Overview
Managers work with and through others in a variety of organisational structures, each with a set of internal contextual factors. In this unit you will critically examine the role of individuals, groups and managers in the performance outcomes of organisations in a dynamic environment. You will examine the context of organisations as structural frames and the different cultures, political networks and human resource processes that emerge and how these affect the management of people. The unit addresses specific aspects of the emotional intelligence model that will allow you to identify the key competencies required of managers to effectively work with and through others. Using reflective practice as the basis for personal development, you will be required to examine, develop and acquire the conceptual knowledge, behavioural skills and attitudinal components specific to the managing others competencies including: social awareness, teamwork, conflict, empathy and change catalyst.
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 - 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 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 Unit coordinator reflection
Further changes to the assessment task structure will help make the assessment tasks appropriate for both the MBA and non-MBA cohorts
An update is recommended to change the weighting and content of the first two assessment tasks, such that the major assessment task is not the first one due in the term. This change will also allow other adjustments to the assessment task structure that will make the unit more accessible for both cohorts of students enrolling into this unit.
Feedback from Unit coordinator reflection
Maintain group work task
While some students demonstrate resistance to the group work task, it is important to retain this task, as it is an important component of this unit, particularly as group dynamics are discussing in the unit, and the unit serves an important role in both the CL20 and CL21/CC74 courses as a source of genuine group work experience.
- Critically evaluate organisational contexts as evidenced by structure, culture, systems and political processes and how these affect the management of people
- Critically analyse, reflect on and develop the key competencies, such as social awareness, conflict, teamwork and empathy and change, required to successfully manage others in an emotionally intelligent manner
- Research and apply established theories, both as independent learners and as members of work groups, related to individual behaviour and organisational systems to effectively identify and diagnose performance management problems
- Analyse critically and reflect on the factors that lead individuals to resist or accept change and to successfully apply established theories to address these challenges
- Interpret and successfully transmit knowledge, skills and ideas related to organisational context and managing people to a range of internal and external stakeholders.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Presentation - 30% | |||||
| 3 - Reflective Practice Assignment - 30% | |||||
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 | |||||
Textbooks
Reframing Organizations Artistry, Choice, and Leadership
Edition: 7th (2021)
Authors: Bolman and Deal
Wiley
Hoboken Hoboken , New Jersey , United States of America
ISBN: 9781119756842
Binding: eBook
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.macht@cqu.edu.au
Module/Topic
Understanding the Input-based Competency Models, Emotional Intelligence and Superior Performance.
Self-Analysis and Reflection
- The three types of reflection
- How reflection increases self-awareness
- Self-awareness and learning, the key to increasing competence
Chapter
- Goleman (2013) Chapter 1
- Goleman et al. (2017) Emotional Self Awareness: Book 1: A primer
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
This module examines the input-based competency approach to management and leadership.
It considers the competency of self-awareness, the link to reflection and how these will be used in assessment tasks for this foundation unit.
Module/Topic
Outline Teamwork and Managing Group Processes.
- Team formation and dynamics
- Team and group roles
- Functional and dysfunctional teams
- Characteristics of managers with the teamwork/managing group processes competency
Chapter
- Goleman et al. (2017) Teamwork: Book 11: A primer
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we examine how teams are formed, how they function and the critical role played by managers and leaders who have developed the conceptual and behavioural characteristics of teamwork and managing group processes.
Module/Topic
Outline the importance of empathy for managers
- Defining empathy
- Differentiating empathy and sympathy
- The three types of empathy and how it can be used to build trust
- Behavioural characteristics of managers with empathy/positive regard for others
Chapter
- Goleman et al. (2017) Empathy: Book 6: A primer
- Goleman, Boyatzis & McKee (2013) Ch 9.
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we examine the conceptual and behavioural characteristics of managers who developed empathy and also consider the competence of positive regard and a concern for others. Importantly, we establish that empathy is the basis for building trusting relationships, which is a critical factor in both managing others and leading people.
