Outline

Overview

The aim of this unit is to equip students with the knowledge and skills to identify and articulate political and policy processes at the global level, become familiar with institutions and actors involved in global health policy, and utilize strategies for influencing policy making at the global level. We analyse the influence and power of institutions and actors in the development and implementation of global health policy, and investigate the governance of global health policy responses. Teaching makes extensive use of current case studies from recognised experts in the field. By the end of this unit students will be able to: Explain the effects of globalization on health of populations; Demonstrate how events and trends in health and non-health areas affect global health policy; Identify and classify the different types of actors/institutions that influence health policy; Undertake a policy stakeholder analysis with reference to power, influence and interests; Develop strategies to influence global health policy development and implementation; Define global health governance and its role in structuring and regulating global health policy.

Unit details and rules

Academic unit	Public Health
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Carmen Huckel Schneider, carmen.huckelschneider@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignment 2: Response to Commentary Written assessment	50%	Formal exam period Due date: 14 Nov 2022 at 23:59	2500 words
Outcomes assessed:
Online task	Online tutorials Tutorial discussion	15%	Multiple weeks	1000 words
Outcomes assessed:
Assignment	Assignment 1: Stakeholder analysis Written assessment	35%	Week 06 Due date: 13 Sep 2022 at 23:59	2000 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined in marking rubrics for individual assessments.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined in marking rubrics for individual assessments.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined in marking rubrics for individual assessments.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined in marking rubrics for individual assessments.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Globalization and health; webinar	Online class (10 hr)
Week 02	What is global health policy; tutorial	Lecture and tutorial (10 hr)
Week 03	Stakeholders in global health policy; workshop	Workshop (10 hr)
Week 04	Contemporary history of global health policy; tutorial	Lecture and tutorial (10 hr)
Week 05	Priority setting in global health policy; workshop	Workshop (10 hr)
Week 06	Independent study on major assignment 1: stakeholder analysis	Independent study (10 hr)
Week 07	Conceptual frameworks in global health policy; workshop	Workshop (10 hr)
Week 08	Global to the local; tutorial	Lecture and tutorial (10 hr)
Week 09	Global health organisations; workshop	Workshop (10 hr)
Week 10	Global health funding; tutorial	Lecture and tutorial (10 hr)
Week 11	Politics of global health; workshop	Workshop (10 hr)
Week 12	Global health policy and COVID-19; webinar	Online class (10 hr)
Week 13	Individual study on major assignment 2: Response to a commentary	Independent study (10 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Week by week readings are available through the Online Learning Platform.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. explain the effects of globalisation on health of populations
LO2. demonstrate how events and trends in health and non-health areas affect global health policy
LO3. identify and classify the different types of actors/institutions that influence health policy
LO4. undertake a policy stakeholder analysis with reference to power, influence, and interests
LO5. develop strategies to influence global health policy development
LO6. define global health governance and its role in structuring and regulating global health policy.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Public Health Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.c. development, anatomy, physiology and pathology of hard and soft tissues of the head and neck 4.1.d. the range of investigative, technical and clinical procedures, and 5.1. Generic - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and 5.1.c. managing complications. 5.2. Specific - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and 5.2.b. writing reports.
	Public Health Dentistry - 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2. Communication and social skills - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3. Critical thinking - A graduate specialist is expected to be competent in the following, as relevant to the specialty: 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4. Scientific and clinical knowledge 4.1. Generic - A graduate specialist is expected to be competent in the following areas of knowledge, as relevant to the specialty: 4.1.a. historical and contemporary literature 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
	Public Health Dentistry - 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas.
	Public Health Dentistry - 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
	Public Health Dentistry - 1.i. demonstrating leadership in the profession. 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 4.2.b. the principles of oral health service delivery 4.2.c. the principles of public health research oral disease prevention at a population level, and 4.2.d. the analysis of oral health needs and services in community and public health settings. 5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and
	Public Health Dentistry - 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.c. use of technological and telecommunication aids in planning and delivering specialist treatment 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4. Scientific and clinical knowledge 4.1. Generic - A graduate specialist is expected to be competent in the following areas of knowledge, as relevant to the specialty: 4.1.a. historical and contemporary literature 4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences 4.1.d. the range of investigative, technical and clinical procedures, and 4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients. 4.2.a. the epidemiology of oral health and disease 4.2.b. the principles of oral health service delivery 4.2.c. the principles of public health research oral disease prevention at a population level, and 4.2.d. the analysis of oral health needs and services in community and public health settings. 5.1.c. managing complications. 5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and 5.2.b. writing reports.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit has been updated since it was last offered by offering new year-current problem-based tutorial tasks including a mix of self-paced and interactive online/on-campus sessions.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

HPOL5007: Global Health Policy

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect