Overview
This unit introduces you to the investigation of crime within the framework of Australian law. The social role of policing and the structure of police services are examined in depth, particularly in the context of ethics and oversight mechanisms. The historical transformations of police services are explored in order to understand the evolving nature of policing as social demands and relevant technologies also change. The scope of the power of investigation, the discretion whether or not to prosecute and the criminal adjudicatory process are considered. This unit also introduces the tools used to analyse crime and how such analysis informs decisions and interventions in the criminal 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 - 2024
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 ALC coordinator
Students appreciate my straightforward and structured approach to organising and delivering the content.
Given this unit is a mandatory unit for the first-year students, these will be fine-tuned for the next offering.
Feedback from SUTE
Students were satisfied with the ALC drop-in sessions.
The UC will seek a way of keeping the ALC drop-in sessions for this unit.
Feedback from SUTE
Students were confused with the difference between the learning logs assignment in this unit and the workbook/reflective portfolio assignments in other units.
Solving this problem requires a discipline-wide approach. The criminology team is developing a working plan to address this issue as part of the student retention strategy.
Feedback from Email
Students were satisfied with the assignment grade and feedback.
The UC will keep offering personalised feedback.
- Analyse police organisations and practice in order to critique how the law governs the procedures for investigation of crime
- Explain how the criminal law balances the rights of the individual and the State
- Discuss the links between criminal theories and models of criminal analysis
- Identify patterns in criminal data and the appropriate response for crime prevention.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 20% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Written Assessment - 40% | ||||
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 | ||||
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.
e.walter@cqu.edu.au
s.beattie@cqu.edu.au
Module/Topic
Introduction.
Chapter
LaGree, G. (2007). Expanding criminology’s domain: The American Society of Criminology 2006 presidential address. Criminology, 45(1), 1-31.
Lappi-Seppala, T. (2008). Trust, welfare, and political culture: Explaining differences in national penal policies. Crime and Justice, 37, 313-387.
Greely, H. & Farahany, N. A. (2019). Neuroscience and the criminal justice system. Annual Review of Criminology, 2, 451-471.
Events and Submissions/Topic
None.
Module/Topic
Crime and justice data.
Chapter
Maltz, M. D. (1977). Crime statistics: A historical perspective. Crime & Delinquency, 23(1), 32-40.
Nivette, A. (2021). Exploring the availability and potential of international data for criminological study. International Criminology, 1(1), 70-77.
Maguire, E. R., Howard, G. J. & Newman, G. (1998). Measuring the performance of national criminal justice systems. International Journal of Comparative and Applied Criminal Justice, 22(1), 31-59.
Events and Submissions/Topic
None.
Module/Topic
Types of crime.
Chapter
Tappan, P. W. (1947). Who is the criminal? American Sociological Review, 12(10), 96-102.
Junker, J. (1972). Criminalization and criminogenesis. UCLA Law Review, 19, 694-714.
White, H. R. & Gorman, D. M. (2000). Dynamics of the drug-crime relationship. In G. LaFree, R. J. Bursik, J. F. Short, R. B. Taylor & R. J. Sampson (Eds.) Criminal justice 2000: The changing nature of the crime. National Institute of Justice (pp. 151-218).
Events and Submissions/Topic
None.
Module/Topic
Police.
Chapter
Monkonen, E. H. (1992). History of urban police. Crime and Justice, 15, 547-580.
Goldstein, H. (1987). Toward community-oriented policing: Potential, basic requirements, and threshold questions. Crime & Delinquency, 33(3), 6-30.
Riksheim, E. C. & Chermak, S. M. (1993). Causes of police behavior revisited. Journal of Criminal Justice, 21(4), 353-382.
Events and Submissions/Topic
None.
Module/Topic
Court.
Chapter
Winick, B. J. (2003). Therapeutic jurisprudence and problem solving courts. Fordham Urban Law Journal, 30(3), 1055-1103.