Module/Topic
Outline the principles of effective conflict management
- Antecedents of conflict
- Conflict as a process
- Conflict handling behaviours
- Managing and/or resolving conflict
- Behavioural characteristics of managers with conflict competency
Chapter
- Goleman et al. (2017) Conflict Management: Book 11: A primer
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we examine conflict and its positive and negative aspects in organisations. We distinguish between resolving and managing conflict, as solutions cannot always be found in all situations. We then identify the conceptual and behavioural characteristics of managers and leaders who have developed the managing conflict competency.
Module/Topic
- Approaches to change: radical vs gradual and impact on others
- Levels of organisational change
- Understanding the psychology of loss
- Resistance to change and the stages of transition
- Behavioural characteristics of managers who are effective change catalysts
Chapter
- Goleman et al. (2017) Adaptability: Book 3: A primer
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we examine the scale of change, the strategies for managing the change process and assisting others to accept and work with change. We consider that resistance is a natural phenomenon and managers can either minimise or contribute to employee resistance through their engagement or lack thereof.
We then identify the conceptual and behavioural characteristics of managers and leaders who effectively enable change.
Module/Topic
Please use this week to catch up on material you may have missed.
Chapter
Events and Submissions/Topic
Module/Topic
Understanding Organisational Context
- The Structural Frame
- The Symbolic/Cultural Frame
Chapter
- Bolman & Deal (2017) Chapters 1, 3 and 12
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we examine the first two of four frames: the Structural Frame and the Symbolic or Cultural Frame. We explore the importance of organisations having the right structure to enable effectiveness and what happens when the wrong structure is used and managers fail to understand their role and position within the structure. We also examine the culture of organisations and how it needs to align to its structure.
Please note that groups for Assessment 3 will be formed either through self selection or nominated by the unit coordinator. Refer to the Moodle site for further details in the Assessment 3 section.
Learning Contract Part A: Exploring Competencies Due: Week 6 Monday (21 Aug 2023) 11:59 pm AEST
Module/Topic
Understanding Organisational Context
3. The Human Resource Frame
4. The Political Frame
Chapter
- Bolman & Deal (2017) Chapters 6 and 9
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we address the third and fourth frames: the Human Resource Frame and the Political Frame.
Links are also made to the next topic of motivation and also how political activity undermines organisational effectiveness.
Module/Topic
- Understanding others' motivation
- Reinforcement, content and process theories of motivation
- Using motivation theories as a way of understanding performance of others
Chapter
- Carlopio & Andrawartha (2012) Chapter 6
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we examine why some people perform and others not, what motivates people in the not-for-profit sector, what motivates volunteers.
Module/Topic
- Performance management
- Organisational processes for insuring natural justice- review of HR frame.
- Reviewing competencies and key skills for performance management
- Conducting performance management interviews
Chapter
- Carlopio & Andrawartha (2012) Chapter 12
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we examine the process that managers must address regarding the discussion of poor performance of employees. Links are made to the HR Frame, motivation and ethical practice.
Learning Contract Part B: Reflection and Action Due: Week 9 Friday (15 Sept 2023) 11:59 pm AEST
Module/Topic
Outline various industrial issues and the critical nature of ethical practices in managing organisations.
- Basic industrial legislation and implications for managing others
- Principles of industrial relations and the Australian industrial system
- Key legislation: Anti-discrimination and bullying and managers
- Ethical treatment of employees
Chapter
- Stone, R.J., Cox, A., & Lunny, M. (2016) Human Resource Management, 9th Edn, Wiley, Chapter 14
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we examine the industrial system and the ethical principles that underpin legislation such as anti-discrimination, anti-bullying etc. This topic highlights the importance of managers understanding the importance of acting legally and ethically when dealing with employees and stakeholders.
Module/Topic
Identifying the 6 managerial styles and behaviours and the impact on others
- Types of ineffective and dangerous managers: corporate psychopaths; narcissists; incompetents
- Developing "managing up strategies"
Chapter
- Cooper, C. L., Makin, P. & Cox, C. (1993). Managing the Boss. Leadership & Organization Development Journal, 14 (5), 28-32.
- Matejka, J. K. (2007). Managing the Difficult Boss. Journal of Managerial Psychology, 3(1), 3-7.
Refer to the Moodle site for full reference details and further recommended readings in the eReading list.
