- Class Number 4623
- Term Code 3250
- Class Info
- Unit Value 3 units
- Mode of Delivery Online or In Person
- Dr Ibi Losoncz
- Dr Ibi Losoncz
- Class Dates
- Class Start Date 19/09/2022
- Class End Date 04/11/2022
- Census Date 30/09/2022
- Last Date to Enrol 30/09/2022
This course examines the issue at the heart of regulation: who obeys the rules, who breaks them, why and with what impact? Students will be given the empirical and conceptual tools necessary to explore and analyse difficult questions such as: How does regulating for compliance ensure sustainability, health, safety and justice? What does empirical research tell us about how to design for compliance? What are the consequences of non-compliance -- or defiance -- for different demographics and actors, and why? How can effective resistance create desirable change? Drawing from political theory, sociology, criminology and social psychology, students will be introduced to a range of lenses and frameworks to understand individual and collective obedience and disobedience. Through current and historical case studies, including domains such as environment, tax systems, pandemics, social movement and social justice, students will learn how to apply these frameworks and approach compliance issues from a regulatory perspective. Students will have the option to choose and research in depth a domain or compliance issue of their own choice.
Upon successful completion, students will have the knowledge and skills to:
- Understand concepts related to compliance and defiance, with the ability to critically analyse them in a range of regulatory contexts
- Identify and evaluate designed systems of compliance and analyse their intended and unintended consequences
- Critically analyse governance and regulatory responses to defiance and resistance to different social groups and actors
- Conduct independent analysis that demonstrates scholarly engagement with the subject matter, developing ideas and analysis that are applicable across a range of policy domains
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to the study of compliance and defiance||Compliance is a contested process. It is evolving from interaction among several groups, as occurring over time. Its outcome is difficult to control by a single policy or action. In this session we explore the different approaches and considerations when studying compliance, such as: Objectivist and interpretivist approaches to compliance; Theories of regulation, and how different theories give varying interpretation of enforcement activity; Participants in the regulatory process; Compliance as a process of enforcement vs negotiation; and Whose compliance is being sought: compliance of individuals vs compliance of entities|
|2||Compliance and defiance of individuals||Through lectures and activities this session will cover the following topics: Why do people comply? Motivational posturing theory Procedural justice Understanding defiance Stigma and structural disadvantage in the context of compliance and enforcement Integrity and respectful relationships in the compliance space|
|3||Compliance and defiance of entities||Through guest lectures and activities this session will cover the following topics: Why corporations comply? Corporate defiance Enforcement and why do regulators fail to enforce the law|
|4||Turning defiance into compliance and the politics of regulation||The first part of this session will examine the strategies and conditions under which regulators can change defiance and compliance over time. The second part of this session explores how defiance can transform social structures and human relationships.|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Active participation in class.||10 %||*||*||1 ,2 ,3|
|Oral presentation focusing on a contemporary compliance case study (recorded)||25 %||28/09/2022||05/10/2022||1, 2, 3, 4|
|Written report (as research essay or academic blog post or policy paper) (max 2500 words)||65 %||11/11/2022||19/11/2022||1, 2, 3, 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1 ,2 ,3
Active participation in class.
Contributing to class activities and conversations.
Demonstrating theoretical knowledge based on the assigned readings to the course.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4
Oral presentation focusing on a contemporary compliance case study (recorded)
Submit a 5 to 7 minutes video recording critically examining a contemporary compliance case study. In your video presentation, describe the case study, identify the theory(ies) you will draw on, and explain how the selected theory(ies) can improve our understanding and analysis of the compliance case described. Your recording will be played to the class for feedback from your peers.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
Written report (as research essay or academic blog post or policy paper) (max 2500 words)
Select a contemporary compliance or defiance issue, an issue different from the one used in Assessment 2, and discuss which approaches are most useful for understanding and explaining it and why. Directly engage with relevant empirical research from regulatory and governance scholarship and a wide range of disciplines, and justify your approach with specific examples to illustrate your points.
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Access and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
The focus of Ibi's research is the relationship between individuals and institutions with an emphasis on how policies and institutional processes that are unresponsive to human needs can lead to defiance and a breakdown of social bonds between the people and the state.
Dr Ibi Losoncz