Overview
This unit introduces students to the role of the occupational therapist in enabling clients to engage in employment. The central importance of work in peoples’ lives will be explored and the enablers and barriers to participation will be examined using contemporary occupational therapy (OT) practice models. Specific OT assessments including function capacity evaluations and work environment assessments will be introduced. The breadth of OT interventions including consultancy models, case management, environmental modifications and wellness programs will be explored. The legislative umbrella under which occupational therapists practice along with the ethical and professional standards that underpin OT practice in this area will be examined. Local OT practitioners, industry stakeholders and clients will be involved in presenting this unit.
Details
Pre-requisites or Co-requisites
Successful completion of all year 1 and year 2 prescribed units.
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 - 2017
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 Have Your Say
Assessment guidelines and templates required more explanation.
Assessment instructions and templates will be reviewed for next offering.
All unit assessment instructions, marking sheets and templates were revised for 2017. More time will be allocated in class explaining how to complete reports.
Feedback from Teaching Staff reflections
Students did not seem to understand complexities of assessment extensions.
Decisions regarding the impact of granting assessment extension requests will continue to be considered for individual cases in line with University policies. Staff will continue to consult with the Deputy Dean of Learning and Teaching when necessary to actively manage complex assessment extension requests. It is not possible to fully explain to all students actions taken regarding extensions in order to maintain individual student confidentiality.
The 2017 unit profile contained clear instructions about consequences of extensions for the group presentation assessment, which was also discussed with all students in Week 1. Several students appropriately applied for and received formal extensions for submission of other assessments in line with university policies and procedures.
Feedback from Have Your Say Personal communication with students
Guest speakers were highly valued by students for their expertise and the depth of learning added to course content.
Continue to invite expert guest speakers to contribute to course delivery subject to availability.
Guest speakers again delivered content in 2017 and continue to provide variety and relevant content to the unit as they are available to attend.
Feedback from Have Your Say
The collaboration with university maintenance staff who provided the on campus worksite visits was greatly appreciated. Students commented how the visits helped them to integrate theoretical and procedural knowledge for using clinical tools.
The collaborative on-campus worksite visits will be maintained as a valuable practical learning opportunity for students.
On campus visits were offered again in 2017 at Rockhampton and Bundaberg and were highly valued by students for helping them integrate theory and practice knowledge. The structure and frequency of the visits will be reviewed for 2018.
- Describe the role of the occupational therapist in facilitating clients to engage in work.
- Use a selection of appropriate assessment tools in order to identify barriers to participation in the workplace and how the occupational therapist might intervene.
- Synthesise information from client and significant others in order to set client-centred goals that facilitate participation in the workplace.
- Develop a work-based intervention with supporting evidence and clinical reasoning used to justify choices made for the intervention.
- Integrate principles of occupational justice in the OT role when promoting inclusive employment opportunities.
- Incorporate relevant workplace legislation when planning occupational therapy interventions to promote workplace participation.
Per NPC1338
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Presentation - 25% | ||||||
| 2 - Written Assessment - 35% | ||||||
| 3 - Practical and Written Assessment - 40% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Presentation - 25% | ||||||||||
| 2 - Written Assessment - 35% | ||||||||||
| 3 - Practical and Written Assessment - 40% | ||||||||||
Textbooks
Work : Promoting Participation and Productivity Through Occupational Therapy.
(2012)
Authors: Braveman, B. & Page, J.
FA Davis
Philadelphia Philadelphia , PA , USA
ISBN: ISBN-13: 978-0-8036-0016-4
Binding: Paperback
Additional Textbook Information
Additional readings from other library sources will be noted in the Unit Profile and Moodle.
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.
n.henwood@cqu.edu.au
Module/Topic
- Defining Work
- Legislation informing work practice
- Occupational therapy roles and work
Chapter
Required readings:
Braveman, B. & Page, J.J. (2012). Work: Promoting Participation and Productivity Through Occupational Therapy. Chapter 1. p. 2 - 27.
Christiansen, C.H. & Townsend, E.A. (2010). Introduction to Occupation. p14-27
NB: Optional readings for each week are provided in Moodle.
Events and Submissions/Topic
Guest Speaker
Module/Topic
Models and frameworks relevant within the enabling work context.
