Overview
The unit will provide you with opportunities to develop specialist knowledge, in the context of domestic and family violence, of how victims, perpetrators and their families may change. The modalities to support/ guide change, the impact of “self” on the case work process, as well as the influences of culture, gender and power on interpersonal communication are explored in this unit. The ethical and social responsibilities that accompany working in this area are also identified. You will critically reflect on comparative methodologies relevant to researching domestic and family violence that can be applied to practice. You will be encouraged to develop a sense of professional identity and recognise the impact of undertaking this unit on your own professional practice and/or professional development through reflection.
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 2 - 2018
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 Postgraduate 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 Student feedback
Student experience - assessment due dates
Assessment due dates will be changed to reflect student wishes (assessments will be due on a Monday rather than Friday to allow students to work on weekends on their assessments)
Feedback from Student feedback
Student experience - assessment tasks caused confusion
Assessment changes to reflect uniformity across the course will include three separate assessments
Feedback from Self-reflection
Student engagement in online environment
Establishment of 'Virtual Office Hours' for face-to-face interaction with fellow students and staff to encourage connections and a sense of community
- Analyse the theories underpinning different treatment perspectives in domestic and family violence contexts
- Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples
- Determine the impact of “self” on casework practice in domestic and family violence contexts
- Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts
- Apply ethical and social responsibilities to working with clients in domestic and family violence contexts.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Portfolio - 30% | |||||
2 - Portfolio - 30% | |||||
3 - Written Assessment - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Knowledge | |||||
2 - Communication | |||||
3 - Cognitive, technical and creative skills | |||||
4 - Research | |||||
5 - Self-management | |||||
6 - Ethical and Professional Responsibility | |||||
7 - Leadership | |||||
8 - 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 | |
1 - Portfolio - 30% | ||||||||
2 - Portfolio - 30% | ||||||||
3 - Written Assessment - 40% |
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 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
a.compton-keen@cqu.edu.au
b.sullivan@cqu.edu.au
Module/Topic
Introduction: The concept of self in practice
Chapter
Haldane, H. (2013). Working at the frontline in domestic violence. In A. Taylor & M. Connolly (Eds.), Understanding violence: Context and practice in the human services. (2nd ed., pp.118-130). Christchurch: Canterbury University Press.
Brown, J. & James, K. (2014) Therapeutic responses to domestic violence in Australia: A history of controversies. Australian & New Zealand Journal of Family Therapy, 35, 169-184.
Events and Submissions/Topic
Module/Topic
Mediating change
Chapter
Murphy, C.M. & Maiuro, R.D.(2008). Understanding and facilitating the change process in perpetrators and victims of intimate partner violence: Summary and commentary. Violence & Victims 23(4), 525-536
Events and Submissions/Topic
Module/Topic
Theorising engagement & assessment processes
Chapter
Breckenridge, J. & Hamer, J. Traversing the maze of ‘evidence’ and ‘best practice’ in domestic and family violence service provision in Australia. Australian Domestic & family Violence Clearinghouse. Issues Paper 26, May 2014.
Events and Submissions/Topic
Module/Topic
Core theories of the change process
Chapter
McPhail, B.A., Busch, N.B., Kulkarni, S. & Rice, G. (2007). An integrative feminist model: The evolving feminist perspective on intimate partner violence. Violence Against Women 13 (8) 817-841
Events and Submissions/Topic
Module/Topic
Integrative theories of the change process
Chapter
Avert Family Violence (2010) Screening, risk assessment and safety planning- Paper. Commonwealth of Australia.
Gulliver, P. & Fanslow, J. (2015) Risk assessment: What is it and how can it be applied in family violence? New Zealand Family Clearinghouse. Issues Paper 9, October 2015.
Events and Submissions/Topic
Portfolio Activity 1
Portfolio Activity 1 Due: Week 5 Monday (6 Aug 2018) 11:45 pm AEST
Module/Topic
Chapter
.
