Australia has a unique environment and a distinctive set of environmental policy issues including continued resource extraction, transitions to renewable energy, and movements for First Nations sovereignty. This course explores Australian environmental policy through the lens of problems, practices, and politics. Drawing on skills and methods from critical policy studies, the course follows a case-based learning approach to collaboratively explore policy issues such as: developing northern Australia, Indigenous Land and Sea Management, the Great Barrier Reef, management of invasive species, and renewable energy. Cases will vary year on year, and students will hear from guest speakers and policy practitioners active in each field, including First Nations perspectives. In addition, students will be encouraged to share practical experiences in relation to each case study, make comparisons with the treatment of similar issues in Australia and internationally, and use course tools to strengthen their critical thinking and practice in relation to their own environmental policy field of interest.

Learning Outcomes

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

1. Critically assess how environmental problems are conceived and articulated in policy and management frameworks.
2. Analyse how problem conceptualisation shapes the practices and politics of policy implementation and evaluation.
3. Identify key patterns and logics of policymaking across multiple areas of Australian environmental regulation and management, and make connections with international cases.
4. Formulate alternative or improved approaches to environmental policy and management, taking into consideration divergent perspectives and experiences.
5. Explain the value of ‘problem-questioning’ as well as ‘problem-solving’ approaches to the analysis of environmental policy and management.

Research-Led Teaching

This class draws on research conducted by the course convener into knowledge politics in Australian environmental governance and natural resource management, and showcases related current research conducted by a number of guest speakers throughout the course.

Recommended Resources

Whether you are on campus or studying online, 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.

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.

Other Information

CRAWFORD ACADEMIC SKILLS

The Crawford School of Public Policy has its own Academic Skills team dedicated to helping students to understand the academic expectations of studying at Crawford and succeed in their chosen program of study. Through individual appointments, course-embedded workshops and online resources, Crawford Academic Skills provides tailored advice to students keen to develop their academic reading, thinking, planning, writing, and presentation skills.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Acknowledgement of Country and course introductions	Assessment 1: Participation and engagement throughout course
2	Post-structural policy analysis: Introducing the 'What's the Problem Represented to Be?' framework
3	Case study: Indigenous Land and Sea Management, part 1	Assessment 2, Reflective Commentary due
4	Case study: Indigenous Land and Sea Management, part 2	Assessment 2: Reflective Commentary due
5	Case study: Developing northern Australia, part 1	Assessment 2: Reflective Commentary due
6	Case study: Developing northern Australia, part 1	Assessment 2: Reflective Commentary due
7	Case study: Snowy Hydro, part 1
8	Case study: Snowy Hydro, part 2
9	Class presentations	Assessment 3: Class Presentation due
10	Case study: Horses in Kosciuszko National Park, part 1	Assessment 3: Reflective Essay due
11	Case study: Horses in Kosciuszko National Park, part 2
12	Connecting the dots: Key themes and implications for practice	Assessment 4: Research Essay due 3rd June 2025

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Participation and engagement	10 %	*	27/06/2025	1,2,3
Reflexive commentaries	20 %	27/03/2025	*	1,2
Class presentation and reflective essay	30 %	08/05/2025	18/05/2025	1,2,3
Research Essay	40 %	03/06/2025	27/06/2024	1,2,3,4,5

* 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.

Participation

See Assessment Task 1

Assessment Task 1

Participation and engagement

Engagement and participation (10%): This course is partially based on case study teaching methodology, where a real-world case is introduced and then we analyse that case together in workshop-style seminars. Much of your learning in the course therefore rests on the quality of our discussions in class.

Assessment Task 2

Reflexive commentaries

Reflexive commentaries (20%): The first half of the course is when we begin to learn and apply our key analytical framework in this course (the ‘What’s the Problem Represented to Be?’ or WPR framework) to environmental policy in Australia. A crucial aim of the WPR approach is to enhance our ‘reflexivity’ as policy scholars and practitioners (see Step 7 in the WPR ‘Quick Reference Chart’). Reflexivity refers to our ability to reflect on our own experiences, identities, values and assumptions, and how these shape our scholarship, practice, and conceptions of policy problems.

You will need to write 350-400 word reflexive commentaries on your learning in Week 3-6 (so 4 commentaries in total), due on the Thursday of each week at 11:55pm. Your commentaries for each week will address a series of prompts provided on Wattle and our Microsoft Teams Group the preceding Friday. Feedback will be provided 1 Week after each submission.

The ANU College of Asia & the Pacific's Word Limit and Penalty Guidelines applies to this assessment item. 

Assessment Task 3

Class presentation and reflective essay

Class presentation (15%) and reflective essay (15%): In this assessment, you will practice applying the WPR framework to an Australian environmental policy case in small groups, and then present your findings to the class in a 10-minute group Powerpoint presentation and discussion in Week 9. Following the presentation and discussion, you will then individually write a 1000-word reflective essay on the group process of applying the WPR framework and presenting/discussing your findings. This assessment is designed to help you build on the knowledge you have developed over the first part of the course, learn from the perspectives of your class colleagues, and provide a stepping stone to your full application of the WPR framework in Assessment 4 (Research Essay).

The ANU College of Asia & the Pacific's Word Limit and Penalty Guidelines applies to this assessment item.

Assessment Task 4

Research Essay

Research essay (40%): In this final assessment, you will draw on your learning throughout the course and apply a full WPR analysis to analyse an Australian resource or environmental case of your choosing in a 2,500-word essay (excluding the reference list). In your chosen case/policy issue, what is the problem represented to be, what is problematic about this problem representation, and what alternative problem representations and policy options are there?

The ANU College of Asia & the Pacific's Word Limit and Penalty Guidelines applies to this assessment item.

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 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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students