CQUniversity Unit Profile
CRIM11001 Foundations of Criminology and Criminal Justice
Foundations of Criminology and Criminal Justice
All details in this unit profile for CRIM11001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit introduces you to the basic elements of criminology and criminal justice. The nature and trends associated with crime are examined, together with how it relates to dimensions such as social class, age, gender and ethnicity. You will examine crime in the context of contemporary criminology theory. This unit also introduces you to the institutional response to Criminal Justice in Australia, how society responds to offensive behaviour and the roles of key agencies and individuals within the justice system.

Details

Career Level: Undergraduate
Unit Level: Level 1
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125

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 - 2021

Online

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Online Quiz(zes)
Weighting: 15%
2. Written Assessment
Weighting: 35%
3. Written Assessment
Weighting: 50%

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.

Previous Student Feedback

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 Unit evaluation

Feedback

Students were very satisfied with the clarity of information provided about the assessment items

Recommendation

The level of support and scaffolding relating to assessment items will be maintained and the inclusion of additional instructional videos to support these assessments will be introduced.

Feedback from Student feedback

Feedback

Students enjoyed the variety of topics covered in the unit

Recommendation

Although the weekly module content will be updated to ensure currency, the diverse range of topics covered across the unit modules will continue to be provided.

Feedback from Unit evaluation

Feedback

Students were very satisfied with the learning support received during the unit

Recommendation

The study guide containing learning resources will be developed into a second iteration which will include additional information and learning resources in order to maintain currency and a contemporary unit.Teaching staff will continue to be available via phone, Zoom and email for tutorials/meetings.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Describe how crime is classified, measured and analysed
  2. Analyse basic criminology theories and how they relate to criminal activity
  3. Explain the roles of individuals and key agencies within the justice system
  4. Examine the societal and institutional responses to criminal justice in Australia.
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Online Quiz(zes) - 15%
2 - Written Assessment - 35%
3 - Written Assessment - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4
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 - Online Quiz(zes) - 15%
2 - Written Assessment - 35%
3 - Written Assessment - 50%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Emma Turley Unit Coordinator
e.turley@cqu.edu.au
Stephen Colbran Unit Coordinator
s.colbran@cqu.edu.au
Schedule
What is crime and criminal justice? Begin Date: 08 Mar 2021

Module/Topic

Introduction to crime & Criminal Justice

Unit overview

Chapter

Australian Institute of Criminology. Australian crime: facts and figures 2014. Canberra: Australian Institute of Criminology

https://www.aic.gov.au/publications/facts/2014

Phelan, M. (2019). Crime & Justice Research 2019. Canberra: Australian institute of Criminology

https://aic.gov.au/publications/special/crime-and-justice-research-2019

Davis B., Dossetor K. (2010), (Mis)perceptionsof crime in Australia, Trends and Issues in crime and criminal justice No 396, Australian Institute of Criminology

https://aic.gov.au/publications/tandi/tandi396

Events and Submissions/Topic

Sociological Theories of crime Begin Date: 15 Mar 2021

Module/Topic

Sociological theories of crime

Social perspectives on crime

Chapter

Blumer H.(2014 ) Social Problems as Collective Behaviour, Social Problems, Volume 18, Issue 3, 1 January 1971, Pages 298–306,

https://doi.org/10.2307/799797

Cunneen C (2006) Racism, Discrimination and the Over-Representation of Indigenous People in the Criminal Justice System: Some Conceptual and Explanatory Issues, Vol 17No 3 Current Issues Criminal Justice. pp 329-346

https://heinonline.org/HOL/Page?handle=hein.journals/cicj17&div=34&g_sent=1&casa_token=&collection=journals

Events and Submissions/Topic

psyhological theories of crime Begin Date: 22 Mar 2021

Module/Topic

Psychological theories of crime

Individual perspectives on crime

Chapter

Nabavi, R. T. (2012) Bandura's Social Learning Theory & Social Cognitive Learning Theory, research gate.

https://www.researchgate.net/publication/267750204_Bandura's_Social_Learning_Theory_Social_Cognitive_Learning_Theory

Skinner, B. F. (1963). Operant behaviour, American Psychologist, Vol 18(8), Aug, 1963. pp. 503-515.