Events and Submissions/Topic
In this module we address the difficult topics of managing our managers and understanding different managerial styles that are adopted when people are placed in management positions. We also consider ineffective managers and the damage that they can cause.
Module/Topic
Group Presentations of organisational analysis and performance issues.
Summary of the unit and key learnings.
Chapter
Events and Submissions/Topic
Group Presentations scheduled to be presented during students' regular Workshop time.
All members of the group are expected to participate and contribute equally to the presentation.
Group Presentation and Executive Report Due: Week 12 Friday (6 Oct 2023) 11:59 pm AEST
1 Written Assessment
This is an individual, written assessment, in the form of a report. This task requires you to focus on one of three selected managerial competencies discussed in this unit. You should select the competency that you wish to develop in order to enhance your ability to manage others through self-analysis and reflective practice. It is important to note that the competency selected for Assessment 1 will become the basis for Assessment 2. You can choose one of the following competencies:
- Empathy
- Conflict Management
- Change Catalyst
The exploration of your competency is not just a review of the topic. Instead, you need to identify the conceptual, behavioural and attitudinal aspects that typify managers who have developed your chosen competency.
Some of the key authors associated with the input-based competency movement include Goleman, McKee, Hielregal, Salovey and Mayer, Boyatzis etc. These authors describe the behaviours that managers, who have developed this competency, exhibit and MUST BE used as the basis for Assessment 1. All of these concepts are explored in the Learning Resources and Materials. Students who do not explore and address their chosen competency by referring to the authors associated with the input-based competency movement are unlikely to pass this assessment.
Students need to summarise the conceptual knowledge associated with the competency and identify the specific behaviours and attitudinal aspects that managers with this competency demonstrate.
All sources, which you have used in your report, need to be referenced correctly in the text AND within a reference list at the end of the report. You are required to use a MINIMUM of 12 suitable, high-quality academic sources. At least 2 of these must be recent studies (with a publication date of 2020 to 2023) published in recognised peer-reviewed academic journals, that evidence that your chosen competency leads to superior performance.
The required length for this report is 1,800 words (+/-10%), excluding preliminaries, diagrams, tables, appendices, and reference list. You must use common font (e.g. Arial, Calibri, Times New Roman, etc.) with font size 11 or 12, as well as appropriate margins and spacing. Preliminaries include: title page; executive summary; table of contents with numbered, hierarchical headings; and any other optional elements (e.g. table of figures, etc.) you wish to include to make your report more professional.
More information about the task is available on the Moodle site.
Week 6 Monday (21 Aug 2023) 11:59 pm AEST
Students are to submit the assignment via the submission link in Moodle.
Feedback will be provided within 2 weeks of submission via Feedback Studio.
- Clear definition(s) and justification(s) of the chosen competency, using the key authors such as Goleman, Boyatzis, Pedler etc. (20% weighting of marks)
- A concise exploration of the conceptual knowledge relating to the chosen competency (20% weighting of marks)
- A discussion and reflection of the behaviours and attitudinal aspects exhibited by managers who have developed this competency (20% weighting of marks)
- Identification of at least two (2) sources of evidence that managers with this competency are more effective or demonstrate superior performance (20% weighting of marks)
- Breadth and quality of research, using a minimum of 12 academic sources (10% weighting of marks)
- Correctly using the APA in-text referencing system to cite academic sources and presentation of the report contents (10% weighting of marks)
As Masters students, you are required to engage in research as per the Australian Qualifications Framework (AQF) guidelines. Two specific requirements need to be considered. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in the discipline and/or area of professional practice, and demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”. Each topic in your unit has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF. In order to demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals and publications, and as Masters students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research. A detailed rubric and assessment briefing, available in the Assessment Folder of the Unit Moodle Site, provide further information regarding this assessment.
