'Universities serve to make students think: to resolve problems by argument supported by evidence; not to be dismayed by complexity, but bold in unravelling it'.  (What are universities for? by Geoffrey Boulton and Colin Lucas http://kampela-leru.it.helsinki.fi/?bmlkPTI0).   This course takes up this challenge by offering latter year students from any part of the ANU the opportunity to explore a series of complex issues. The connections between economic, historical, social, legal, scientific, engineering and environmental and moral dimensions of complex problems will be explored.   

In 2010 the course will examine the linked themes of  'collapse' and ‘resilience'.  Case studies will include global financial crises, the collapse of empires, contemporary 'failing' states, pandemics, engineering and network failures and the moral and legal dimensions of these issues. 

Enrolment process:

A maximum of 25 students per College selected on basis of outstanding results and interest in and commitment to working in policy areas.  

Please register your interest on line by 2nd July 2010. 

For more information about this course, please contact the appropriate College: 

• ANU College of Arts and Social Sciences
• ANU College of Asia and the Pacific
• ANU College of Business and Economics
• ANU College of Engineering and Computer Science
• ANU College of Law
• ANU College of Medicine, Biology and Environment
• ANU College of Physical Sciences

1. Enhanced ability to analyse complex issues;
2. Knowledge of different methodologies for analysing complex issues;
3. Ability to apply more than one method in order to unravel complex issues.

1. Reflective learning portfolio that also includes evidence of preparation for each of the student runs seminars/tutorials.  30%
2. Prepare and give a policy briefing paper to ‘minister' or ‘senior public servants' in a role-play on complex real world contemporary problem. This will be done in multi-disciplinary groups at short notice to simulated working in policy areas.  30%
3. Facilitating a tutorial/seminar to maximise your classmates learning.  20%
4. Individual five minute talk to your tutorial group on what course has taught you about unravelling a complex issue in your discipline.  10%
5. Tutorial group collaboration via a wiki to document key tutorial outcomes (same mark for everyone in your totorial).  10%

• Bammer, Gabriele and Michael Smithson 2008, Uncertainty and risk: multidisciplinary perspectives, Earthscan
• Bar-Yam, Yaneer 2004, Making things work: solving complex problems in a complex world, NECSI Knowledge Press
• Harris, Graham 2007, Seeking sustainability in an age of complexity, Cambridge University Press
• Mitchell, Melanie 2009 Complexity a guided tour, Oxford University Press
• Examples of student learning portfolios at http://fennerschool-people.anu.edu.au/richard_baker/examples/portfolios/index.html