General Information
Global Challenges 1 is the first in a two-part sequence that guides students through the identification and exploration of a significant global challenge that will form the foundation of a major project across Global Challenges 1 and 2.
In this subject, students begin by developing advanced skills in critical thinking, argument construction, and evidence evaluation. They explore what constitutes truth in different contexts and how to communicate effectively across diverse audiences.
Students then investigate the scope and complexity of their chosen problem, integrating theoretical frameworks and practical insights to understand its social, political, and ethical dimensions.
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Details
Academic unit: Transformation CoLab Subject code: COLB11-101 Subject title: Global Challenges 1 Subject level: Undergraduate Semester/Year: January 2026 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Personal Study Hours: x12 (Total hours: 84) - Recommended personal study hours.
- Seminar: x12 (Total hours: 24) - Book discussions (weeks 1-6) and student-led discussions on proposed global challenges (weeks 7-12).
- Group Learning: x12 (Total hours: 12) - Case study discussions and major report planning.
Attendance and learning activities: Students are encouraged to attend all subject sessions in order to contribute to the collective experiences that promote engaged, active and authentic learning. -
Resources
Prescribed resources: Books
- Hans Rosling,Ola Rosling,Anna Rosling Rönnlund Factfulness. n/a,
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy.
Students are encouraged to attend all sessions as these recordings will not be available for revision purposes.
For further information please contact the subject coordinator.
| Academic unit: | Transformation CoLab |
|---|---|
| Subject code: | COLB11-101 |
| Subject title: | Global Challenges 1 |
| Subject level: | Undergraduate |
| Semester/Year: | January 2026 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Students are encouraged to attend all subject sessions in order to contribute to the collective experiences that promote engaged, active and authentic learning. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy. Students are encouraged to attend all sessions as these recordings will not be available for revision purposes. For further information please contact the subject coordinator. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Identify and understand the basis of significant global challenges.
- Use critical self-reflection and the feedback of others to identify and act on opportunities for learning.
- Demonstrate an understanding of theoretical and conceptual constructs relevant to understanding and addressing global challenges.
- Identify and critically analyse a global challenge, including the potential roles and responsibilities of relevant stakeholders.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Essay Book reflection using real-world case studies. 1,500 words. 30.00% Week 7 1, 4 Project Plan Report on the identified global challenge including background research. 2,000 words. 30.00% Week 10 1, 2, 4, 5 Oral Pitch Pitch on the proposed global challenge. 15 minutes. 20.00% Week 11 1, 2, 3, 5 Student Engagement Includes attendance, preparation, active participation, listening and cooperation. 20.00% Ongoing 1, 2, 3 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Essay | Book reflection using real-world case studies. 1,500 words. | 30.00% | Week 7 | 1, 4 |
| Project Plan | Report on the identified global challenge including background research. 2,000 words. | 30.00% | Week 10 | 1, 2, 4, 5 |
| Oral Pitch | Pitch on the proposed global challenge. 15 minutes. | 20.00% | Week 11 | 1, 2, 3, 5 |
| Student Engagement | Includes attendance, preparation, active participation, listening and cooperation. | 20.00% | Ongoing | 1, 2, 3 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Students are expected to attempt all items of assessment in this subject. Students may be asked to respond to questions from the subject coordinator regarding the content of their assessments. Students are expected to keep evidence of drafting and research. For the purposes of quality assurance, Bond University has commenced an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
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Week 1: Introduction to Global Challenges
This week provides an overview of the Global Challenges Course (Parts 1 and 2) and introduces students to Factfulness by Hans Rosling. We will begin by examining the concept of “Our Overdramatic Worldview” and the “Gap Instinct,” exploring how these ideas shape our understanding of global issues. Students will also discuss the benefits of Rosling’s approach to framing global trends.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Identify and understand the basis of significant global challenges.
- Demonstrate an understanding of theoretical and conceptual constructs relevant to understanding and addressing global challenges.
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Week 2: Fighting the Gap and Negativity Instincts
This week focuses on how to effectively engage with Factfulness - including note-taking, referencing sources, and using supplemental websites. We will challenge the misconception that the world is divided in two and introduce a more nuanced framework for analysing global trends through a factful lens. We will also explore why it is often difficult to see that things are improving, and examine why people tend to perform worse than random when assessing global developments.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Identify and understand the basis of significant global challenges.
- Demonstrate an understanding of theoretical and conceptual constructs relevant to understanding and addressing global challenges.
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Week 3: Against the Straight Line
This week explores the importance of urgent communication during pandemics, such as Covid-19, and examines the realities of sustainability alongside the concept of “mega-misconceptions” related to increasing trends. The discussion will consider the errors that arise when assuming that future developments will follow a straight line - meaning that the path ahead is simply a continuation of previous trends. The session will also introduce common curve patterns used in world data analysis to better understand global change.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Identify and understand the basis of significant global challenges.
