Overview
In this unit you will gain the knowledge, values and skills required for effective cross-cultural practice. You will examine the history of migration and migration policies and its impact on the experiences of culturally diverse communities in Australia. You will also explore key cross-cultural research literature for effective cross-cultural practice. You will have the opportunity to reflect on the impact of your personal and professional values on cross-cultural practice.
Details
Pre-requisites or Co-requisites
Pre-requisites: SOWK11014; SOWK11015.
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 - 2022
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 Student comments
Ensure there is detailed feedback on assignments
Aim to be more specific on the feedback given to students on their assignments
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 20% | |||||
| 2 - Case Study - 40% | |||||
| 3 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Written Assessment - 20% | ||||||||||
| 2 - Case Study - 40% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.sobolewska2@cqu.edu.au
s.ledger@cqu.edu.au
Module/Topic
Introduction to Cultural Diversity & Cross-Cultural Social Work Practice
· To introduce key concepts related to cultural diversity & social work practice
· To gain an overview of the demographics of culturally and linguistically diverse communities in Australia
· To introduce Australian social work practice ethics and standards
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Self-Awareness and Cross-Cultural Social Work Practice
· To explore the impact of personal cultural and professional values in cross-cultural practice
· To examine the importance of self-awareness in cross-cultural social work practice
· To examine the notion of cultural competence in social work practice
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Immigration Policies in Australia
· To gain knowledge of Australia’s migration history
· To analyse the impact of immigration policies on the experiences of diverse communities in Australia
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Eurocentric practices & Cross-Cultural Social Work Practice
· To develop an awareness of the impacts of direct and indirect racism
· To develop an awareness of barriers associated with Eurocentric practices and their impact when working with people from culturally and linguistically diverse backgrounds
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Migration and Settlement
· To develop an awareness of settlement factors (pre and post migration) impacting migrants and refugees
· To examine risk and protective factors related to the settlement process
· To examine acculturation theories and research
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Service Barriers & Promoting Cultural Competence
· To examine potential barriers impacting people from culturally and linguistically diverse backgrounds seeking formal support
· To explore strategies to promote cultural competence in service delivery
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Families from CALD backgrounds and Cross-Cultural Practice
· To examine factors in working with families from culturally and linguistically diverse (CALD) backgrounds in social work practice
· To develop an awareness of issues that impact on women from CALD backgrounds
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Social Work with Children and Young People from CALD Backgrounds
· To examine concepts in social work practice when working with young people from culturally and linguistically backgrounds
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Mental Health and CALD communities
- To explore contemporary issues related to mental health and culturally and linguistically diverse people and communities
- To identify practice considerations when working with people experiencing mental health distress and their carers
- To examine explanatory models when working with CALD clients
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Disability & Culturally and Linguistically Diverse People and Communities
· To examine factors impacting on people with disabilities from culturally and linguistic backgrounds and their carers
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Elder Care & Culturally and Linguistically Diverse People and Communities
- To examine issues impacting older people from culturally and linguistically diverse backgrounds
- To examine advanced care planning and cultural considerations
- To examine issues related to awareness of culturally sensitivity in health and social care services
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Cross-Cultural Communication & Social Work with People and Communities from CALD Backgrounds
· To examine research related to cross-cultural communication and its application to cross-cultural practice
· To gain awareness of good practice principles when working with interpreters
· To consider the role of reflective practice and supervision in working with people from CALD back grounds
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Weighting: 20%
Length: 750 words
Aim
The aim of this assessment is to enhance your ability to reflect on personal and professional values as they impact your practice in cross-cultural contexts.Instructions
You are writing about yourself and writing in first person. Your focus is on how your identity is socially constructed. You are to critically reflect on how the various aspects of yourself construct your identity and how you present that identity to the world.
Please follow the steps below to complete your assessment task:
1. You will need to consider aspects such as age, gender, nationality/ethnicity, religion, family of origin, etc.
2. You will examine the ways that your cultural identity and professional values may influence your social work practice with people from culturally and linguistically diverse backgrounds.
Literature and references
In this assessment use at least 6-8 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on each page in a footer.
· You will write in the first-person as it is your reflection on your ‘self’.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Learning Outcomes Assessed
· Reflect on the impact of personal cultural and professional values in cross-cultural practice.