- Model of Human Occupation
- Medical Model
- Biopsychosocial Model
- KAWA Model
- ICF
Chapter
Required readings:
Braveman, B., & Page, J.J. (2012). Work: Promoting Participation and Productivity Through Occupational Therapy. Chapter 2 - p.28-49 (work role), Chapter 4 p.78 - 97 (models).
Events and Submissions/Topic
Module/Topic
OT Assessments for Work Rehabilitation:
- Initial Needs Assessment
- Worksite assessments
- Functional Capacity Evaluation
- Job Analyses
Chapter
Braveman, B., & Page, J.J. (2012). Work: Promoting Participation and Productivity Through Occupational Therapy. Chapter 12 p.263 -281. Chapter 15. p. 325-333
Events and Submissions/Topic
Module/Topic
Work classifications and Soft tissue injuries
Chapter
Required readings:
Braveman, B. and Page, J.J. (2012). Work: Promoting Participation and Productivity Through Occupational Therapy. Chapter 11. pp246-262
Barrett, T., Strickland, E. & Browne, D. (2016). Rehabilitation: Work and Beyond (3rd ed.). Chapter 16 Soft Tissue occupational therapy and it’s place in workplace rehabilitation pp231-241
Events and Submissions/Topic
Module/Topic
Student pair presentations in class time.
Chronic Pain (Guest speaker)Chapter
Required readings:
Strong, J., Unruh, A., Wright, A., & Baxter, G. (2002). Pain: A textbook for Therapists. Chapters 4 & 20
Sheppard, D. M., Gargett, S., MacKenzie, A., Jull, G., Johnston, V., Strong, J., & ... Ellis, N. (2015). Implementing a self-management intervention for people with a chronic compensable musculoskeletal injury in a workers compensation context: A process evaluation. Journal Of Occupational Rehabilitation,25(2), 412-422.Events and Submissions/Topic
Guest speaker
25% In Class Presentation: Influences on the occupational therapist role in work enabling contexts Due: Week 5 Monday (3 Apr 2017) 9:00 am AEST
Module/Topic
Self-directed study.
Chapter
Please read and print your Week 6 resources.
Events and Submissions/Topic
Module/Topic
Mandatory On campus field work visits ROK and BDG.
Dates/times TBA.
Chapter
Review pp 331-332 of Braveman and Page, 2012.
Review pp 1-16 and 46-53 of the Assessment of Work Performance Manual (can be borrowed short term from on campus OT resources.)Events and Submissions/Topic
Work site visits
Module/Topic
- Heavy Vehicles
- Specialised motorised equipment
- Effects of whole body vibration
- Driver Safety and fatigue management in work contexts
Chapter
Required readings:
Johanning, E. (2015). Whole-body vibration-related health disorders in occupational medicine—An international comparison. Ergonomics, 58(7), 1239-1252.
Dickerson, A. E., Reistetter, T., Davis, E. S., & Monahan, M. (2011). Evaluating driving as a valued instrumental activity of daily living. American Journal of Occupational Therapy, 65(1), 64+.
Events and Submissions/Topic
Module/Topic
No Monday class- May Day holiday.
Self-directed learning and time to prepare 35% Initial Needs Assessment this week
Chapter
Required readings:
Braveman, B. and Page, J.J. (2012). Work: Promoting Participation and Productivity Through Occupational Therapy. Chapter 11. Psychosocial Assessment of the Worker pp246-262
Events and Submissions/Topic
Module/Topic
The impact of sleep on work performance and health (Guest speaker)
Intervention planning and monitoring to enable work participation
- Working with treating practitioners
- Monitoring/facilitating treatment
- Facilitating engagement with Return to Work plans
- Work hardening
Chapter
Required readings:
Lerman, S. E., et al (2012). "ACOEM Guidance Statement. Fatigue risk management in the workplace." Journal of Occupational and Environmental Medicine 54(2): 231-258
Braveman, B., & Page, J.J. (2012). Work: Promoting Participation and Productivity Through Occupational Therapy. Chapter 8, p. 172-173, p. 189-197
Barrett, T., Strickland, E. & Browne, D. (2016). Rehabilitation: Work and Beyond (3rd ed.). Chapter 11, Fitness conditioning- robust sustainable Physical fitness for work pp140-160
Events and Submissions/Topic
Guest speaker
Module/Topic
Watch client videos from 10.00am-11.00am for Job Task Analysis and Suitable Duties Plan. Videos will NOT be recorded or distributed.