https://social.stoa.usp.br/articles/0016/2394/Skinner_B._F._Operant_Behavior.pdf

Events and Submissions/Topic

cultural criminology Begin Date: 29 Mar 2021

Module/Topic

Implications of media and media representations of crime

Chapter

Crime shows as PR for law enforcement & its implications

https://shadowandact.com/new-study-details-how-crime-shows-are-a-pr-machine-for-law-enforcement

Cohen S (2011) Whose side were we on? The undeclared politics of moral panic theory, Crime Media Culture Vol 7:3 pp 237–243, Sage Publishing, California.

http://journals.sagepub.com/doi/pdf/10.1177/1741659011417603

Ewanation L A, Yamamoto S , Monnink J, Maeder E M(2017) Perceived realism and the CSI-effect, Cogent Social Sciences Vol 3, Cogent OA.

https://www.tandfonline.com/doi/pdf/10.1080/23311886.2017.1294446?needAccess=true

Turley, E.L., & Fisher, J. (2018). Tweeting back while shouting back: Social media and feminist activism. Feminism & Psychology, 28,1. 128-132

Events and Submissions/Topic

Online quiz opens Monday 29 March


Online Quiz Due: Week 4 Monday (29 Mar 2021) 12:30 pm AEST
critical criminology Begin Date: 05 Apr 2021

Module/Topic

The impact of gender, race and ethnicity on criminality & perceived criminality

Chapter

Carrington K.,(2013) Girls and Violence: The Case for a Feminist Theory of Female Violence,crime and Justice Journal Vol 2:2 pp 6379

https://www.crimejusticejournal.com/article/download/693/446

Events and Submissions/Topic

Online quiz closes Thursday 8 April

Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

T

Events and Submissions/Topic

Crime and deviance Begin Date: 19 Apr 2021

Module/Topic

What is deviance? What are social norms?

An exploration of deviant subcultures

Chapter

Turley, E.L. (2016) 'Like nothing I've ever felt before' understanding consensual BDSM as embodied experience. Psychology & Sexuality, 7, 2, 149-162.

Events and Submissions/Topic

crimes of the powerful Begin Date: 26 Apr 2021

Module/Topic

White Collar Crime & Corporate crime

Financial crimes online

Chapter

Wall Street Journal (2015) Can Cybercriminals Exploit the Internet of Things?

https://www.youtube.com/watch?v=EBHgr62EmMk&feature=youtu.be

Readings

Button M.,Nicholls C M,Kerr J.,Owen R.,(2014) Online frauds: Learning from victims why they fall for these scams, Australian & New Zealand Journal of Criminology Vol 47:3 pp391-408.Sage Publication, London.

http://journals.sagepub.com/doi/pdf/10.1177/0004865814521224

Holt T J., Burruss G W., Bossler A M., (2010) SOCIAL LEARNING AND CYBER-DEVIANCE: EXAMINING THE IMPORTANCE OF A FULL SOCIAL LEARNING MODEL IN THE VIRTUAL WORLD, Journal of Crime and Justice, Vol 33:2, pp 31-61, Elsevier, Amsterdam

https://www.tandfonline.com/doi/pdf/10.1080/0735648X.2010.9721287

Events and Submissions/Topic

victimology Begin Date: 03 May 2021

Module/Topic

Victims and restorative justice

How victims feature in the criminal justice proces

Chapter

Australian Bureau of Statistics (2018) Key Findings 2016-2017

http://www.abs.gov.au/ausstats/abs@.nsf/mf/4530.0

Australian Bureau of Statistics (2017) Recorded Crime - Victims, Australia,

http://www.abs.gov.au/ausstats/abs@.nsf/mf/4510.0/

Events and Submissions/Topic

Media article assessment due Monday 3 May


Media Article Due: Week 8 Monday (3 May 2021) 9:00 am AEST
policing Begin Date: 10 May 2021

Module/Topic

Public and private policing

Community police officers.

