The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
Overview
In this unit, you will develop your understanding of health and wellbeing issues that affect specific subpopulations in the context of cross-cultural communities. This knowledge will support effective working relationships with colleagues in an organisation or community, developing partnerships that promote the co-generation of knowledge within these organisations or communities and allow you to work effectively as a Public Health practitioner. The focus of the unit is on understanding Australia's cultural context and the collaborative nature of Public Health practice that involves communities, health and non-health organisations, and practitioners from a range of disciplines.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
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 Self-reflection/Staff feedback
The 'reflective essay' in Assessment 2 needs to be replaced by a new task.
The 'reflective essay' in Assessment 2 will be replaced by a 'poster presentation' task.
- Develop effective working relationships within a cross-cultural organisation or community
- Work effectively in partnerships with other members of the cross-cultural team to promote the co-generation of knowledge
- Co-plan and evaluate own learning outcomes relevant to working in a cross-cultural context
- Critically reflect on own assumptions and behaviours that contribute to effective partnership building in cross-cultural contexts
- Critically evaluate and reflect on the importance of socio-cultural sensitivities in public health from a cross-cultural perspective
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Case Study - 50% | |||||
| 2 - Presentation - 50% | |||||
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
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.fard@cqu.edu.au
Module/Topic
Culture, Acculturation, and Intercultural Competence
Chapter
Berry, J. W. (2003). Conceptual approaches to acculturation. In K. Chun, P. Balls-Organista, & G. Marin (Eds.), Acculturation: Theory, method and applications (pp. 17–37). Washington, DC: American Psychological Association.
Events and Submissions/Topic
Module/Topic
Community Health
Chapter
Goodman, R. A., Bunnell, R., & Posner, S. F. (2014). What is “community health”? Examining the meaning of an evolving field in public health. Preventive Medicine, 67(1), S58–S61. https://doi.org/10.1016/j.ypmed.2014.07.028
Events and Submissions/Topic
Module/Topic
Social Determinants of Health
Chapter
Wilkinson, R., & Marmot, M. (2003). Social Determinants of Health: The solid facts. WHO Regional Office for Europe.
Events and Submissions/Topic
Module/Topic
Health Promotion
Chapter
Davies, J. (2013). Health promotion: A unique discipline? Health Promotion Forum of New Zealand.
Events and Submissions/Topic
Module/Topic
Targeting Health Promotion to Community Needs
Chapter
Demaio, A., Drysdale, M., & de Courten, M. (2012). Appropriate health promotion for Australian Aboriginal and Torres Strait Islander communities: Crucial for closing the gap. Global Health Promotion, 19(2), 58–62. https://doi.org/10.1177/1757975912441230
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Discussion of Case Studies
Chapter
Events and Submissions/Topic
Discussion of Case Studies
Module/Topic
Contexts of Practice: Rural and Remote Communities
Chapter
Bourke, L., Humphreys, J. S., Wakerman, J., & Taylor, J. (2012). Understanding rural and remote health: A framework for analysis in Australia. Health & Place, 18(3), 496–503. https://doi.org/10.1016/j.healthplace.2012.02.009
Events and Submissions/Topic
Module/Topic
Contexts of Practice: Indigenous Communities
Chapter
Gwynne, K., Jeffries, T., & Lincoln, M. (2019). Improving the efficacy of healthcare services for Aboriginal Australians. Australian Health Review, 43(3), 314–322. https://doi.org/10.1071/AH17142
Events and Submissions/Topic
Module/Topic
Contexts of Practice: The Aging Society
Chapter
Sims, J. (2017). Healthy ageing. Australian Family Physician, 46(1/2), 26–29.