- Demonstrate an understanding of theoretical and conceptual constructs relevant to understanding and addressing global challenges.
- Identify and critically analyse a global challenge, including the potential roles and responsibilities of relevant stakeholders.
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Week 4: Resisting the biases of Fear and Size
This week focuses on recognising how the fear instinct can distort information, and how to counteract cognitive biases related to fear and size. The session will also examine education as an effective remedy for poverty, highlighting the importance of low-cost, high-impact interventions. Additional topics include the concept of the “pin code of the world” and the significance of dividing numbers to better understand global data. Examples of these biases will be identified and discussed.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Demonstrate an understanding of theoretical and conceptual constructs relevant to understanding and addressing global challenges.
- Identify and critically analyse a global challenge, including the potential roles and responsibilities of relevant stakeholders.
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Week 5: The problems of Generalisation and Destiny
This week draws on the author’s experience to examine ethical issues in global medicine and public health. The session introduces the Dollar Street project as a tool for describing and understanding the four levels of wealth and comparative health. It also considers a major error stemming from the 2008 financial crash and explores the physical dangers of overgeneralisation. Rosling’s arguments about the importance of systemic interventions will be analysed, along with an investigation into how cultural biases can lead to inaccurate perceptions of conditions and situations around the world.
SLOs included
- Identify and understand the basis of significant global challenges.
- Demonstrate an understanding of theoretical and conceptual constructs relevant to understanding and addressing global challenges.
- Identify and critically analyse a global challenge, including the potential roles and responsibilities of relevant stakeholders.
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Week 6: How to avoid being misled with Blame and Urgency
This week examines why assigning responsibility to individuals can impede deeper thinking, and highlights the value of the “five why’s” inquiry method. The session includes notes on superannuation funds, an explanation of why Covid is an acronym rather than a toponym, and a discussion on how roadblocks may be gravely counterproductive. The concept of FOMO will be discussed as an example of non-factfulness. We will highlight the importance to factfulness of advocating for better data and reflect on the risks associated with exaggeration.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Identify and understand the basis of significant global challenges.
- Demonstrate an understanding of theoretical and conceptual constructs relevant to understanding and addressing global challenges.
- Identify and critically analyse a global challenge, including the potential roles and responsibilities of relevant stakeholders.
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Weeks 7-8: Identifying and Framing Your Global Challenge
In weeks 7 and 8, students will focus on identifying and framing global problems through collaborative investigation, as well as applying the analytical tools and habits of thought outlined in weeks 1-6 to these problems. Students will apply theoretical frameworks and practical insights to define a significant global challenge, unpack its complexity, and examine the roles of key stakeholders; also aiming to identify and analyse underlying and/or common assumptions. Emphasis will be placed on refining and framing project topics — specifically, articulating what makes the issue global and why it constitutes a challenge.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Use critical self-reflection and the feedback of others to identify and act on opportunities for learning.
- Identify and critically analyse a global challenge, including the potential roles and responsibilities of relevant stakeholders.
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Weeks 9 and 10: Why should anyone care?
In weeks 9 and 10, students will focus on how to engage others with their chosen global challenge, by examining its historical context and emotional relevance. Students will investigate the origins and evolution of their issue, identifying key turning points and patterns that have shaped its current form. Emphasis will be placed on understanding how storytelling, framing, and data can influence public perception and motivate action. The session will support students in developing communication strategies for their challenge in ways that resonate with diverse audiences.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Use critical self-reflection and the feedback of others to identify and act on opportunities for learning.
- Identify and critically analyse a global challenge, including the potential roles and responsibilities of relevant stakeholders.
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Week 11: Pitches
Students present on their chosen Global Challenge.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Use critical self-reflection and the feedback of others to identify and act on opportunities for learning.
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Week 12: The Bridge
This week serves as a transition to Global Challenges 2, which will be undertaken in the following semester. Students will reflect on the challenge they have identified and begin preparing to develop a solution. The session will lay the groundwork for solution-focused thinking, encouraging students to consider practical approaches and potential pathways for meaningful impact. Students will also revisit the set text, Factfulness, in a discussion on how it has influenced their problem definition and framing.
SLOs included
- Communicate effectively using both written and oral formats within a diverse range of contexts.
- Identify and understand the basis of significant global challenges.
- Use critical self-reflection and the feedback of others to identify and act on opportunities for learning.
- Demonstrate an understanding of theoretical and conceptual constructs relevant to understanding and addressing global challenges.
- Identify and critically analyse a global challenge, including the potential roles and responsibilities of relevant stakeholders.