Pre-placement briefing from 11.00am onwards
Self directed readings for OCCT13001
Chapter
Required readings:
Braveman, B. and Page, J.J. (2012). Work: Promoting Participation and Productivity Through Occupational Therapy. Chapter 9. Mental health and work pp198-220
Sharma, E. (2015). A Study of the Factors That Cause Occupational Stress Among Blue-Collar Employees. IUP Journal Of Organizational Behavior, 14(4), 52-65.
Events and Submissions/Topic
Briefing with Professional Practice Manager
Module/Topic
Enabling work participation in
- Mental Health & Stress
- Neurological conditions
- Ergonomics and workstation assessment
Chapter
Required readings 1:
Braveman, B. And Page, J.J. (2012). Work: Promoting Participation and Productivity Through Occupational Therapy. Chapter 14, Preventing Injuries in the Workplace: Ergonomics p304–324
Lundqvist, A., & Samuelsson, K. (2012). Return to work after acquired brain injury: A patient perspective. Brain Injury, 26(13/14), 1574-1585.Events and Submissions/Topic
Required readings 2:
Ramano, E., Buys, T., & de Beer, M. (2016). Formulating a return-to-work decision for employees with major depressive disorders: occupational therapists' experiences. African Journal of Primary Health Care & Family Medicine, 8(2).
Australian Human Rights Commission (2016). Willing to work: National enquiry into employment discrimination against older Australians and Australians with disability. Sydney.
Module/Topic
Zoom Q & A sessions only this week:
Monday 2.00-3.00pm
Wednesday 9.00-10.00am
Chapter
No readings. Self-directed learning this week and time to prepare the 40% Job Task Analysis and Suitable Duties Plan.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Catherine MacMillan will also be teaching this unit. However, please direct all confidential enquiries to Narelle Henwood, or post your assessment related questions to the Q & A forum for staff to respond.
Please note that the schedule of topics may change to accommodate guest speaker availability.
Students may be required to start early (6am-7am) for the Week 6 on campus worksite visits to accommodate schedule of Facilities Management staff. Students will be notified of the times and dates for each campus as soon as possible. Changes to visits may occur if campus staff have unplanned unavailability.
1 Presentation
Oral Presentation, Presentation slides and annotated bibliography of 6 sources
With a partner, you will prepare and deliver a 15 minute oral presentation to show your understanding and application of knowledge pertinent to Enabling Work Participation as an occupational therapist. It is expected you will demonstrate effective and professional presentation skills, building on the skills you have already used in Year 1 & 2.
You will research professional literature and relevant legislation to identify factors that influence practice as an occupational therapist in a selected enabling work context. You must:
1. Explain the OT & team roles: Clearly outline the broad role of the occupational therapist, including the unique contribution made in a team who works with clients in the context you have selected. Give examples of the expected range of work enabling responsibilities and duties for an occupational therapist in the team. Explain who else would be in the team, with evidence to support your choices. Provide a brief summary about what each of the other key professionals and stakeholders in the team contribute to the process of enabling client’s work participation. (20 marks)
2. Explain the Legislation and OT Code of Ethics: In your own words, synthesise pertinent information from the relevant Legislative Act focusing on why the legislation allocated with your area of practice is important to consider. Do not simply present long sections copied directly from the legislation and code. Discuss how the legislation and the OT Australia Code of Ethics (2014) is used by an OT to guide service delivery in the work enabling role you described in Part 1. What should occupational therapists ensure they do in this area of practice to address the legislative and ethical requirements? (20 marks)
3. Explain how the OT role and legislation demonstrates occupational justice: Clarify how occupationally just practice is impacted by the legislation in your selected work enabling role. Do not simply give an explanation of what the four occupational justice principles are. You must synthesise reasons why occupational therapists are interested in occupational justice that enables work participation in this area, what legislation mandates for both the client and occupational therapist, and future possibilities for occupationally just practice in this area. (20 marks)
4. Facilitate a class discussion: Develop 2 questions to ask your audience to facilitate discussion in the 5 minute question time after your presentation. Please do not prepare any new information to present during question time. Make sure your questions are easily able to be answered by your peers in relation to what you have already presented. (20 marks)
5. Share key resources: Briefly present 2 key sources from your Annotated Bibliography of 6 sources (the Bibliography will include your selected Legislative Acts but you should already have discussed these in (#2). Provide your whole Bibliography as an electronic resource for your peers via the OCCT13001 Moodle General Discussion forum. (10 marks)