Police culture systemic practices

Chapter

Wallis L., Barker B., Burke H.,(2018) How unearthing Queensland’s ‘native police’ camps gives us a window onto colonial violence, The Conversation, Australia.

https://theconversation.com/how-unearthing-queenslands-native-police-camps-gives-us-a-window-onto-colonial-violence-100814

Events and Submissions/Topic

the criminal justice system Begin Date: 17 May 2021

Module/Topic

Criminal courts and the judiciary functions of courts with an introduction to specialist courts

Chapter

effries S, Bond C.,(2009) Does Indigeneity Matter? Sentencing Indigenous Offenders in South Australia’s Higher Courts, THE AUSTRALIAN AND NEW ZEALAND JOURNAL OF CRIMINOLOGY VOL 42:1 pp47-71,Sage Publications, California

http://journals.sagepub.com/doi/pdf/10.1375/acri.42.1.47

Events and Submissions/Topic

corrections: custodial and community corrections Begin Date: 24 May 2021

Module/Topic

Working with Offenders Corrections Custodial and community corrections, investigating imprisonment.

Chapter

Haney C (2012) Prison Effects of in the Age of Mass Incarceration The Prison Journal Vol 20:10 pp1-24

http://journals.sagepub.com/doi/pdf/10.1177/0032885512448604

Events and Submissions/Topic

reintegration and rehabilitation Begin Date: 31 May 2021

Module/Topic

Reintegration, rehabilitation (Recidivism v desistance) and offender management

Parole

Chapter

Australian Insitute of Criminology(2107) Recidivism rates, Indigenous women's offending patterns: A literature review, Australian Institute of Criminology, Canberra.

https://aic.gov.au/publications/rpp/rpp107/recidivism-rates

Events and Submissions/Topic

Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Learning journal assessment due Monday 11 June


Learning Journal Due: Review/Exam Week Friday (11 June 2021) 9:00 am AEST
Exam Week Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

Unit coordinator details:

Dr Emma Turley

e.turley@cqu.edu.au

Please email me to arrange an appointment

Assessment Tasks

1 Online Quiz(zes)

Assessment Title
Online Quiz

Task Description

This test will consist of both multiple choice, true/false and short answer questions.

The quiz will open on Monday at 12.30pm AEST in week 4 (March 29) and close on Thursday in week 5 (April 8) at 12.30pm AEST.

This is an online multiple choice, true/false and short answer assessment. The questions will be drawn from the material from modules 1-4. The quiz will include material from lectures, workshops, readings and other resources.

Please be aware all questions are worth 1 mark each. There will be 15 questions to answer.

Students will have to complete this assessment in one session. Multiple attempts will not be available, so think carefully about your responses and answer accurately.

You will not be able to go back and change your responses.

The session will time out after 60 minutes.


Number of Quizzes

1


Frequency of Quizzes

Other


Assessment Due Date

Week 4 Monday (29 Mar 2021) 12:30 pm AEST

The quiz will open on Monday 29 March at 12.30pm and close on Thursday 8 April at 12.30pm.


Return Date to Students

Weighting
15%

Assessment Criteria

Knowledge of course content including readings and workshop activities

Application of theory to practical situations

Understanding of the context of the criminal justice system


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Describe how crime is classified, measured and analysed
  • Analyse basic criminology theories and how they relate to criminal activity
  • Explain the roles of individuals and key agencies within the justice system


Graduate Attributes
  • Critical Thinking
  • Information Literacy

2 Written Assessment

Assessment Title
Media Article

Task Description

What is a media article?

For this assignment, you will need to produce a media article in the form of a newspaper or magazine feature article. Students must write a media article aimed at high school students aged 14-16 about ‘sexting’. You can choose to focus your article on any aspect of sexting (for example, the dangers and implications of sexting etc).

There are multiple purposes to a media article so the way the article is written has to do two things:

· It has to hook the reader and sell the story to the casual reader or listener.

· It has to give the main point of the story very quickly, so that even if the reader moves on after one or two paragraphs, or if the listener stops listening after the first sentence or two, they will still have a fair idea of what the story was about.

Remember that this feature article is aimed at young people of high school age, so make sure you use age appropriate language and terminology. Young people tend not to use the word ‘sexting’ and are more likely to understand the concept of ‘sending nudes’ or ‘dick pics’. You should explain what these concepts mean and how you are using them within the article.

Information about formatting and additional resources on how to write a media article can be found in the Moodle assignments area.

· You should include images in the article, however they must be correctly referenced and not be offensive.

· You should include a ‘headline’ that is appropriate for a newspaper or magazine article.

· Referencing must adhere to APA style. See here for instructions.

· You MUST include a reference list.

Only include authoritative references that have an author(s) (i.e. dictionary websites are not acceptable).

Remember to avoid non-authoritative sources such as dictionaries and Wikipedia.