Events and Submissions/Topic
Case Study Due: Week 9 Friday, 5:00pm AEST
Case Study Due: Week 9 Friday (16 May 2025) 5:00 pm AEST
Module/Topic
Contexts of Practice: Mental Health
Chapter
Gopalkrishnan, N. (2018). Cultural diversity and mental health: Considerations for policy and practice. Frontiers in Public Health, 6, 179–179. https://doi.org/10.3389/fpubh.2018.00179
Events and Submissions/Topic
Module/Topic
Health Promoting Institutions
Chapter
Bauman, A., Curac, N., King, L., Venugopal, K., & Merom, D. (2012). Active, healthy cities: How does population physical activity vary between Australian cities? Health Promotion Journal of Australia, 23(3), 201–207. https://doi.org/10.1071/HE12201
Events and Submissions/Topic
Module/Topic
Discussion of the Poster Presentation Assignment
Chapter
Events and Submissions/Topic
Poster Presentation Due: Week 12 Friday, 5:00pm AEST
Poster Presentation Due: Week 12 Friday (6 June 2025) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Case Study
The first assessment task is an individual case study of 2000 words (+/-10%), excluding references. The case study will require you to choose a topic which must be approved by your lecturer. You will prepare an overview, or case, about the issue in your community, the population or group most affected, the characteristics of this group that are most relevant in planning public health initiatives to address the issue, the agencies or institutions involved in addressing the issue, and an evaluation of existing initiatives that can be found in the literature. Your case study must have the following sections:
1) Introduction
2) Population at Risk
3) Review of Existing Initiatives
4) Planning Initiatives
For your chosen topic, you will need to research the scholarly literature as well as information available from organizations like the AIHW (Australian Institute of Health and Welfare). Complete details on the content and structure of the case study can be found in the ‘Assessments Handbook’ on the unit's Moodle site. This assignment must be written in a formal, academic style and must be fully referenced. The APA 7th edition referencing style is a requirement for this unit. If you need help with referencing, please consult the ALC or Library as soon as possible.
This assessment is due by 5:00p.m on Friday of Week 9.
Please refer to the Generative AI Permission document available on your Moodle site for guidelines on the acceptable and unacceptable use of generative AI in this unit.
Week 9 Friday (16 May 2025) 5:00 pm AEST
Week 12 Friday (6 June 2025)
The assessment criteria for this assignment are:
1. Presents topic, socio-cultural context, and community relevance.
2. Identifies and analyzes the population at risk for the public health issue.
3. Analyses effectiveness and socio-cultural suitability of existing health initiatives.
4. Proposes culturally responsive, community-driven, and sustainable initiatives.
5. Demonstrates clarity, academic rigor, and proper referencing.
*A detailed assessment rubric is available on Moodle.
- Develop effective working relationships within a cross-cultural organisation or community
- Work effectively in partnerships with other members of the cross-cultural team to promote the co-generation of knowledge
- Co-plan and evaluate own learning outcomes relevant to working in a cross-cultural context
- Critically reflect on own assumptions and behaviours that contribute to effective partnership building in cross-cultural contexts
- Critically evaluate and reflect on the importance of socio-cultural sensitivities in public health from a cross-cultural perspective
2 Presentation
The second assessment task for this unit is a group poster presentation. Your lecturer will assign groups. This poster builds upon Assessment One, where you conducted a case study on a chosen topic. It specifically continues the analysis you began in Sections 1–4 by addressing the final three sections of your case study. As a group, you will research and create a poster focusing on the following sections (refer to the ‘Assessments Handbook’ on the unit's Moodle site for a detailed explanation of each section):
1) A Systems Approach to the Case
2) Risks and Benefits Analysis
3) Expert Assessment
Please note that while this is a group assignment, it contains an essential individual component. That is, each group member must actively participate in the task and contribute to one section of the poster. Also, each student must submit an individual written document of 1200 words (±10%, excluding references). This document should explain their role in the group assignment and provide a detailed discussion of their assigned section, expanding on key points beyond what is presented in the poster. Each student will submit the poster along with their individual written document online.
The poster can be created using MS Word, MS PowerPoint, or another widely accepted presentation format. All references must follow APA 7th edition guidelines. Your poster will be similar to the type of posters presented at academic conferences. A wealth of resources is available online to guide you in crafting a compelling and academically rigorous poster. Please consult these resources for examples. As you prepare this assessment, ensure that your poster is self-sufficient and capable of conveying its core message independently, without requiring additional sources or explanations.
This assessment is due by 5:00p.m on Friday of Week 12.
Please refer to the Generative AI Permission document available on your Moodle site for guidelines on the acceptable and unacceptable use of generative AI in this unit.
Week 12 Friday (6 June 2025) 5:00 pm AEST
27/06/2025
The assessment criteria for this assignment are:
1. Applies a systems approach to analyze the public health issue.
2. Critically analyzes the risks and benefits of possible initiatives.
3. Justifies the most effective intervention strategy to address the public health issue.
4. Presents a clear and well-structured poster, with all sources cited.
5. Demonstrates active participation, structured writing, and adherence to academic integrity.
*A detailed assessment rubric is available on Moodle.
- Develop effective working relationships within a cross-cultural organisation or community
- Work effectively in partnerships with other members of the cross-cultural team to promote the co-generation of knowledge
- Co-plan and evaluate own learning outcomes relevant to working in a cross-cultural context
- Critically reflect on own assumptions and behaviours that contribute to effective partnership building in cross-cultural contexts
- Critically evaluate and reflect on the importance of socio-cultural sensitivities in public health from a cross-cultural perspective
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?
