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Unit outline_

PACS6931: Conflict Resolution: Theory and Practice

Semester 2b, 2023 [Normal day] - Camperdown/Darlington, Sydney

This unit of study introduces students to the theory and practice of conflict analysis and resolution. Students will gain an understanding of conflict resolution and transformation principles and interactive conflict resolution methods designed to address protracted, deep-rooted social conflicts. Students will learn skills that can be applied across the spectrum of conflict types from interpersonal and community, to inter-ethnic and international.

Unit details and rules

Academic unit Sociology and Criminology
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Wendy Lambourne, wendy.lambourne@sydney.edu.au
Lecturer(s) Vivianna Rodriguez Carreon, vivianna.rodriguezcarreon@sydney.edu.au
Type Description Weight Due Length
Assignment Final Essay
Final essay
50% Formal exam period
Due date: 07 Nov 2023 at 23:59
2500 wds
Outcomes assessed: LO1 LO2 LO3 LO5 LO6
Skills-based evaluation Role Play/Simulation
Role Play/Simulation (design, participation & debrief)
15% Mid-semester break 3 hrs plus preparation & debrief
Outcomes assessed: LO4 LO6 LO5
Participation Class participation
Class participation (discussion & practical exercises)
10% Ongoing Daily
Outcomes assessed: LO1 LO5 LO3 LO2
Assignment Short Assignment
Conflict Analysis OR Role Play Reflection
25% Week 10
Due date: 10 Oct 2023 at 23:59
1000 wds
Outcomes assessed: LO1 LO5 LO3 LO2

Assessment summary

1. Class Participation, including discussion and practical exercises (10%)

Students will be assessed on their participation and engagement in class discussions and practical exercises throughout the course, based on evidence of reading and thoughtful reflection on key topics and application to class exercises. Completion of required readings prior to each session will provide the opportunity for more informed contribution to class discussions and practical exercises.

 

2. Role Play/Simulation, including design, participation and debrief (15%)

Students will be assessed on their participation and engagement in a role play/simulation exercise, including workshop design and preparation, playing the role of a workshop participant or facilitator, and contribution to debrief reflections on learning from the workshop experience. The role play/simulation assessment task comprises a significant amount of group work, and as such students will be assessed on group achievement as well as individual engagement in the role play/simulation exercise. Further details about the role play/simulation exercise will be provided in class and on Canvas.

 

3. Short Assignment:

1. Conflict Analysis 1000 words (25%)

For this short assignment option, students are required to analyse a deep-rooted, protracted social conflict in terms of history, structure, dynamics, parties, issues, interests, values and needs.  This assignment is to be presented as an essay with full reference details and a bibliography attached. 

OR

2. Role Play Reflection 1000 words (25%)  

For this short assignment option, you are required to submit an individual written report reflecting on your experience of the ICR role play/simulation exercise. This should include personal reflections and analysis of individual and group learning in relation to the design, implementation, facilitation and/or evaluation of ICR interventions, drawing on relevant ICR theory and design principles as appropriate.

 

4. Final Essay 2500 words (50%)     

For this assignment students are required to write a scholarly essay critically analysing the theory and practice of conflict resolution. The essay should include a conflict analysis, application of theory to assess previous conflict resolution interventions and suggestions of appropriate conflict resolution strategies linked to your analysis of the conflict.

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

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

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.

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.

WK Topic Learning activity Learning outcomes
Mid-semester break Day 3 Culture and Conflict Transformation Block teaching (6 hr) LO2 LO5 LO6
Day 4 Conflict Resolution and Facilitation Skills Block teaching (6 hr) LO4 LO5
Day 5 Role Play/Simulation Preparation and Practice Block teaching (6 hr) LO3 LO4 LO5 LO6
Day 6 Role Play Simulation and Completion Block teaching (6 hr) LO3 LO4 LO5 LO6
Week 08 Day 1 Understanding Conflict and Conflict Resolution Block teaching (6 hr) LO1 LO2
Day 2 Conflict Analysis and Resolution Block teaching (6 hr) LO2 LO3

Attendance and class requirements

  • Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.

  • Lecture recording: Sessions on Days 1-3 will be recorded and made available to students. However, you should not rely on lecture recording to substitute your classroom learning experience given the cumulative and experiential learning nature of this course. Sessions on Days 4-6 comprising workshops and groupwork will not be recorded.

  • Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction. 

     

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

Full session details, readings and other resources will be provided on the Canvas site.

Students will be required to complete required readings prior to each class. Additional readings and other resources are provided for student interest and completion of assignments, including preparation for the role play/simulation assessment exercise. 

Learning structure:

6 days intensive sessions including workshops and groupwork all on campus (total 36 hrs + 3 hrs groupwork non-scheduled classtime)

10 am - 5 pm (6 hrs classtime + 1 hr lunchbreak each day)

Session schedule:

Day 1, Fri 22 Sep

UNDERSTANDING CONFLICT AND CONFLICT RESOLUTION

Session 1

Introductions and Course Overview

Session 2

Understanding Conflict

Session 3

Conflict Resolution Theories and Approaches

Day 2, Sat 23 Sep

CONFLICT ANALYSIS AND RESOLUTION

Session 1

Interactive Conflict Resolution Theory and Practice

Session 2

Conflict Resolution Principles and Methods

Session 3

Conflict Analysis and Mapping

Day 3, Mon 25 Sep

CULTURE AND CONFLICT TRANSFORMATION

Session 1

Culture and Conflict Resolution

Session 2

Conflict Transformation and Peacebuilding

Session 3

Designing a Dialogue Workshop

Day 4, Tues 26 Sep

CONFLICT RESOLUTION AND FACILITATION SKILLS

Session 1

Conflict Resolution Skills

Session 2

Group Dynamics and Facilitation Skills

Day 5, Thurs 28 Sep

ROLE PLAY/SIMULATION PREPARATION AND PRACTICE

Session 1

Role Play/Simulation Preparation

Session 2

Role Play/Simulation Practice

Day 6, Fri 29 Sep

ROLE PLAY/SIMULATION AND COMPLETION

Session 1

Role Play/Simulation Exercise

Session 2

Role Play/Simulation Debrief

Session 3

Reflections, Integration and Completion

 

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. understand conflict and its dynamics, types and categories
  • LO2. understand theories of conflict and its resolution
  • LO3. apply conflict mapping and other techniques to analyse conflict situations and identify appropriate conflict resolution strategies
  • LO4. demonstrate skills in conflict resolution and collaborative problem solving appropriate for conducting interventions such as mediation, conflict transformation, dialogue and interactive conflict resolution
  • LO5. demonstrate knowledge and skills in the design, facilitation and evaluation of interactive conflict resolution interventions in the context of deep-rooted, protracted social conflicts
  • LO6. exhibit gender and cultural sensitivity and inclusiveness in the analysis, design and conduct of conflict resolution interventions.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

This unit is reviewed every year and changes made in response to student feedback.

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.