Lecture notes are not to be used as part of the reference list. You will need to locate the original author/source.

Submission guidelines

Use 11 or 12 point font size, a sensible font, and 1.5 or double line spacing. Submission is via Moodle.

The first page of the assignment is to be a title page containing: the assessment title, your name and student identification, the unit name and unit code, and the due date.

Word limit is 1000 words.


Assessment Due Date

Week 8 Monday (3 May 2021) 9:00 am AEST


Return Date to Students

Week 10 Monday (17 May 2021)


Weighting
35%

Assessment Criteria

Key Criteria High distinction 85-100% Distinction 75 - 84% Credit 65 – 74% Pass 50 – 64% Fail below 50%
Media Format/ structure Introduction/lead is excellent and concise throughout. Inverted pyramid style of writing is maintained throughout. Excellent integration of materials throughout. Correct format. Introduction/lead is very good and concise. Inverted pyramid style of writing is maintained throughout. Very good integration of materials. Correct format. Inverted pyramid style of writing is generally maintained with some lapses. Intro/ lead is clear and concise. Good integration of resources. Correct format. Inverted pyramid style is present at times with frequent lapses. Weak introduction/lead. Errors when integrating materials. Correct formatting, with some lapses. Format not appropriate for media article.
Clarity of expression Organisation of paper as a whole is logical and the point of the article is immediately apparent. Every paragraph makes a distinct and coherent point, expressed in a clear topic sentence. No spelling/presentation errors. Organisation of paper as a whole is logical and the point of the article is quickly apparent. Almost every paragraph makes a distinct and coherent point, expressed in a clear topic sentence. Minimal spelling/presentation errors. Organisation of paper as a whole is generally logical and apparent in all but a few cases. Most paragraphs make a distinct and coherent point, expressed in a generally clear topic sentence. Minor spelling /presentation errors Organisation of the paper as a whole can be discerned with some effort. Some paragraphs make a distinct and coherent point, expressed in a generally clear topic sentence. Some spelling/presentation errors Organisation of the paper as a whole is not logical or discernible. Paragraphs do not make clear or distinct points. Frequent spelling/presentation errors.
Research Clear evidence of wider reading. Excellent research undertaken. Use of highly appropriate resources is excellent. Generally clear evidence of wider reading. Good research undertaken. Very good use of generally well-researched and appropriate materials. Some evidence of wider reading. Good use of researched, mainly appropriate materials Limited evidence of wider reading. While research is evident, materials are not used appropriately or are sometimes used incorrectly. Evidence of wider reading is lacking. Little, if any, evidence of research. Sources are not appropriate and are used incorrectly.
Reference list/ sources Excellent reference list in correct style. Very good reference list in correct style, with minimal errors. Good reference list, with some errors in style or format. Reference list requires attention, and/or frequent errors in style or format. No reference list submitted, and/or incorrect style of referencing.


Referencing Style

Submission
Online

Submission Instructions
Submission is via Moodle

Learning Outcomes Assessed
  • Analyse basic criminology theories and how they relate to criminal activity


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking

3 Written Assessment

Assessment Title
Learning Journal

Task Description

Word limit: 1500-1800 words 

Students will submit a learning journal consisting of short activities relating to criminology to demonstrate their knowledge and understanding of various criminological issues covered during the unit modules. The learning journal will consist of several activities provided in the study guide, and there will be one learning journal task per module.

Students are provided with a task to complete each week in the study guide. These short tasks make up the learning journal, and there are 12 tasks in total. Each task is relevant to that week’s particular topic and will develop your knowledge and reflections in relation to criminology and criminal justice.

Word length per task should be around 300 - 350 words. There are a choice of 12 tasks to complete, and students will submit any 5 of these tasks to form the learning journal. Students can choose which 5 tasks to submit for assessment.

Responses must be written as complete sentences except where tables or bullet points are appropriate.

Make sure you respond to the task and keep responses relevant and concise.

Students should include a separate reference list at the end of the portfolio for all material cited. Referencing must adhere to American Psychological Association (APA) guidelines, which can be found here. The reference list is not included in the word limit.

Lecture notes should not be used as part of the reference list, instead students should find the original source/author. Remember to avoid non-scholarly sources such as dictionaries and Wikipedia.

Submission guidelines

The first page of the assignment is to be a title page containing: the assessment title, your name and student identification, the unit name and unit code, and the due date (this is not included in the word limit).

