement in a series of on campus workshops. These workshops are designed to support students to actively participate in the development of this knowledge both individually and in groups. By participating in these workshops, students will systematically develop their understanding of the critical aspects of community engagement and how to prepare for and participate in volunteer experience within a social enterprise, community group or not for profit organisation. This Unit takes an experiential approach to support students in developing work appropriate behaviours, work readiness strategies, and the reflective and communications skills required to maximise the outcomes of their volunteer experience by sharing stories and insights and reflecting on experiences. This approach is designed to interest students who prefer to learn within a social environment and builds in expert support for skills development.
Assessment strategy and rationale
In order to pass this unit, you are required to complete two compulsory hurdle tasks: submit a placement agreement, undertake Working with Children, Young People and Vulnerable Adults online module and submit two graded assessment tasks and achieve an aggregate mark of at least 50%. Marking of assessments will be in accordance with a rubric specifically developed to measure your level of achievement of the learning outcomes for each item of assessment. You will also be awarded a final grade which signifies your overall achievement in the Unit. The assessment strategy for this Unit is designed to ensure reflection, understanding of a community engagement and provides the opportunity to share and learn from your experience. The assessment of this Unit allows you to sequentially develop your knowledge and skills of community engagement to the point where you can effectively complete your volunteer experience and submit a reflective report on your learning from the experience and your use of knowledge and skills gained throughout the unit. To develop this level of capability, you will demonstrate your knowledge of community engagement in developing and reporting on a social innovation concept and interpret your reflections and learnings from the “lived experience” of your placement in the final assessment task
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes||Graduate Attributes|
Completion of Working with Children, Young People and Vulnerable Adults online module: Requires students to complete the module and upload the certificate of completion
Social Innovation Concept Report Requires students to develop a social innovation and present it in a report
LO2, LO3, LO4
GA1, GA2, GA4,GA5, GA8, GA9
Complete volunteer placement and submit reflections and Learnings Report: Requires students to reflect upon their placement experience and present their learnings in a report
GA2, GA4, GA9
Representative texts and references
Amundson, N. (2010). Metaphor making: Your career, your life, your way. Richmond, BC: Ergon Communications.
Australian Children’s Commissioners and Guardians (2013). Submission to Royal Commission into Institutional Responses to Child Sexual Abuse Issues Paper 3 – Child Safe Institutions Principles for Child Safety in Organisations.
Andrews, Patricia H. and John E. Baird Jr. Communication for Business and the Professions. 7th ed. Boston: McGraw Hill, 2000.
Arches, Joan. "Social Action, Service Learning, and Youth Development." Journal of Community Engagement and Higher Education 5, no. 1 (2013).
Duguid, Fiona, Karsten Mündel, & Daniel Schugurensky, (2013) Volunteer Work, Informal Learning and Social Action, Rotterdam: Sense Publishers.
Fitzgerald, Hiram E & Primavera, Judith. (2013) Going Public: Civic and Community Engagement, East Lansing, MI: Michigan State University Press
Head, Brian, W. ‘Community Engagement: Participation on Whose Terms?’ Australian Journal of Political Science, Vol. 42, Iss. 3, 2007
King, Mary A. & H. Frederick Sweitzer (2014) The Successful Internship: personal, professional, and civic development in experiential learning, University of Hartford, Fitchburg State University. Fourth edition. Belmont, Calif.: Brooks/Cole Cengage Learning
Moore, T., McDonald, M., McHugh-Dillon, H., West, S. (2016). Community Engagement – A key strategy for improving outcomes for Australian Families. CFCA Paper no. 39 [online]. Australian Institute of Family Studies. Available at: https://aifs.gov.au/cfca/publications/community-engagement/introduction