Welcome to 2050. We live in a healthy, sustainable and equitable world – how did we get here? The focus of this course is on understanding how to save people and the planet by moving beyond the consumptagenic system. Consumptagenic systems are the webs of multisectoral public policies; commercial practices, modes of understanding, and social norms, which incentivize and reward unhealthy, unequal and environmentally destructive production and consumption. These are major regulatory, governance and policy challenges. This interdisciplinary course draws from systems science, public health, climate science, sociology, psychology, political science and international relations. It provides students with the methodological skills to ask questions of how to encourage, steer and evaluate transitions within public policy, business, and civil society so as to achieve positive environmental, social, health and economic outcomes. Case studies in energy, food and urbanisation provides students with the opportunity to study highly relevant and topical policy issues.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Understand concepts related to consumptagenic systems, with the ability to critically analyse them in a climate change, inequality and health context
2. Critically analyse contemporary governance and regulatory responses (local-global) to consumptagenic systems
3. Conduct independent analysis that demonstrates scholarly engagement with the subject matter, developing ideas and analysis in a specific policy domain

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

Readings

Required:

-         Steffen et al. Planetary boundaries: Guiding human development on a changing planet. Science, 2015, 347(6223). https://pubmed.ncbi.nlm.nih.gov/25592418/

-         Raworth, K. A Doughnut for the Anthropocene: humanity's compass in the 21st century. The Lancet Planetary Health, 2017, 1(2), pp.e48-e49. https://www.thelancet.com/journals/lanplh/article/PIIS2542-51961730028-1/fulltext

-         Wiedmann et al. Scientists’ warning on af?uence. Nature Communications, 2020, 11:3107 https://doi.org/10.1038/s41467-020-16941-y

-         Friel et al. Global health equity and climate stabilisation: a common agenda. The Lancet, 2008, 372(9650), pp.1677-1683. https://www.sciencedirect.com/science/article/pii/S014067360861692X?casa_token=uvr_oQYX16EAAAAA:X4nvsAREWJxLE7b8AIRSoSWDTN9z_Qyp-7J1OaspcEayPDx4ZznK-63_v0jj-uhhY4G5GKZNBCg

-         Downie, C. Business actors, political resistance, and strategies for policymakers. Energy Policy, 2017, 108: 583–592 https://www.sciencedirect.com/science/article/pii/S0301421517303725?casa_token=SqxC-sFnNZYAAAAA:0K4-PaCYSeuMyeCcKuV8NGohALje3Ay6NKy8XP5Zzl8EBkD08pT3eYa3FCOkNHirOmsa0ALK8lg

Recommended Resources

Suggested:

-         Ison R and Straw E. The Hidden Power of Systems Thinking: Governance in a Climate Emergency. 2020, Routledge  https://doi.org/10.4324/9781351026901

-         Friel S. Climate Change and the People’s Health. Oxford University Press, 2019

-         Evans D and Jackson T. Sustainable Consumption: Perspectives from Social and Cultural Theory. RESOLVE Working Paper 2008. https://resolve.sustainablelifestyles.ac.uk/sites/default/files/RESOLVE_WP_05-08.pdf

-         Swinburn et al. The Global Syndemic of Obesity, Undernutrition, and Climate Change: The Lancet Commission report. The Lancet, 2019, 393(10173):791-846 https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(18)32822-8/fulltext?rss=yes&utm_source=dlvr.it&utm_medium=twitter

Staff Feedback

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

Student Feedback

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Course overview.Lecture and discussion: Systems and the interconnectedness of climate change, inequality and health.Lecture and discussion: The drivers of consumption – understanding the emergence of consumptogenic systems.	Class presentation and Research essay
2	Lecture and discussion: Governing the systemLecture and discussion: Architectures of planetary health equity governance	Class presentation and Research essay
3	Lecture and discussion: Case study - foodLecture and discussion: Case study - energy	Class presentation and Research essay
4	Class presentations (individual) and discussion.Prep Research Essay.	Class presentation and Research essay

Tutorial Registration

not required

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Class participation	10 %	*	1, 2, 3
Class presentation	30 %	30/08/2023	1, 2
Research Essay	60 %	19/09/2023	1, 2, 3

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

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
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

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.

Examination(s)

N/A

Assessment Task 1

Class participation

Attendance and active engagement throughout all classes

Assessment Task 2

Class presentation

Individual presentation. Present the example of a consumptogenic system that you uploaded onto the Wattle padlet before the class. Prepare a 10 minute presentation that identifies how that consumptogenic system contributes to climate change/inequality/poor health, and identify the drivers of that consumptogenic system. Student presentations will be held in class on Wednesday 30 August 2023.

Assessment Task 3

Research Essay

Select an example of a consumptogenic system. Describe how this system contributes to the trifecta of climate change, inequality and poor health. Identify the actors, interests, ideas and institutions driving the system. Discuss possible regulatory and governance responses to transform the system to one that is sustainable, healthy and equitable – discuss these responses in terms of government policy; business models, and civil society. 

Word count: 3,000 words max; Due: 19 September 2023

Academic Integrity

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.

Online Submission

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.

Hardcopy Submission

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.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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 all ANU students