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
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 - 2023
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 Assessment, class discussion
Students require more support for academic and information literacies.
Embed more activities that develop core literacies and set expectations for skills required in online learning
Feedback from Workshop participation
Low levels of student engagement
Set standards that emphasise the importance of participation and the connections between engagement and assessment.
Feedback from CQU First Nations community of practice
Consider embedding of First Nations learning activity
The criminology area is looking at ways of connecting First Nations content across the curriculum, establishing foundations in this unit.
- 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
- Examine the societal and institutional responses to criminal justice in Australia.
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
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
s.beattie@cqu.edu.au
e.turley@cqu.edu.au
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
Events and Submissions/Topic
Module/Topic
Sociological theories of crime
Social perspectives on crime
Chapter
Dooley, B. D. (2019). Undisciplined: Tracing criminology’s growing divergence from sociology. Sociological Inquiry, 89(1), 94-122. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_gale_infotracacademiconefile_A571393511.
DiCristina, B. (2016). Durkheim’s theory of anomie and crime: A clarification and elaboration. Australian & New Zealand Journal of Criminology, 49(3), 311-331. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_gale_infotracacademiconefile_A464112459.
Cullen, F. & Messner, S. (2007). The making of criminology revisited: An oral history of Merton’s anomie paradigm. Theoretical Criminology, 11(1), 5-37. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_crossref_primary_10_1177_1362480607072733.
Events and Submissions/Topic
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.
Events and Submissions/Topic
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
Events and Submissions/Topic
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 63‐79
https://www.crimejusticejournal.com/article/download/693/446
Coventry G., Dawes G., Moston S., Palmer D. (2014). Sudanese Australians and crime: Police and community perspectives. Trends & issues in crime and criminal justice, No. 477. Australian Institute of Criminology, Canberra. https://aic.gov.au/publications/tandi/tandi477
Panfil, V. (2018). Young and unafraid: queer criminology’s unbounded potential. Palgrave Communications, 4, 110. https://www.nature.com/articles/s41599-018-0165-x
Batchelor, S., Carr, A., Elias, G., Freiberg, K., Hay, I., Homel, R., Lamb, C., Leech, M., & Teague, R., (2006). The Pathways to Prevention project: doing developmental prevention in a disadvantaged community, Trends & issues in crime and criminal justice, No 323, Australian Institute of Criminology, Canberra. https://aic.gov.au/publications/tandi/tandi323
Turley, E., King, N., & Monro, S,. (2018). Illuminating the erotic in BDSM. Psychology & Sexuality, 9, 2, 148-160. https://www.tandfonline.com/doi/abs/10.1080/19419899.2018.1448297?scroll=top&needAccess=true&journalCode=rpse20
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
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
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
https://www.youtube.com/watch?v=EBHgr62EmMk&feature=youtu.be
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
Leukfeldt, E.R, Yar, M. (2016). Applying Routine Activity Theory to Cybercrime: A Theoretical and Empirical Analysis, Deviant Behavior, Vol 37:3, 263-280.
Events and Submissions/Topic
Module/Topic
Victims and restorative justice
How victims feature in the criminal justice proces
Chapter
Carrington, F. & Nicholson, G. (1984). The victims’ movement: An idea whose time has come. Pepperdine Law Review, 11(5), 1-18. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_gale_infotracacademiconefile_A3377622.
Gottfredson, M. (1986). Substantive contributions of victimization surveys. Crime and Justice, 7, 251-287. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_proquest_journals_1295208252.
Daems, T. (2005). Repeat victimisation and the study of social control. International Journal of the Sociology of Law, 33(2), 85-100. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_crossref_primary_10_1016_j_ijsl_2005_03_001.
Events and Submissions/Topic
Module/Topic
Public and private policing
Community police officers.
Police culture systemic practices
Chapter
Kelling, G. L. (1978). Police field services and crime: The presumed effects of a capacity. Crime & Delinquency, 24(2), 173-184. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_proquest_journals_1308278417
Tyler, T. & Fagan, J. (2010). Legitimacy and cooperation: Why do people help the police fight crime in their communities? In S. K. Rice & M. D. White (eds.). (2010). Race, ethnicity and policing: New and essential readings. New York University Press (pp. 84-117). https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_askewsholts_vlebooks_9780814777480
Neyroud, P. (2009). Squaring the circles: Research, evidence, policy-making, and police improvement in England and Wales. Police Practice and Research, 10(5-6), 437-449. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_informaworld_taylorfrancis_310_1080_15614260903378418.