6. Engage your audience: Deliver your presentation using a high standard of verbal and non-verbal communication, with effective use of multimedia and within the time limits set for the 15 minute presentation and 5 minute question time. (5 + 5 = 10 marks)
Week 5 Monday (3 Apr 2017) 9:00 am AEST
Monday (24 Apr 2017)
- Complete and correct description of OT role and key team members contributions (20 marks)
- Comprehensive explanation of the application of the OT Australia (2014) Code of Ethics and selected legislation using relevant evidence to support statements (20 marks)
- Comprehensively synthesises links between occupational justice & relevant legislation (20 marks)
- Well prepared and facilitated question time that effectively engages audience and links to content (20 marks)
- Efficiently discusses 2 key sources, presents correct APA 6 style on-slide citations & provides peers with succinct Annotated Bibliography for 6 relevant sources (10 marks)
- Professional verbal and nonverbal communication. (5 marks)
- Effective use of multimedia and skilled organisation of content to maximise available time within set limits. (5 marks)
Please refer to Moodle for full details and assessment rubric.
NB: Any student who is not able to present in class on the scheduled day in Week 5 will not be eligible for any marks for the question time. To be fair to all students, we are not able to allocate any other class time during the term for this assessment, even if an extension is approved by teaching staff.
- Describe the role of the occupational therapist in facilitating clients to engage in work.
- Use a selection of appropriate assessment tools in order to identify barriers to participation in the workplace and how the occupational therapist might intervene.
- Synthesise information from client and significant others in order to set client-centred goals that facilitate participation in the workplace.
- Develop a work-based intervention with supporting evidence and clinical reasoning used to justify choices made for the intervention.
- Integrate principles of occupational justice in the OT role when promoting inclusive employment opportunities.
- Incorporate relevant workplace legislation when planning occupational therapy interventions to promote workplace participation.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Preparing and documenting an Evidence Based Case Management Plan
This assessment requires you to develop an initial needs assessment report for a case study of a person currently unable to work. Your report will assume you are in the role of a case manager coordinating a return to work program.
This report is an authentic task you would have to do as a case manager when justifying funding for a client’s needs. This is a complex task with many steps and sub-tasks you will have to identify and work through. In order to complete all sections of the report you must consider best practice, legislative and medico-legal requirements.
To produce an acceptable report you must demonstrate understanding and synthesis of the content we have covered in class and in your weekly readings. Detailed instructions for each section are provided in the Report Template.
Carefully read the following documents available in the Assessment Resources folder on Moodle:
- Client Case History
- Work Capacity Certificate, client K10 and Orebro assessments
- Instructions and Report Template
- Marking Criteria sheet
Submission instructions: Submit your completed Report using the supplied template to Moodle by the due date.
Week 8 Friday (5 May 2017) 8:00 am AEST
Week 10 Friday (19 May 2017)
- Succinct and accurate recording of client information that meets medicolegal documentation standards. (6 marks)
- Comprehensive description of the client’s current status providing clear links to work engagement issues. (2 marks)
- Succinct and accurate analysis of all key work duties and physical demands to depth in example given, using correct demand type and frequency terminology. (5 marks)
- Comprehensive analysis of impact of the condition (symptoms and function) on all of the client’s key occupational roles and tasks. (3 marks)
- Provides an effective summary of all barriers to work engagement. (3 marks)
- Measurable and realistic goals clearly address all symptom management, physical, psychosocial and work engagement needs. (4 marks)
- Effective reasoning and justification for all proposed interventions by the client management team, which reflects legislation and the best available current evidence for the client condition and context. (5 marks)
- Complete and succinct client plan for symptom management, increasing function and re-engaging in a meaningful work role. (5 marks)
- High quality sources correctly cited in APA 6 style clearly support statements made and reflect contemporary best practice evidence. (2 marks)
* Please refer to Moodle for complete Report template and instructions, related client resource files and marking rubric
- Describe the role of the occupational therapist in facilitating clients to engage in work.