Events and Submissions/Topic
Module/Topic
Core practices
Chapter
Mandel, D. (2010) Child welfare and domestic violence: Tackling the thorny questions that stand in the way of collaboration and improvement of child welfare practice. Violence Against Women 16 (5), 530-536.
Events and Submissions/Topic
Module/Topic
Indigenous modalities
Chapter
Hovane, V. (2015) Improving outcomes through a shared understanding of family violence in Aboriginal communities. InPsych: Australian Psychological Society. October
Events and Submissions/Topic
Module/Topic
Systemic modalities
Chapter
Bullock, K. (2014) Integrated approaches to domestic violence? An exploration of the role of the victim and women’s safety work in cognitive-behavioural programmes. Probation Journal 61 (10), 27-43
Events and Submissions/Topic
Portfolio Activity 2
Portfolio Activity 2 Due: Week 8 Monday (3 Sept 2018) 11:45 pm AEST
Module/Topic
Identifying and responding to the needs of clients from diverse backgrounds: Trauma and intergenerational violence.
Chapter
Becker-Blease, K.A. & Frey, J.J. (2005) Beyond PTSD: An evolving relationship between trauma theory and family violence research. Journal of Interpersonal Violence, 20 (4) 403-411.
Siegel, J. (2013) Breaking the Links in intergenerational Violence: An Emotional Regulation Perspective. Family Process, 52, (2), 163-178.
Events and Submissions/Topic
Module/Topic
Application of ethical and social responsibilities to working with clients: Trauma and intergenerational transmission
Chapter
McMaster, K. (2016) Restoring the balance: Restorative justice and intimate partner violence. In Hayden, A.,Gelsthorpe, L. & Morris, A. A restorative approach to family violence: Changing Tack. Farnham, UK: Routledge. 93-108.
Events and Submissions/Topic
Module/Topic
Identifying and responding to the needs of clients from diverse backgrounds: Restoration and accountability
Chapter
Jenkins, A. (2009) “Violence, resistance and restorative practice”. In Becoming Ethical: A parallel, political journey with men who have abused. Lyme Regis: Russel House. 3-26.
Events and Submissions/Topic
Written Assessment
Written Assessment Due: Week 11 Tuesday (25 Sept 2018) 11:45 pm AEST
Module/Topic
Application of ethical and social responsibilities to working with clients: Rights and responsibilities
Chapter
McDowell, T., Libal, K. & Brown, A.E. (2012). Human rights in the practice of family therapy: Domestic violence, a case in point. Journal of Feminist Family Therapy, 24 1-23.
Events and Submissions/Topic
Portfolio Activity 3
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Course Name | Advanced Studies in Domestic and Family Violence Practice |
Course No. | DFVP20003 |
|
|
Assess No. | 1 |
Type | Portfolio |
CLOs assessed | 1. Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples. 2. Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts. |
Word Limit | 1000 words (+/- 10%) without references |
Total Percentage | 30% |
Details | Portfolio Activity 1 due on Monday 06 August 2018 (Week 5) Please note: In Preparation Carefully read through the Portfolio Case Studies document (separate file uploaded to Moodle) and select one of the two studies as the reference study for these assessed portfolio activities. This assessment provides you with an opportunity to use your practice skills and to demonstrate your understanding of client needs in domestic and family violence contexts and appropriately evaluate a range of practice modalities. Please read the case notes for the selected case study (either Case Study 1 – Bee and Cee, or Case Study 2 – Gee and Aitch). Guidelines: After selecting one of the two case studies, carefully read the case notes and develop a plan to respond to immediate safety needs. Then use information provided (readings, weekly modules) to write up a case assessment. Following this, identify a practice modality that you believe is most suited to the case, and justify your choice (why is it likely to be appropriate and effective in this case and for this population group?). Please write up the assessment as if you would write a report that will go into the clients’ case file. It should be phrased professionally, being aware that case files can be subpoenaed by the court. You should include at least eight references from the readings and weekly modules. |
The assignment should be presented using Times News Roman 12 point font with 1.5 spacing and all pages should be numbered. Please attach the provided assessment cover page to the assignment and submit it for grading as ONE Word Document. | |
Notes to Students | Submission of the Portfolio is through the unit Moodle site, Turnitin submission point. You are strongly encouraged to submit a draft prior to the due date to review your Turnitin report prior to making a final submission. You are encouraged to monitor the Moodle site and your student emails for assessment-related information. Read the instructions above carefully and comply with the specific requirements in terms of length, format, structure, required referencing and purpose. Referencing The preferred style for CQUniversity School of Nursing and Midwifery is American Psychological Association (APA) referencing. A guide to APA referencing can be accessed through the CQUniversity website. |
