Overview
This unit provides students with a broad overview of the Indigenous Australian economy in Australia and the ways in which Aboriginal and Torres Strait Islander peoples in Australia have handled the transition from a subsistence hunter and gatherer economy to a globalised cash economy. After exploring traditional Indigenous Australian economies and trade networks prior to colonisation, the unit examines the impacts of colonisation and earlier government policies on Aboriginal and Torres Strait Islander economies, and how later policies attempted to promote self-sufficiency in Indigenous Australian communities. Students will then examine the close connections between land rights, globalisation, and mining, before looking at more specific areas in which Indigenous Australians have had economic success, such as tourism, the media industry, and the cultural sector of the economy. Finally, the unit will look at some Indigenous Australian entrepreneurs and visions for the future.
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 - 2020
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).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Non-award 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 Staff Feedback
Need to provide more resources to compensate for the cancellation of the Residential School.
Set up weekly Zoom sessions that include guest speakers, discussion and relevant academic content.
- Explain the transition of Indigenous Australians from a subsistence hunter and gatherer economy to a globalised cash economy.
- Analyse the historical and contemporary impacts of government policies upon Aboriginal and Torres Strait Islander economies.
- Evaluate the connections between land rights, globalisation, mining, and economic self-sufficiency in Indigenous communities.
- Identify various areas of business and the economy in which Indigenous Australians have been successful.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Online Quiz(zes) - 20% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Self Management | ||||
| 2 - Communication | ||||
| 3 - Information Literacy | ||||
| 4 - Information Technology Competence | ||||
| 5 - Problem Solving | ||||
| 6 - Critical Thinking | ||||
| 7 - Cross-Cultural Competence | ||||
| 8 - Ethical Practice | ||||
| 9 - 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 | |
| 1 - Written Assessment - 40% | |||||||||
| 2 - Written Assessment - 40% | |||||||||
| 3 - Online Quiz(zes) - 20% | |||||||||
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: Harvard (author-date)
For further information, see the Assessment Tasks.
l.armstrong@cqu.edu.au
Module/Topic
Introduction to the Unit
Chapter
Events and Submissions/Topic
Module/Topic
Traditional Indigenous Subsistence Economies and Trade
Chapter
Events and Submissions/Topic
Module/Topic
The Impact of Colonisation and Government Policies on Indigenous Economies
Chapter
Events and Submissions/Topic
Quiz 1 to be completed
Module/Topic
Self Determination, Self-management and Income Management
Chapter
Events and Submissions/Topic
Module/Topic
The Present Comparative Economic Status of Indigenous Australians
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Land Rights, Mining, and the Indigenous Economy
Chapter
Events and Submissions/Topic
Quiz 2 to be completed
Module/Topic
Indigenous Australians and the Tourism Industry
Chapter
Events and Submissions/Topic
Module/Topic
Indigenous Australians and the Media
Chapter
Events and Submissions/Topic
Assessment 1 due on 13 September 2020
Report Due: Week 8 Friday (11 Sept 2020) 11:59 pm AEST
Module/Topic
Indigenous Art and the Economy
Chapter
Events and Submissions/Topic
Quiz 3 to be completed
Module/Topic
Indigenous Australian Entrepreneurs
Chapter
Events and Submissions/Topic
Module/Topic
Visions for the Future
Chapter
Events and Submissions/Topic
Module/Topic
Review of Unit
Chapter
Events and Submissions/Topic
Assessment 2 due 11 October 2020
Quiz 4 to be completed
Essay Due: Week 12 Friday (9 Oct 2020) 11:59 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Unit Coordinator - Laurie Armstrong
Office Phone: 07 49 309 250
Email: l.armstrong@cqu.edu.au
1 Written Assessment
Write a 1000 – 1200 word academic report on Indigenous Business Australia (IBA).
· What are its functions and how does it empower First Nations People?
· Do the processes and policies of IBA work to assist the majority of Australian Aboriginal and Torres Strait Islanders who aspire to become entrepreneurs?
· Outline and discuss other options that may be available for Indigenous Australians to pursue their business aspirations.
IMPORTANT INFORMATION:
All the resources used in the report must be accurately referenced, using the Harvard style with at least 4 to 6 sources, but more is better. At the end of the report, a reference list must be included on a separate page with the title ‘Reference List”.
Remember to present this in a report format. The report needs to include: a title page, executive summary, table of contents, the introduction, body, recommendations, and conclusion of your report, a reference list, and any appendices. If you include diagrams, charts (figures) or tables, remember to give them a caption and refer to them in your report. You should use headings and maybe even subheadings, which are all numbered (this makes your report easier to follow). Use 1.5 or double line spacing and a clear font such as Times New Roman 12 or Arial 11.
