Overview
Students are provided with the opportunity to become a 'real world' investigator during this foundation unit. Through engagement with peers, lecturing staff and the socio-technical world around them, students will develop base skills in investigation ethics and philosophy, evidence-based practice in investigation forensics, and begin to understand the nature of accidents and disasters, and latent pathogens in socio-technical systems.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2022
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say feedback
Some students were unaware of the presence and importance of assessment matrices in preparing their work.
Explain to students how to make use of assessment matrices as part of the overall Assessment Task Details.
- Recognise that events can be analysed and interpreted in different contexts (e.g. disciplinary, socio-technical, cultural).
- Construct an argument based on classic logical form.
- Explain the principles of evidence-based practice.
- Describe the role of investigation in socio-technical contexts.
- Discuss the ethical implications of observed events.
- Recognise basic accident pathogen.
- Conduct a basic analysis of accident causation.
- Employ effective communication strategies appropriate to real world investigations.
- Demonstrate reflective skills appropriate to the development of the beginning practitioner.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Group Discussion - 10% | |||||||||
| 2 - Portfolio - 30% | |||||||||
| 3 - Written Assessment - 30% | |||||||||
| 4 - Written Assessment - 30% | |||||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Communication | |||||||||
| 2 - Problem Solving | |||||||||
| 3 - Critical Thinking | |||||||||
| 4 - Information Literacy | |||||||||
| 5 - Team Work | |||||||||
| 6 - Information Technology Competence | |||||||||
| 7 - Cross Cultural Competence | |||||||||
| 8 - Ethical practice | |||||||||
| 9 - Social Innovation | |||||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Discussion - 10% | ||||||||||
| 2 - Portfolio - 30% | ||||||||||
| 3 - Written Assessment - 30% | ||||||||||
| 4 - Written Assessment - 30% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- (e-book) Essential Logic: Basic Reasoning Skills for the 21st Century (link will be made available within moodle at the start of term)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
k.klockner@cqu.edu.au
Module/Topic
Overview of unit
Introduction to Moodle, the unit, concepts and the assessments
Chapter
Events and Submissions/Topic
Module/Topic
Module 1 - The Reflective Investigator
Gibbs Model of Reflection
The 5 Whys
Chapter
Events and Submissions/Topic
Module/Topic
Module 1 - The Reflective Investigator
Reflecting on the complex sociotechnical world around us
Chapter
Events and Submissions/Topic
Module/Topic
Module 2 - Identifying Accident Contributing Factors
The Contributing Factors Framework - Maritime Safety
Chapter
Events and Submissions/Topic
Module/Topic
Module 2 - Identifying Accident Contributing Factors
Chapter
Events and Submissions/Topic
The Reflective Investigator Due: Week 5 Friday (8 Apr 2022) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 3 - Investigation Methods and Models
AcciMap
Fishbone
Bow Tie
Chapter
Events and Submissions/Topic
Module/Topic
Module 3 - Investigation Methods and Models
Chapter
Events and Submissions/Topic
Module/Topic
Module 4 - Accident Pathogens & Causation
Evidence in Investigation
Chapter
Events and Submissions/Topic
Module/Topic
Module 4 - Accident Pathogens & Causation
Chapter
Events and Submissions/Topic
Module/Topic
Module 4 - Accident Pathogens & Causation
Chapter
Events and Submissions/Topic
Module/Topic
Module 5 - Investigation Reports
Chapter
Events and Submissions/Topic
Module/Topic
Module 5 - Investigation Reports
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Discussion
In this task students will gain an understanding of the different backgrounds, contexts and cultures from which investigators come from, as well as the differences in skills and knowledge which each person brings to their real world experience.
As first year students it is also very important that you begin to get to know your peers, some of whom you will be studying with for the next few years and develop your community of practice within the Safety Sciences. Therefore students should be able to access the site and be familiar with how to network with others.
You are therefore required to log in to the Moodle site and complete the following activity by the end of Week 3 of term:
MA - Moodle Activity
Find the 'Learning Community Tile' and the 'General Discussion' forum or access the 'General Discussion' forum from the Information tab at the top of the Moodle site.
You are then required to post a message to the class cohort using the 'General Discussion' forum. This must be a new post that investigates your real world experience i.e. who you are, so it must include the following information:
(a) Who you are
(b) Where you live
(c) Your life experience to date
(d) Where you are employed and any experience in a related field (or when you finished school and why you chose your course of study)
(e) Your interests such as sport, hobbies, family etc.
(f) As an investigator, what you hope to get out of this unit?
Week 3 Friday (25 Mar 2022) 11:45 pm AEST
Week 4 Friday (1 Apr 2022)
This assessment will be marked online within the Moodle environment using the tracking statistics available to lecturers. Therefore you DO NOT have to upload anything to the assessment area as the lecturer will mark your discussion post from the General Discussion area. The key assessment criteria used will be your 'genuine participation' within the learning environment
Your investigation of yourself General Discussion introduction post will be marked out of 10.
- Recognise that events can be analysed and interpreted in different contexts (e.g. disciplinary, socio-technical, cultural).
- Construct an argument based on classic logical form.