A contents page is required at the beginning of the portfolio clearly identifying which tasks have been submitted, and pages should be numbered (this is not included in the word limit).

Do not copy and paste the entire task from the study guide into the submission, simply state what module the task comes from using that module’s number, for example; 5. This week I identified three types of… / 11. This module examined…

Provide the word count for the assessment at the bottom of the contents page.

Use 11 or 12point font size, a sensible font, and 1.5 or double line spacing.

Submission is via Moodle.


Assessment Due Date

Review/Exam Week Friday (11 June 2021) 9:00 am AEST


Return Date to Students

Return to students on 25 June


Weighting
50%

Assessment Criteria

Key Criteria Level of Reflection Presentation, Communication & Evidence Completeness
High Distinction 85-100% Student describes a number of events and reflects critically on them in a deep and significant way. The student considers and evaluates the reasons behind the event and explores. In subsequent entries the student builds on prior experiences and links lecture and workshop materials explicitly and clearly, demonstrating excellent understanding. Proficiently demonstrates deep learning on the topics and “big picture” and considers concepts from a wide range of perspectives (e.g. different contexts, personal experience, areas of law, views of others, etc.). Excellent individual and overall structure, which leads to clear narrative and sub-narratives. Perspectives are explained very well. Reflections are well-focused and evidenced. Student makes very clear links between their personal reflections and external factors. Very well written and expressed. Concrete connections between journal entries into a whole; demonstrating clear steps in the developmental learning process. 5 entries included
Distinction 75-84% Student describes a number of events and reflects critically on them in a significant way. The student reports on reasons behind the event, but does not consider or explore alternatives to a deep and significant extent. In subsequent entries the student builds on prior experiences and links lecture and workshop materials clearly. Shows deep thinking of knowledge and concepts. Makes connections between topics, and personal context and previous experiences. Very good individual and overall structure. Narrative and sub-narratives provide easy-to-follow story lines that are well interlinked. Perspectives are explained well. Student makes clear links between their personal reflections, relevant evidence and external factors. Well written and expressed. Good connections between journal entries into a whole; demonstrates steps in the student’s developmental learning process. 5 entries included.
Credit 65-74% Student describes a limited number of significant events and reflects on them by reporting reasons behind the event. However, student does not deeply reflect using critical analysis of the event nor consider and explore alternatives very well. Shows learning of the topics and some personal perspectives. Makes some connections between topics and personal context/previous experience. Some analysis present, but tends to be from a limited perspective. Sound individual and/or overall structure, but in need of some improvement. Narrative content is generally clear and easy to follow. Perspectives are stated but not always deep enough to be very insightful about the student’s learning. Student makes sound links between their personal reflections, relevant evidence and external factors. Mostly well written and expressed. Journal entries are generally well connected; able to observe how the student develops during the learning process. 5 entries included.
Pass 50-64% Student describes significant events but makes no attempt to provide reasoning. There is some attempt to relate the events to processes of learning and prior experiences, but few alternatives are explored. Some critical analysis may be employed to examine the situations described, but is mostly left at the descriptive level. Some entries about improvements made and some reasons are included. Adequate individual and/or overall structure, but in need of significant improvement. At times, ideas or narrative may be hard to follow. Perspectives are mentioned, but communication of these may be in need of improvement. Student attempts to make links between their personal reflections and some evidence but these are not very clear and cite a limited range of supporting evidence. Weak connections between journal entries; development gained from the learning process is hardly observed. 5 entries included.
Fail Below 50% Student makes little attempt to reflect on the learning experiences and makes few attempts to critically analyse the task situations. Only includes mere descriptions of theoretical knowledge. Few attempts are made to examine the links between lecture and workshop materials or explore alternatives. Illogical and incoherent structure. Narrative and/or written expression is not easy to follow. The student makes no links between their personal reflections and other forms of evidence. No meaningful use of evidence. No connections between journal entries; The entries are mere descriptions of events rather than showing a sequence of learning steps Fewer than 5 entries included


Referencing Style

Submission
Online

Submission Instructions
Submission via Moodle

Learning Outcomes Assessed
  • Explain the roles of individuals and key agencies within the justice system
  • Examine the societal and institutional responses to criminal justice in Australia.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking

Academic Integrity Statement

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?