- Critically analyse, reflect on and develop the key competencies, such as social awareness, conflict, teamwork and empathy and change, required to successfully manage others in an emotionally intelligent manner
- Research and apply established theories, both as independent learners and as members of work groups, related to individual behaviour and organisational systems to effectively identify and diagnose performance management problems
2 Reflective Practice Assignment
This is an individual, written assessment, in the form of a report. The purpose of this task is to increase your self-awareness by analysing and reflecting on your own capability in managing others through your chosen competency. There are two main analytical components to this assessment:
- Self-evaluation and analysis through reflective practice
- Completion of a personal development Action Plan that addresses an identified learning need
In addressing the above analytical components, you must describe a recent work-related critical incident that involved the specific managing others competency you have identified in Assessment 1. You should endeavour to describe and reflect upon your thinking, specific behaviours or actions and emotions that you displayed in the incident.
Using the conceptual and behavioural framework of the selected competency described in Assignment 1, you are to compare and identify the extent to which you demonstrated the conceptual knowledge of the managing others competency via your actions, and the extent to which you demonstrated the behavioural characteristics and attitudinal aspects of leaders who have developed this competency.
You are then to undertake a minimum of three diagnostic tools, one of which may be a general personality type tool (such as the MBTI, Big 5 or Quinn Managerial Types) and a minimum of two tools directly assessing the chosen competency. You are to identify the actual results of the tests and discuss what they mean regarding your preferences. For example, students who select Empathy could undertake the BEES questionnaire or Toronto Empathy Diagnostic. Similarly, undertaking the Belbin Team questionnaire or Thomas Kilmann Conflict questionnaire would not be appropriate for Empathy, as they are only assessing related competencies.
Similar tools completed in other units (such as the Johari Window, Leadership Styles Questionnaire or Learning styles tool, etc.) may not be specifically aligned to the competencies examined in this unit and are therefore likely going to be deemed inappropriate. The results of your diagnostic tools are to be used in your reflection so as to ascertain the key knowledge or behavioural gaps from the previously described critical incident. You must attach the results of your chosen diagnostic tools as an appendix.
You must identify one significant learning need from this behavioural and conceptual analysis.
The last requirement of this assignment is the design of a personal development Action Plan. This must include a minimum of six specific activities designed to address the conceptual, behavioural and attitudinal knowledge required to enhance the selected competency. These activities may include identified readings from recognised texts or academic journals, attendance at specific workshops or training sessions organised by third parties including peak body associations such as the Australian HR Institute (AHRI) and the Institute of Managers and Leaders (IML) or local TAFE or VET colleges, or electives at CQU relevant to the competency. Activities involving mentoring or coaching, role plays, feedback from others or journaling can also be valuable sources in developing learning needs.
The personal development Action Plan should be presented in a table format that specifically addresses the learning/development need that you have identified through your self-analysis and reflection. Important components that your Action Plan should address include the following:
- Why is each of the activities stated important to your development of the chosen competency?
- What does each activity address in terms of targeting either conceptual, behavioural or attitudinal development?
- When will these activities be completed (timeframes, deadlines, milestones)?
- Where will the activity take place, and what resources will be needed to complete the activity?
- What are the desired or expected outcomes of the activity?
- How will you measure the success/effectiveness of the activity?
Please note these are the minimum requirements. Students who meet the minimum standards should not expect a grade higher than a pass.
All sources, which you have used in your report, need to be referenced correctly in the text AND within a reference list at the end of the report. You are required to use a MINIMUM of 12 suitable, high-quality academic sources.
The required length for this report is 1,600 words (+/-10%), excluding preliminaries, diagrams, tables, appendices, and reference list. You must use common font (e.g. Arial, Calibri, Times New Roman, etc.) with font size 11 or 12, as well as appropriate margins and spacing. Preliminaries include: title page; executive summary; table of contents with numbered, hierarchical headings; and any other optional elements (e.g. table of figures, etc.) you wish to include to make your report more professional.
More information about the assessment task is available on the Moodle site.
Week 9 Friday (15 Sept 2023) 11:59 pm AEST
Please submit your report as a Word document via Moodle.
Feedback will be provided within 2 weeks via Feedback Studio.