Criteria | Please refer to the Marking Key provided via Moodle |
Feedback | According to CQUniversity policy, feedback will be provided within 10 working days submission |
Week 5 Monday (6 Aug 2018) 11:45 pm AEST
Week 6 Monday (20 Aug 2018)
DFVP20003 – Portfolio Activity 1: Assessment of Family Needs – Plan to Respond | |||||
Fail | Pass | Credit | Distinction | High Distinction | |
Part A - Plan (30%) | Plan absent | Plan developed – somewhat simplistic and superficial | Provides appropriate plan with some important considerations | Provides insightful plan with appropriate considerations of risk | Provides elaborate plan to respond effectively to immediate safety needs |
Structure (10%) | Structure is not clear, absent of recognisable effort to understand the task | Structure is clear and logical. | Structure is well considered and portfolio is professionally presented with introduction and conclusion | Excellent structure, well presented outlining the direction of the work and a logical approach that would work in practice, having a logical introduction and conclusion | Outstanding structure, very well presented outlining the direction of the work and a logical approach that would work exceptionally well in practice, having a logical introduction and conclusion |
Part B – Case Assessment, Approach and Argument (40%) | Lacks logical structure and relevance, topic not appropriately addressed, absence of cohesion | Structure is evident and content addresses the topic; at times not well sought out and/or repetitive; cohesion developing | Clear structure and content addresses all issues – case is well assessed and practice modalities are identified; argument shows assessment of family’s needs and there is evidence for suitability | Well sought out case assessment, suitable for the family selected – case is very well assessed and practice modalities are identified; argument shows skillful assessment of family’s needs and there is evidence for suitability in relation to this population group. | Effectively and insightfully presented and developed case assessment, suitable for the family selected – case is extremely well assessed and practice modalities are identified; argument shows skillful assessment of the family’s needs and there is evidence for suitability in relation to this population group. |
Academic writing, paraphrasing, referencing (in-text and end-text) (20%) | Major difficulties, inappropriate paraphrasing and referencing | Some errors with writing and referencing – focus of attention is required to improve academic writing and referencing style | Good writing and referencing style – some minor errors (more careful editing is required) | Good academic writing and referencing style, (minor, insignificant errors) | Well written paper following all academic writing and referencing conventions – fully correct, no errors |
Comments /100 /30% |
- Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples
- Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
Course Name | Advanced Studies in Domestic and Family Violence Practice |
Course No. | DFVP20003 |
Assess No. | 2 |
Type | Portfolio |
CLOs assessed |
|
Word Limit | 1000 words (+/- 10%) |
Total Percentage | 30% |
Details | Portfolio Activity 2 due on Monday 03 September 2018 (Week 8) For this portfolio activity, you are asked to identify and unpack practice elements implicit in the modality chosen in Portfolio Activity 1 (select the same Case Study) and reflect on the ways in which this case requires the management of ethical issues and observation of social responsibility and how this may impact on practice. Demonstrate your knowledge and understanding of the importance of reflective practice and the use of supervision in anticipated challenges working with specific client groups. A minimum of six academic references (i.e. journal articles) published 2010 or later are required for this assessment piece. In addition, you may draw on Australian standards for ethical and professional practice. The assignment should be presented in essay format using Times News Roman 12 point font with 1.5 spacing. You should provide a brief introduction to the topic, a discussion of the specifics of the case and DFV and relevance to service delivery and concluding remarks. |
Notes to Students | Submission of the Portfolio is through the unit Moodle site, Turnitin submission point. Note that all assessments need to be attempted and a Cover Page is required. You are strongly encouraged to submit a draft prior to the due date to review your Turnitin report prior to making a final submission. You are encouraged to monitor the Moodle site and your student emails for assessment-related information. Referencing The preferred style for CQUniversity School of Nursing and Midwifery is American Psychological Association (APA) V6 referencing style. A guide to APA referencing can be accessed through the CQUniversity website. |