Week 8 Friday (11 Sept 2020) 11:59 pm AEST
Week 10 Friday (25 Sept 2020)
Academic content
- Demonstrates an understanding of the unit material relevant to the assessment task
- Evidence of research
- Originality
- Relevance to the topic
Writing skills
- Uses the academic essay structure to logically organise and present ideas and arguments
- Clarity of expression, correct grammar and spelling
Referencing skills
- Uses the Harvard style of referencing
- Appropriate and correct in-text referencing
- Includes a reference list, correctly formatted
- Explain the transition of Indigenous Australians from a subsistence hunter and gatherer economy to a globalised cash economy.
- Analyse the historical and contemporary impacts of government policies upon Aboriginal and Torres Strait Islander economies.
- Self Management
- Communication
- Information Literacy
- Critical Thinking
- Cross-Cultural Competence
- Ethical Practice
2 Written Assessment
Write a 1000 – 1200 word academic essay on the following topic:
Identify a successful Australian Indigenous entrepreneur. What business are they in and how are they contributing to the Australian economy and to Aboriginal Australia? Are they recognised as role models in society and what obstacles did they have to overcome to become successful? Your essay can include the following points:
· Research and discuss the entrepreneurship that you have chosen and provide background about their business and overall contribution to society.
· Are traditional ways of doing business incorporated in conducting their business?
· Discuss the aspects that have made the entrepreneur successful.
If you are having difficulty identifying an Australian Indigenous entrepreneur, discuss this with your Lecturer.
IMPORTANT INFORMATION:
All the resources used in the essay must be accurately referenced, using the Harvard style with at least 4 to 6 sources, but more is better. At the end of the essay, a reference list must be included on a separate page with the title ‘Reference List”.
Remember to present this in an essay format. The essay needs to include: a title page, an introduction, body, and conclusion of your essay, and a reference list. DO NOT USE HEADINGS IN YOUR ESSAY. Use 1.5 or double line spacing and a clear font such as Times New Roman 12 or Arial 11.
Week 12 Friday (9 Oct 2020) 11:59 pm AEST
Exam Week Friday (23 Oct 2020)
Academic content
- Demonstrates understanding of the unit material relevant to the assessment task
- Evidence of research
- Originality
- Relevance to the topic
Writing skills
- Uses the academic essay structure to logically organise and present ideas and arguments
- Clarity of expression, correct grammar and spelling
Referencing skills
- Uses the Harvard style of referencing
- Appropriate and correct in-text referencing
- Includes a reference list, correctly formatted
- Evaluate the connections between land rights, globalisation, mining, and economic self-sufficiency in Indigenous communities.
- Identify various areas of business and the economy in which Indigenous Australians have been successful.
- Self Management
- Communication
- Information Literacy
- Problem Solving
- Critical Thinking
- Cross-Cultural Competence
- Ethical Practice
3 Online Quiz(zes)
Tasks associated with this assessment item is to complete the online quizzes during the term on the unit's Moodle website. These quizzes will be available in Weeks 3, 6, 9 and 12, and each quiz will test the student's knowledge of unit material for the previous three weeks.
Each quiz will consist of ten (10) questions that are randomly selected from a question bank. Each quiz will be worth 5% of the total grade for the unit and the complete assessment of four quizzes will be worth 20% of the total grade. Although marks will be given to students after each quiz, the final grade will not be shown until the end of the term.
Points to note:
- If students have technical problems with the quiz, they should contact the unit coordinator or TASAC as soon as possible.
- Students are encouraged to attempt every quiz to obtain the maximum number of marks.
- Students are encouraged to refer to the unit materials in order to obtain as many correct answers as possible.
- There will be no time limit on quizzes.
- Students will be allowed two attempts at each quiz.
- The attempt with the highest grade will be accepted for assessment
4
Other
Review/Exam Week Friday (16 Oct 2020) 11:59 pm AEST
Review/Exam Week Friday (16 Oct 2020)
Students are marked according to the number of correct responses for each quiz
- Explain the transition of Indigenous Australians from a subsistence hunter and gatherer economy to a globalised cash economy.
- Analyse the historical and contemporary impacts of government policies upon Aboriginal and Torres Strait Islander economies.
- Evaluate the connections between land rights, globalisation, mining, and economic self-sufficiency in Indigenous communities.
- Identify various areas of business and the economy in which Indigenous Australians have been successful.
- Self Management
- Communication
- Information Technology Competence
- Problem Solving
- Critical Thinking
- Cross-Cultural Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