- Recognise basic accident pathogen.
- Conduct a basic analysis of accident causation.
- Employ effective communication strategies appropriate to real world investigations.
- Demonstrate reflective skills appropriate to the development of the beginning practitioner.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Portfolio
Task Description
In this assessment you will be asked to reflect and investigate an incident or event in your own life. You should pick an event on which you can reflect using the Gibbs Model of Reflection and a 5 Why's analysis.
The tasks includes:
- Gibbs Model of Reflection
- 5 Why's analysis
Think about something significant that has happened in your life (it might be something related to university, home, work or your social environment) and apply the Gibbs Model of Reflection. Prepare a written report which examines and presents an argument on your logic of the event including:-
- Description - What happened?
- Feelings - What were you thinking and feeling?
- Evaluation - What was good and bad about the experience?
- Analysis - What sense can you make of the situation?
- Conclusion - What else could you have done?
- Action Plan - If it arose again, what would you do? Here you might consider how you could get a different outcome if it happened again.
Then also use the 5 Why's method to examine and present a further argument based on your logic of what might of led to the event or contributed to the event.
Your two page report (maximum 2 pages) should demonstration your ability to both investigated what happened to you and why, but also your deeper reflection on the event, your role in the event and any lessons learnt. You might also reflect on which tool (Gibbs or 5 Why's) gave you better insight/s.
You should submit your assessment as a Word document only, no pdf.
Week 5 Friday (8 Apr 2022) 11:45 pm AEST
Week 6 Friday (22 Apr 2022)
Each assessment will be marked individually using assessment criteria that include the following key points:
Gibbs Model of Reflection 20%
- Evidence of development of skills for reflective practice
5 Why's Analysis 10%
- Demonstrates the ability to conduct basic analysis of event causation
A detailed marking matrix will be provided via the Moodle site.
- Construct an argument based on classic logical form.
- Explain the principles of evidence-based practice.
- Describe the role of investigation in socio-technical contexts.
- Recognise basic accident pathogen.
- Conduct a basic analysis of accident causation.
- Employ effective communication strategies appropriate to real world investigations.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
3 Written Assessment
In this assessment you will examine the maritime accident known as the ‘Herald of Free Enterprise’ ferry accident.
You will be provided with information on the accident and asked to complete the following tasks:-
1. Using the Contributing Factors Framework-Maritime Safety (CFF-MS) identify the contributing factors involved using the framework criteria for Individual/Team Actions, Technical Failures and Local Conditions & Organisational Factors;
2. Prepare a AcciMap showing how the factors can be presented as a model which also shows their interconnectedness.
Your final submission will show a table presenting the CFF-MS factors with a short statement as to why (supporting evidence), followed by a AcciMap diagram.
More information will be given via the Moodle site and formal lectures.
No more than 2 pages – word document only presentation and/or pdf AcciMap if done in other software.
Week 9 Monday (9 May 2022) 11:45 pm AEST
Week 11 Monday (23 May 2022)
The marking criteria will be around
1. The use of the Contributing Factors Framework - Maritime Safety (CFF-MS) and ability to identify contributing factors as per the framework; (15%)
2. The ability to present a model of the accident using AcciMap which shows the linkages of factors which contributed to the accident (15%)
A detailed marking matrix will be presented via the Moodle site.
- Recognise that events can be analysed and interpreted in different contexts (e.g. disciplinary, socio-technical, cultural).
- Construct an argument based on classic logical form.
- Discuss the ethical implications of observed events.
- Recognise basic accident pathogen.
- Conduct a basic analysis of accident causation.
- Employ effective communication strategies appropriate to real world investigations.
- Demonstrate reflective skills appropriate to the development of the beginning practitioner.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
4 Written Assessment
This report is a chance for you to showcase your understanding and apply the principles that you have learnt over the course of the term to a ‘real world’ case study. You are required to pick an accident case study and develop an investigation examination report which covers:-
- A Title page
- A Contents page
- What happened (brief description of the circumstances)
- Brief timeline (chronological lead up to the event)
- A list/table of contributing factors under the three headings of Individual/Team actions, Technical Failures, Local Conditions & Organisational Factors
- A model of the accident showing how the contributing factors were related
- A summary of the major learnings from the accident
- Include in-text referencing and a reference list
(Word limit is 1500 words excluding table and model wording, no more than 7 pages in total)
Only Word format will be accepted.
Week 12 Friday (3 June 2022) 11:45 pm AEST
Exam Week Friday (17 June 2022)
Two weeks after submission
The assessment criteria for the Investigation Report includes:
- Demonstrates an understanding of the concepts of accident investigation (5%)
- Demonstrates an ability to recognise sociotechnical contributing factors (10%)
- Demonstrates an ability to present a basic analysis of accident causation (10%)
- Organisation / Written Expression / Referencing (5%)
Specific assessment criteria for this assessment piece will be provided through Moodle.
- Recognise basic accident pathogen.
- Conduct a basic analysis of accident causation.
- Employ effective communication strategies appropriate to real world investigations.
- Communication
- Problem Solving
- Information Literacy
- Team Work
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
