No offerings have been identified for this subject in 2017

PKM398 Cultural Heritage Policies and Planning (16)


The subject is orientated towards identification of practical and political problems and issues within cultural resource management at a local government level. This is a 'double' subject (with twice the workoad of a 'normal' subject) that build on a students existing knowledge of cultural resource management to develop a comprehensive heritage plan and policy document in a local council/shire area. This includes the  various Ethnic, European, and Indigenous Australian heritage that may be present in that region. The subject contains a total estimated workload of 320 hours. There is a four day residential school that provides students with critical exposure to policy makers who discuss the critical issues they are facing in their roles as managers. On completion you will be able to apply your knowledge and skills to make sound independent judgments about the various strategies able address practical and political problems in cultural resource management and choose the most appropriate one in any given context.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: PKM398
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Environmental Sciences

Learning Outcomes

Upon successful completion of this subject, students should:
  • have an in-depth understanding of the role of the past in constructing and reinforcing individual, social, cultural, historical and national identities
  • have an in-depth understanding of the role of the media in moulding public opinion on the use and of value of cultural resources
  • have an in-depth understanindg of current cultural heritage policy issues at the local government level in a range of socio-economic environments (e.g metroplitain, metro-fringe, rural and regional)
  • be able to critically review statements of significance, management plans and archaeological reports that cultural resource managers must deal with
  • be able to demonstrate they can apply their knowledge and skills to make sound independent judgements regarding strategies to meet practical and political problems in cultural resource management
  • be able to make sound independent judgements about processes likely to resolve conflicts that will arise in cultural resource management.


The subject will cover the following topics:
  • Module 1: Cultural resources revisited
  • Module 2: Cultural resources data management. This module discusses the nature of data collection and data management, which underpins all successful planning strategies. A holistic approach to CRM includes the management of intangible resources, that is language, oral history, traditional skills and technology; movable resources, such as artefacts, machinery plant, vehicles and the like, as well the physical sites and places.
  • Module 3: Cultural resources planning issues Various issues of cultural resources planning are looked at in Module 3. You need to consider these in order to be able to develop a broad management approach.
  • Module 4: Cultural resources management plans The linchpin of all planning is the formulation of a concise heritage management policy from which all future actions will flow. This module introduces you to these issues.
  • Module 5: Heritage management plans The 'nuts and bolts' of cultural resources planning are looked at in Module 5,
  • Module 6: Writing cultural resource management plans Module 6 deals with how to develop a cultural resource management plan.

Residential School

This subject contains a compulsory 4 day residential school. During residential school practitioners and policy-makers from socio-economic environments (e.g. metropolitan, metro-fringe, regional rural, remote) will discuss current heritage policy  issues in their own settings. Site visits of case examples in these settings expand and deepen the students understanding of the issues at hand. Information and ideas gathered at the residential school will directly inform the students' approaches to their own, assessable, planning tasks


The information contained in the 2017 CSU Handbook was accurate at the date of publication: 25 August 2017. The University reserves the right to vary the information at any time without notice.