RDEV40770 Behaviour Change in Agriculture

Academic Year 2023/2024

The purpose of this postgraduate module is to facilitate learners in developing their knowledge and expertise in relation to supporting and promoting positive behavioural change at farm level. The module will explore intervention design which is grounded in behavioural change theories and models. It will introduce learners to new ideas and concepts which supports greater understanding of behaviour change and promotion of positive behaviour change within agriculture. The module is suitable for students interested in understanding the role of behaviour change in supporting and promoting positive cultural and behavioural change at farm level. It is particularly relevant to those interested in careers within agricultural extension and knowledge exchange. Over the course of this module learners will experience design thinking processes, working in multidisciplinary teams to design an intervention which supports positive cultural and behavioural change at farm level.

Overarching content includes behaviour change theories and models and intervention design.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students should be able to:
• Demonstrate an advanced and integrated understanding of behaviour change theories and models in the design of an intervention which supports positive cultural and behavioural change at farm level
• Demonstrate an ability to identify potential targets for behaviour change
• Demonstrate an advanced and integrated understanding on how to develop strategies for behaviour change
• Examine a specific behavioural problem in terms of what needs to change
• Develop a range of intra- and inter- personal skills including teamwork, collaboration, communication, and presentation skills

Indicative Module Content:

Behaviour Change Theories and Models
Intervention Design
Identifying Targets for Behaviour Change
Understanding Motivation
Longer-Term Evaluation of Intervention Designs

Student Effort Hours: 
Student Effort Type Hours
Lectures

12
Tutorial

12
Specified Learning Activities

100
Autonomous Student Learning

80
Total

204
Approaches to Teaching and Learning:
PBL (Problem Based Learning) as a total approach to the curriculum design will be applied. Subsequently, students will be presented with the problem at the start of the learning process and will continue to work on this problem in the same small groups (approx. 4 per group) throughout the trimester. Students will be supported and scaffolded in working on the problem through a series of synchronous and asynchronous learning. Asynchronous learning will be used to provide students with the flexibility to complete e-lecture material in their own time. This will allow students to take the time to carefully consider and analyse content and reading material in advance of the synchronous workshops held on alternating weeks. This supports the flipped classroom approach to teaching and learning. Synchronous, in-person workshops will be held on alternating weeks where students will be supported while working on their problem. Specific tasks/activities will be assigned at each workshop to provide clarity and direction for students within the workshop. Therefore, a combination of the following will form the teaching and learning activities for this module:
• Problem Based Learning
• Online, pre-recorded e-lectures (asynchronous material)
• Synchronous workshops
• Autonomous learning
• Learning through assessment
• Group work
• Reflective learning 
Requirements, Exclusions and Recommendations
Learning Recommendations:

General knowledge of agriculture and related areas


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Group Project: Intervention Design Proposal Plan: You will work on this throughout the trimester through PBL. Week 10 n/a Standard conversion grade scale 40% No

60
Presentation: Intervention Design Pitch: pitch your Intervention Design Proposal to a panel of experts at the end of the PBL process. Week 11 n/a Standard conversion grade scale 40% No

40

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Students will receive formative feedback bi-weekly at synchronous workshops and summative feedback following submission of their Intervention Design Proposal Plan and Intervention Design Pitch.

Name Role
Professor James Kinsella Tutor
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Spring
      
Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Fri 10:00 - 11:50