Events and Submissions/Topic
Module/Topic
Criminal courts and the judiciary functions of courts with an introduction to specialist courts
Chapter
Lacey Schaefer & Mary Beriman (2019) Problem-Solving Courts inAustralia: A Review of Problems and Solutions, Victims & Offenders, 14:3, 344-359, DOI: 10.1080/15564886.2019.1595245
Events and Submissions/Topic
Module/Topic
Working with Offenders Corrections Custodial and community corrections, investigating imprisonment.
Chapter
Duff, A. & Kelly, E. (2008). Legal punishment. In E. N. Zalta (Ed.). The Stanford Encyclopedia of Philosophy. Stanford University Press. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1b6hlp4/61CQU_Alma5130523160003441.
Feeley, M. M. & Simon, J. (1992). The new penology: Notes on the emerging strategy of corrections and its implications. Criminology, 30(4), 449-474. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_proquest_journals_1298129890
Roberts, J. V. (1992). Public opinion, crime, and criminal justice. Crime and Justice, 16, 99-180. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_proquest_journals_1295267041.
Events and Submissions/Topic
Module/Topic
Reintegration, rehabilitation (Recidivism v desistance) and offender management
Parole
Chapter
Laub, J. H. & Sampson, R. J. (2001). Understanding desistance from crime. Crime and Justice, 28, 1-69. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_gale_infotracacademiconefile_A145404205
Maruna, S. (2017). Desistance as a social movement. Irish Probation Journal, 14, 5-20. https://pureadmin.qub.ac.uk/ws/portalfiles/portal/159713772/Desistance_as_a_Social_Movement.pdf
Weaver, B. (2019). Understanding desistance: A critical review of theories of desistance. Psychology, Crime & Law, 25(6), 641-658. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_crossref_primary_10_1080_1068316X_2018_1560444
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
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 and close on Friday in week 5 at 1pm 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.
1
Other
Week 5 Friday (7 Apr 2023) 1:00 pm AEST
Week 5 Friday (7 Apr 2023)
- Knowledge of course content including readings and workshop activities
- Application of theory to practical situations
- Understanding of the context of the criminal justice system
- 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
- Critical Thinking
- Information Literacy
2 Written Assessment
1500 Words - due week 7
In the first five weeks of this unit you will be exploring the factors that influence criminality. In this assessment you will apply these concepts to a hypothetical offender profile, demonstrating your understanding of key concepts.
This assessment has two parts. In the first part (approx 800 words) you will develop a casefile of four fictional entries, developed via the challenges in workshops one to five. In the second part (approx 700 words) you will write an analysis of a peer’s casefile, explaining the subject’s potential criminality in relation to criminology concepts.
Week 7 Monday (24 Apr 2023) 5:00 pm AEST
Week 9 Tuesday (9 May 2023)
- Illustration of criminology concepts through development of casefile material.
- Analysis of criminology concepts in a hypothetical casefile written by a peer.
- Discussion of theory and research from the course material, including set readings.
- Clear expression and correct referencing.
- Analyse basic criminology theories and how they relate to criminal activity
- Communication
- Problem Solving
- Critical Thinking
3 Written Assessment
Word limit: 1500-2000 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 11 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 11 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.
Each entry is marked against the rubric criteria and overall feedback provided.
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…
Week 12 Monday (29 May 2023) 1:00 pm AEST
Exam Week Monday (12 June 2023)
- Use creative problem solving in response to challenges.
- Report succinctly on challenge task activities and what you have learnt from them.
- Reflect on your learning process and set educational goals for the future.
- Demonstrate how theories and concepts from the coursework integrate into practical and applied situations.
- Participate in small team activities and actively support peer's learning.
- Explain the roles of individuals and key agencies within the justice system
- Examine the societal and institutional responses to criminal justice in Australia.
- Communication
- Problem Solving
- Critical Thinking
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?