Casey, P. M. & Rottman, D. V. (2005). Problem-solving courts: models and trends. Justice System Journal. 26(1), 35-56.
Longshore, D., Tunner, S., Wenzel, S., Morall, A., Harrell, A., McBride, D., Deschenes, E. & Iguchi, M. (2001). Drug courts: A conceptual framework. Journal of Drug Issues, 31(1), 7-25.
Module/Topic
None.
Chapter
None.
Events and Submissions/Topic
None.
Module/Topic
Sentencing.
Chapter
Tonry, M. (2006). Purposes and functions of sentencing. Crime and Justice, 34, 1-53.
Tonry, M. (2018). Punishment and human dignity: Sentencing principles for twenty-first-century America. Crime and Justice, 47, 119-157.
Tonry, M. (2019). Fifty years of American sentencing reform: Nine lessons. Crime and Justice, 48, 1-34.
Events and Submissions/Topic
None.
Module/Topic
Prison.
Chapter
Newbold, G. (1999). A chronology of correctional history. Journal of Criminal Justice Education, 10(1), 87-100.
Western, B. & Pettit, B. (2010). Incarceration and social inequality. Dadedalus, 139(3), 8-19.
Baidawi, S., Turner, S., Trotter, C., Browning, Co, Collier, P, O’Connor, D. & Sheehan, R. (2011). Older prisoners – a challenge for Australian corrections. Trends & Issues in Crime and Criminal Justice, 426, 1-8.
Events and Submissions/Topic
None.
Module/Topic
Youth crime and juvenile justice.
Chapter
Richards, K. (2011). What makes juvenile offenders different from adult offenders. Trends and Issues in Crime and Criminal Justice, 409, 1-9.
Clancy, G., Wang, S. & Lin, B. (2020). Youth justice in Australia: Themes from recent inquiries. Trends and Issues in Crime and Criminal Justice, 605, 1-19.
Crafts, T. (2016). The common law influence over the age of criminal responsibility – Australia. Northern Ireland Legal Quarterly, 67(3), 283-300.
Events and Submissions/Topic
None.
Module/Topic
Community-based corrections and restorative justice.
Chapter
Karp, D. R. & Clear, T. R. (2000). Community justice: A conceptual framework. Boundaries Changes in Criminal Justice Organizations, 2, 323-368.
White, R. (2004). Community corrections and restorative justice. Current Issues in Criminal Justice, 16(1), 42-56.
Tyler, T. R. & Lind, E. A. (1990). Intrinsic versus community justice models: When does group membership matter? Journal of Social Issues, 46(1), 83-94.
Events and Submissions/Topic
None.
Module/Topic
Inequalities and justice.
Chapter
Thorburn, H. & Weatherburn, D. (2018). Effect of Indigenous status on sentence outcomes for serious assault offences. Australian & New Zealand Journal of Criminology, 51(3), 434–453.
Porter, A. (2016). Decolonizing policing: Indigenous patrols, counter-policing and safety. Theoretical Criminology, 20(4), 548-565.
Jennings, W. G., Piquero, A. R. & Reingle, J. M. (2012). On the overlap between victimization and offending: A review of the literature. Aggression and Violent Behavior, 17(1), 16-26.
Events and Submissions/Topic
None.
Module/Topic
Crime prevention.
Chapter
Brantingham, P. J. & Faust, F. L. (1976). A conceptual model of crime prevention. Crime & Delinquency, 22(3), 284-296.
Clarke, R. V. (1980). ‘Situational’ crime prevention: Theory and practice. British Journal of Criminology, 20(2), 136-147.
Fagan, A. A. & Molly, B. (2016). What works in crime prevention? Comparison and critical review of three crime prevention registries. Criminology & Public Policy, 15(3), 617-649.
Events and Submissions/Topic
None.
Module/Topic
Review.
Chapter
None.