- Clear description of a critical incident involving the student and the selected competency (15% weighting of marks)
- An analysis of the thinking, behaviours and emotions exhibited in the critical incident against the conceptual and behavioural frame from Assessment 1 (15% weighting of marks)
- Inclusion and understanding of a minimum of three relevant diagnostic tools with results sheets attached as appendices (15% weighting of marks)
- Demonstration of self-analysis, including reflection on diagnostic results directly linked to examples of own behaviour and relevant conceptual, behavioural and attitudinal competency literature (15% weighting of marks)
- Presentation of a development plan that identifies specific activities and appropriate time-frames for implementation (20% weighting of marks)
- Breadth and quality of research, using a minimum of 12 academic sources (10% weighting of marks)
- Correctly using the APA in text referencing system to cite academic sources and presentation of the report contents (10% weighting of marks)
- Critically analyse, reflect on and develop the key competencies, such as social awareness, conflict, teamwork and empathy and change, required to successfully manage others in an emotionally intelligent manner
- Analyse critically and reflect on the factors that lead individuals to resist or accept change and to successfully apply established theories to address these challenges
3 Presentation
All students will be allocated to a group by the Unit Coordinator by week 6 at the latest. All student groups will be required to deliver a presentation (approximately 15 minutes per group) with accompanying PowerPoint slides and a 1,000 word (+/- 10%) Executive Report.
This presentation is based on Henry Mintzberg’s concept of “organisational fit”. Mintzberg proposes that organisations need to have the right structure for their external context and that the internal components, such as policies, culture and informal systems, need to align with the correct structure. Mintzberg further suggests that many organisational problems can be attributed to organisations having the wrong structure and poor alignment rather than individual performance always being the primary cause.
For this presentation, groups will be assigned a case study organisation by the facilitator. Groups will assume the role of organisational consultants, external to the organisation, similar to consultants from companies such as KPMG, Ernst and Young or Boston Consulting Group. The Group should assume that they are presenting to the organisation's CEO or Board, in other words the strategic apex of the organisation.
The Group is required to identify the organisational context by using Bolman and Deal's Four Frames as the basis for analysis. The specific frame or frames to be used will be linked to the nature of the case organisation. The second part of the presentation is to examine the specific aspect of the case organisation that is linked to either a performance management, industrial or change management issue. Each case study will identify the frame/s and nature of the management issue that the student group must respond to in their presentation and executive report.
Students are expected to provide up to three supported recommendations to address the issues identified.
A minimum of 12 suitable, high-quality academic references are required in this assessment (since report and presentation cover the same contents, you may use the same references in both).
Each group member is required to contribute equally to both the development and delivery of the presentation and executive report. The submission of a 'Statement of Contribution' recording the input of each individual member to the development of the presentation and executive report will be attached to the executive report submission.
More information about the task is available on the Moodle site.
Week 12 Friday (6 Oct 2023) 11:59 pm AEST
The presentation will take place during the final workshop of the term; PPT slides and report will need to be submitted via Moodle by the given deadline.
Verbal feedback will be provided at the time of the presentation; written feedback will be available via Feedback Studio on certification date.
1. Ability to deliver concise, structured, and accurate analysis with introduction, main presentation and conclusion (10% weighting of marks)
2. Ability to use key theories, concepts, and models to analyse an organisation (20% weighting of marks)
3. Ability to meet professional standards in the use of audio visuals and verbal communication, and deliver the presentation within the time allocation (20% weighting of marks)
4. Ability to prepare an Executive Report of ~1,000 words that identifies key findings and recommendations using literature to support (20% weighting of marks)
5. Breadth and quality of research, using a minimum of 12 academic sources (10% weighting of marks)
6. Ability to work in a collaborative and effective manner as a Group (10% weighting of marks)
7. Ability to work as an effective and contributing individual member of the Group (10% weighting of marks)
- Critically evaluate organisational contexts as evidenced by structure, culture, systems and political processes and how these affect the management of people
- Critically analyse, reflect on and develop the key competencies, such as social awareness, conflict, teamwork and empathy and change, required to successfully manage others in an emotionally intelligent manner
- Research and apply established theories, both as independent learners and as members of work groups, related to individual behaviour and organisational systems to effectively identify and diagnose performance management problems
- Analyse critically and reflect on the factors that lead individuals to resist or accept change and to successfully apply established theories to address these challenges
- Interpret and successfully transmit knowledge, skills and ideas related to organisational context and managing people to a range of internal and external stakeholders.
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?