- Use a selection of appropriate assessment tools in order to identify barriers to participation in the workplace and how the occupational therapist might intervene.
- Synthesise information from client and significant others in order to set client-centred goals that facilitate participation in the workplace.
- Develop a work-based intervention with supporting evidence and clinical reasoning used to justify choices made for the intervention.
- Integrate principles of occupational justice in the OT role when promoting inclusive employment opportunities.
- Incorporate relevant workplace legislation when planning occupational therapy interventions to promote workplace participation.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Practical and Written Assessment
Job Task Analysis and graded Suitable Duties Program
This assessment gives you the opportunity to apply the skills and knowledge you have developed throughout this unit of study. You should ensure your Practical component and Suitable Duties plan has embedded adherence to relevant legislative requirements.
This is an authentic simulation of a multi-step task you would perform as an occupational therapist in order to assist an injured worker to Recover At Work. You will complete a template similar to those currently used in industry, to effectively communicate with stakeholders the appropriate Suitable Duties for the client to perform over a 4 week period.
a) The Practical component is to demonstrate your client assessment skills. It simulates a workplace assessment to select possible suitable duties for the injured client. You will watch a video to assess a worker completing a usual work duty. You will then complete a Job Task Analysis template. In the template, you will record what you observe from the client video in relation to the person and the environment that they are working in. You will describe the job task duties, identify the five most important (critical) physical demands, and analyse the demands to help you select appropriate work for the client’s Suitable Duties Plan.
b) Once you have completed the practical component, you will then use your documented observations to complete a Written graded Suitable Duties Plan using the industry based template that meets legislative and best practice requirements.Read all documents below carefully (Available in the Assessment Resources folder on Moodle):
- Detailed Suitable Duties and Job Task Analysis instructions
- Job Task Analysis template
- Suitable Duties Plan Report template
- Client Background information, Work Capacity Certificate
- Marking Sheet
Submission instructions: Submit your Job Task Analysis and Suitable Duties Plan to Moodle by the due date. You may submit these together in one document or as separate files.
Week 12 Thursday (1 June 2017) 8:00 am AEST
Please submit via Moodle
Exam Week Friday (16 June 2017)
- Concise description of job task duties. Correctly identifies & analyses key components of critical physical demands. (8 marks)
- Succinct and accurate recording of client information that meets medicolegal documentation standards. (2 marks)
- Measurable, timely realistic goal and objective that are specific, factual, accurate and concisely stated. (2 marks)
- Concise summary of the client’s current restrictions and functional status clearly outlining key barriers to work engagement. (1 mark)
- Selects appropriate work duties, describes restrictions and task demands succinctly, using correct terminology and abbreviations. (4 marks)
- Cites models & practice principles for realistic and steady upgrading of work tasks over the plan duration. Upgrading is clearly linked to long term goal of return to usual duties. (6 marks)
- Clearly discusses all potential outcomes of the plan. Provides brief summary and justification for follow up actions to be taken by key stakeholders in the event of each outcome. (4 marks)
- Effective reasoning and justification for all communications with the client management team before and during the Suitable Duties Plan, which reflects legislative obligations and best practice principles. (4 marks)
- Provides professional written communication that concisely outlines purpose of plan, explains all abbreviations and clearly directs immediate documentary actions required by stakeholders. (3 marks)
- Plan readability score is Grade 8 or lower. (2 marks)
- High quality sources correctly cited in APA 6 style clearly support statements made and reflect contemporary best practice evidence. (4 marks)
* Please Refer to Moodle for complete marking scheme
- Describe the role of the occupational therapist in facilitating clients to engage in work.
- Use a selection of appropriate assessment tools in order to identify barriers to participation in the workplace and how the occupational therapist might intervene.
- Synthesise information from client and significant others in order to set client-centred goals that facilitate participation in the workplace.
- Develop a work-based intervention with supporting evidence and clinical reasoning used to justify choices made for the intervention.
- Integrate principles of occupational justice in the OT role when promoting inclusive employment opportunities.
- Incorporate relevant workplace legislation when planning occupational therapy interventions to promote workplace participation.
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
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?