Criteria | Provided via Moodle and e-unit profile |
Feedback | Feedback will be provided within 10 working days of submission |
Week 8 Monday (3 Sept 2018) 11:45 pm AEST
Week 10 Monday (17 Sept 2018)
DFVP20003 – Portfolio Activity 2: Behavioural Examples | |||||
Fail | Pass | Credit | Distinction | High Distinction | |
Reflection - Practitioner’s use of self (40%) | Self-reflection absent | Attempt of reflection evident – somewhat hesitant, insight developing | Provides appropriate reflection on use of self and management of ethical issues and observation of social responsibility | Provides insightful reflection with consideration of impact of self and management of ethical issues and observation of social responsibility on practice | Provides elaborate elaborated and insightful reflection with in-depth consideration of impact of self and management of ethical issues and observation of social responsibility on practice |
Structure (10%) | Structure is not clear, absent of recognisable effort to understand the task | Structure is clear and logical. | Structure is well considered and portfolio is professionally presented with introduction and conclusion | Excellent structure, well presented outlining the direction of the work with good examples outlining key relevant practice elements | Outstanding structure, very well presented outlining the direction of the work with excellent examples outlining key relevant practice elements |
Approach and Argument (30%) | Lacks logic and relevance, topic not appropriately addressed, absence of cohesion | Key relevant practice elements are presented; content addresses the topic; examples appropriate; cohesion developing | Key relevant practice elements are well chosen and presented; content addresses the topic, examples are relevant and cohesion is demonstrated | Effective presentation of key relevant practice elements, examples are most relevant and cohesion is well demonstrated | Most effective presentation of key relevant practice elements, excellent examples, most relevant and well elaborated on; cohesion is skillfully demonstrated |
Academic writing, paraphrasing, referencing (in-text and end-text) (20%) | Major difficulties, inappropriate paraphrasing and referencing | Some errors with writing and referencing – focus of attention is required to improve academic writing and referencing style | Good writing and referencing style – some minor errors (more careful editing is required) | Good academic writing and referencing style, (minor, insignificant errors) | Well written paper following all academic writing and referencing conventions – fully correct, no errors |
Comments /100 /30% |
- Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples
- Determine the impact of “self” on casework practice in domestic and family violence contexts
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Written Assessment
Course Name | Advanced Studies in Domestic and Family Violence Practice |
Course No. | DFVP20003 |
|
|
Assess No. | 3 |
Type | Written Assessment (Academic Essay) |
CLOs assessed |
|
Word Limit | 2500 words (+/- 10%) |
Total Percentage | 40% |
Details | Written Assessment due on Tuesday 25 September 2018 (Week 11) You are required to thoroughly investigate and address a key issue in Domestic and Family Violence (DFV) practice – the debate over theories underpinning DFV practice. Several theories have been used to inform domestic and family violence practice modalities. Some current thinking has challenged the orthodoxy of ‘industry-standard’ theoretical approaches as embodied in the Duluth model. Compare and contrast the Duluth model with alternative theories relevant to domestic and family violence practice. In constructing your argument, you should demonstrate your knowledge of the Duluth model and critically evaluate it in relation to at least one alternative model. Guidelines: Identify the Duluth model’s origins and evolution in relation to the field of domestic and family violence practice. Compare and contrast it with an alternative theory and assess its breath and versatility in application. Compare and contrast it with the chosen alternative theory in relation to its applicability and effectiveness with diverse groups of clients. A minimum of eight academic references (i.e. journal articles) published 2010 or later are required for this assessment piece. In addition, you may draw on Australian standards for ethical and professional practice. You are required to present this assignment in essay format using Times News Roman 12 point font with 1.5 spacing. The essay should contain a brief introduction to the topic, a discussion of the specifics of the case and DFV and relevance to service delivery and concluding remarks. |