Events and Submissions/Topic
Assessment 2: 1500-word learning logs (40%)
Due date: Week 12 Friday (31 May 2024) 9:00 am AEST
Learning logs Due: Week 12 Friday (31 May 2024) 9:00 am AEST
Module/Topic
None.
Chapter
None.
Events and Submissions/Topic
Assessment 3: 1500-word academic essay (40%)
Due date: Exam Week Friday (7 June 2024) 9:00 am AEST
Academic Essay Due: Review/Exam Week Friday (7 June 2024) 9:00 pm AEST
Module/Topic
None.
Chapter
None.
Events and Submissions/Topic
None.
1 Written Assessment
This assignment will ask students to write a 600-word essay plan in relation to the last assignment, Academic Essay. By using a template provided, students will work on the following tasks:
- Choose one of the three essay statements provided and determine your essay position (tick only one box –
- whether you agree or disagree with the statement (See the Academic Essay section for the choice of the essay
- statement).
- Offer three reasons to support your essay position.
- Identify six scholarly sources to support your reasons.
- Provide a citation of the scholarly sources you have identified in the template.
- Link the scholarly sources identified to your reasons and main essay position.
Week 5 Friday (5 Apr 2024) 9:00 am AEST
Week 7 Friday (26 Apr 2024)
This essay plan is assessed against two criteria. The first is content knowledge, which will assess whether they demonstrate a balanced and high level of detailed knowledge of core concepts by providing a very high level of analysis and by using current, appropriate, and credible sources. The second is presentation, which will assess whether the quality of writing is at a high standard by using correct grammar, spelling, and punctuation.
- Analyse police organisations and practice in order to critique how the law governs the procedures for investigation of crime
- Explain how the criminal law balances the rights of the individual and the State
- Discuss the links between criminal theories and models of criminal analysis
2 Written Assessment
This assignment will ask students to write 1500-word learning logs. Students will be provided with a choice of 5 tasks to submit for assessment. Word length per task is 300 words (total 1,500 words). These tasks are available in the study guide, which is accessible in Moodle.
Week 12 Friday (31 May 2024) 9:00 am AEST
Exam Week Friday (14 June 2024)
This assignment will be assessed against three criteria. The first is level of reflection, which will assess whether students link lecture and workshop materials explicitly and clearly, demonstrating excellent understanding. The second is presentation, which will assess whether students provide an excellent individual and overall structure in writing and explain perspectives in a coherent and cohesive manner. The third is completeness, which will assess whether students complete all the learning log tasks.
- Identify patterns in criminal data and the appropriate response for crime prevention.
3 Written Assessment
This assignment will ask students to write a 1500-word academic essay based on their chosen topic. In this assignment, students will discuss one of three statements provided below.
1. Harsher penalties are necessary to prevent youth offending.
2. Police should take a more active style of policing to prevent crime.
3. There are inequalities in the sentencing decision in the Australian criminal justice system.
Review/Exam Week Friday (7 June 2024) 9:00 pm AEST
Exam Week Friday (14 June 2024)
This assignment will be assessed against the five criteria. The first is introduction, which will assess whether students provide a very clear purpose, ensuring that all areas relevant to the topic are clearly outlined in the introduction. The second is structure, which will assess whether students present their ideas in a logical, structured, and coherent manner. The third is content knowledge, which will assess whether students demonstrate a balanced and high level of detailed knowledge of core concepts by providing a high level of analysis and by using current, appropriate, and credible sources. The fourth is presentation, which will assess whether the quality of writing is at a high standard by using correct grammar, spelling, and punctuation. The fifth is conclusion, which will assess whether students present a detailed and focused summary of the ideas presented in the conclusion.
- Analyse police organisations and practice in order to critique how the law governs the procedures for investigation of crime
- Explain how the criminal law balances the rights of the individual and the State
- Discuss the links between criminal theories and models of criminal analysis
- Identify patterns in criminal data and the appropriate response for crime prevention.
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?
