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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Creating Impact in a Changing World
Module Code GC1IM
School 53
Module Co-ordinatorSemester 1: Markus Pauli
Semester 2: Markus Pauli
Autumn: Markus Pauli
Module TeachersMarkus Pauli
NFQ level 8 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only
Description

This ASC introduces students to the project design and social impact. It provides students with the relevant knowledge and skills to get started as changemakers. This ASC initiates students into project design, management, communication and leadership principles. This is achieved through a blend of key concepts, exploring unexpected consequences, early decision support systems, and exercises with case studies - the emphasis of the ASC is on building up the tools that students will need to develop, implement and evaluate their project in the Years two through four. In practice, students will learn from real-life practical project design and management problems inspired by the United Nations’ Sustainable Development Goals (SDGs) and learn from examples of how to innovate and design innovative projects that can create a positive social impact. Additionally, students will develop various transversal skills, such as creative and critical thinking, communication skills, leadership, teamwork, and project management, all of which are essential to impact global challenges.

Learning Outcomes

1. Analyse multi-faceted problems by making use of theories, techniques and solutions created collaboratively among the students themselves.
2. Map and document a problem's causes and outcomes, the stakeholders involved, and the resources needed to develop sustainable interconnected social, political and technological solutions.
3. Recognise theories of social and political change to understand and identify the drivers, consequences and indicators of global change.
4. Introduce systems thinking to identify, anticipate and understand the implications of possible solutions to global challenges.



Workload Full-time hours per semester
Type Hours Description
Report125Critical literature analysis & Reflective learning paper
Report125Students will analyse a project activity of strategic SDG importance to include: defining the project scope and developing a project plan. This will include the analysis of the application of the key project management knowledge areas including cost, risk and change assessment, quality, procurement, communications, etc.
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Introduction to ASC
Students will learn from real-life practical project design and management problems, by analysing a project activity of strategic SDG importance. They will learn from examples on how to innovate and design innovative projects that can create a positive social impact, and investigate project scope and development of project plans including cost, risk and change assessment, quality, procurement, communications, etc.

Associated FLO: Project Planning and Management
Projects are a means of creating change and implementing creative solutions to real-world challenges. Students are introduced to the processes involved in planning, implementation and management of projects. This will include scheduling, resource utilisation, determining costs, managing risk, closing a project and related ethical issues. Effective project management is needed for projects to be successful and an agile way of working is needed to adapt to an ever-changing landscape in today’s world. This involves effective communication between the people that are involved in a project. This ensures that people work effectively within a project team and also to ensure engagement with external stakeholders. Communication skills include verbal and written communication, through presentations and reports, and also an awareness that it is a two-way process where effective listening is needed to gain a better understanding.

Associated FLO: Introduction to Global Challenges
This introduces students to humanity’s greatest challenges – the need to cure all diseases, minimise and halt conflict, solve climate change, and enable the world’s population to live as comfortably and securely as some of the wealthiest people do today. Students will learn about key initiatives that already exist to address some of these challenges, from local initiatives like Smart Dublin to solutions at the highest levels of government such as the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015. Students will be encouraged to think critically about the challenges by learning how to evaluate the role of science, technology, and governance in solving global challenges, as well as engaging with key ethical considerations in problem-solving.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Report(s)Critical literature analysis & Reflective learning paper50%n/a
ProjectStudents will analyse a project activity of strategic SDG importance to include: defining the project scope and developing a project plan. This will include the analysis of the application of the key project management knowledge areas including cost, risk and change assessment, quality, procurement, communications, etc.50%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

    Other Resources

    None
    Programme or List of Programmes
    GCBSc in Global Challenges
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