Notes to Students | Submission of the Written Assessment is through the unit Moodle site, Turnitin submission point. Note that all assessments need to be attempted and a Cover Page is required. You are strongly encouraged to submit a draft prior to the due date to review your Turnitin report prior to making a final submission. You are encouraged to monitor the Moodle site and your student emails for assessment-related information. Referencing The preferred style for CQUniversity School of Nursing and Midwifery is American Psychological Association (APA) V6 referencing style. A guide to APA referencing can be accessed through the CQUniversity website. |
Criteria | Provided via Moodle and e-unit profile |
Feedback | Feedback will be provided within 10 working days of submission |
Week 11 Tuesday (25 Sept 2018) 11:45 pm AEST
Review/Exam Week Tuesday (9 Oct 2018)
DFVP20003 Written Assessment – Academic Essay | |||||
Fail | Pass | Credit | Distinction | High Distinction | |
Identification and appraisal of alternative theory and Comparison with Duluth Model (20%) | Identification and/or appraisal of alternative theory absent; Comparison and/or Contrast absent | Identification and appraisal of alternative theory presented in basic terms; Clear attempt to compare and contrast made | Identification and appraisal of alternative theory presented and outlined; Comparison and Contrast presented including theories that shaped it | Identification and appraisal of alternative theory presented and outlined with some detail; Comparison and Contrast presented including appropriate theories that shaped it | Identification and appraisal of alternative theory skilfully presented and outlined in great detail; Comparison and Contrast presented including effective discussion of appropriate theories that shaped it |
Approach and Argument (30%) | Lacks logical structure and examples, reasons or evidence. Paper is disorganised with little or no structure; difficult to understand what is being argued, and/or missing introduction and/or conclusion | Structure is evident but at times unclear and inconsistent use of examples reasons or evidence. Paper is adequately organised; appropriate introduction and conclusion | Clear structure including provision of adequate examples, reasons and evidence. Good organisation with information in effective order & argument flows; paragraphs well constructed; adequate introduction and conclusion | Effectively presented analysis, well supported by appropriate examples, reasons and evidence, demonstrating critical thinking. Strong organisation with all information in effective order & argument flows well; paragraphs well constructed; effective introduction and conclusion | Effectively and insightfully presented and developed analysis using excellent examples, reasons and evidence, demonstrating outstanding critical thinking. Excellent organisation - argument flows powerfully and seamlessly; extremely well constructed paragraphs; highly effective introduction and conclusion |
Knowledge of content area & development of ideas (30%) | Unable to demonstrate understanding of content or only a few general points made, and/or factual errors presented | Demonstrated understanding of content (general points made with little specific details given) and/or irrelevant information given and/or inappropriate references used | Demonstrated good understanding of content presented and points were elaborated with details; information is relevant supported by appropriate references; Some original thought presented | Demonstrated understanding of all content with all points elaborated with illustrative examples and effective links to cited references with original ideas & thoughts presented | Demonstrated well developed understanding of all content; insightful discussion of fully elaborated points with effective illustrative examples; clear & detailed information, excellent original thoughts & ideas, and effective links to cited references |
Academic writing, paraphrasing and referencing (in-text and end-text) style (20%) | Major difficulties, inappropriate paraphrasing and referencing | Some errors with writing and referencing – focus of attention is required to improve academic writing and referencing style | Good writing and referencing style – some minor errors (more careful editing is required) | Good academic writing and referencing style, (minor, insignificant errors) | Well written paper following all academic writing and referencing conventions – fully correct, no errors |
Comments /100 /40% |
- Analyse the theories underpinning different treatment perspectives in domestic and family violence contexts
- Apply ethical and social responsibilities to working with clients in domestic and family violence contexts.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
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.