Week 5 Tuesday (5 Apr 2022) 11:59 pm AEST
| Key Criteria | HD 84.5-100% | D 74.5 – 84.49% | C 64.50-74.49% | P 49.50-64.49% | F <49.5% | F Absent Content | MARKS |
| Presentation and Structure: Presentation: Clarity of written communication, organisation of the material (10%) | Excellent written communication skills. Consistent adherence to the English conventions of grammar, paragraphing, punctuation, and spelling. Formal academic language is used with clarity, purpose and logic. Information is presented in an organised, structured format and is easy to read. (8.45-10) | Very good written communication skills. Very good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with minor errors. Formal academic language is mostly used. Clarity, purpose, logic present most of the time. Information is presented in an organised format and easy to read, but not always integrated. (7.5-8.4) | Good written communication skills. Good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with some errors. Used some academic language. Information is clear and easy to read, with interpretation mostly possible (6.5-7.4). | Satisfactory written communication skills. Adequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Used some academic language. Information is not presented in an organised, structured format, and can be difficult to read and interpret (5-6.4). | Unsatisfactory written communication skills. Inadequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Use of academic language not evident. Information is incomplete or does not make sense. Format is not organised making it difficult to read and interpret (<5). | Very poor written communication skills. No adherence to the English conventions of grammar, paragraphing, punctuation, spelling (0). | ................../10 |
| Description of the different aspects of the self – your identity (30%) | Excellent multi-faceted description outlining the various aspects of your identity such as nationality, gender, age, religion, etc. (25.5-30) | Well-developed description outlining the various aspects of your identity such as nationality, gender, age, religion, etc. (22.5-25) | Generally good description outlining the various aspects of your identity such as nationality, gender, age, religion, etc. (19.5-22) | Sound description outlining the various aspects of your identity such as nationality, gender, age, religion, etc. (15-21.5) | Understanding extremely limited or not evident. Confusing outline of the various aspects of your identity such as nationality, gender, age, religion, etc. (<15) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | ............./30 |
| Identifies the relationship between personal cultural values and professional values and cross-cultural practice (50%) | The relationships between personal cultural values and professional values and cross- cultural practices have been creatively and comprehensively identified and presented. (42.1-50) | The relationships between personal cultural values and professional values and cross- cultural practices have been very well articulated and presented. (37.1-42) | The relationships between personal cultural values and professional values and cross -cultural practices have been well articulated and presented (32.1-37) | Very few links between personal cultural values and professional values and cross-cultural practices have been identified and presented. (25-32) | Links between personal cultural values and professional values and cross- cultural practices have not been demonstrated. (<25) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | …......./50 |
| Referencing…(10%) | All literature used is appropriate and scholarly. APA referencing is used with no mistakes. (8.45-10) | Most of the literature used is appropriate and scholarly. APA referencing is used with minimal. mistakes. (7.5-8.4) | Most of the literature used is appropriate and scholarly. APA referencing is used with some mistakes. (6.5-7.4) | Some of literature used is appropriate and scholarly. APA referencing is used with many mistakes. (5-6.4) | Most of the literature used is inappropriate and not from a scholarly source. APA referencing is not used. (<5) | No evidence of any referencing. (0) | ……..…/10 |
| Total Marks |
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
2 Case Study
Weighting: 40%
Length: 2000 words
Aim
The aim of this assessment is to identify the issues that the person in the case study is experiencing, locate them within the person’s family and cultural frame. You will begin to work through what a social worker in this situation would be using to fully understand the cross-cultural issues. In this assessment, you will identify and critique the knowledge, theories, skills, and values which would inform your practice with this person and their family.
Case study
Zahra, 33 contacts you in your capacity of a social worker for support. She lives with her husband Abdul, 37 and their three children, Tariq 13, Amina 11, and Sakina 9. The family migrated from Afghanistan to Australia eight years ago under a humanitarian program, and currently live in a regional city. Zahra feels very stressed.
Zahra would like to gain some part-time employment as the family experiences financial hardship, but does not have any work experience or training. While Zahra has a good command of English, she indicates that she finds writing difficult and lacks confidence. Abdul does maintenance work. However, following an incident a few months ago, he is no longer able to work full time due to the functional impact of his health, and there are limitations on the tasks that he can complete. Currently, he works casually and his work hours fluctuate and are unpredictable from week to week. He has a teaching qualification from back home but is unable to get a job in teaching in Australia. In addition, the couple are concerned for the safety of a few family members who remain in Afghanistan.
Recently, Tariq started high school , he started being picked on by some older kids for being a Muslim. He doesn’t want to go to school due to the bullying, and has become withdrawn. The parents are finding difficult to help him. The parents are devout Muslims and worship at the local mosque, and Zahra wears a hijab.
Instructions
You are writing a report as a social worker and the intent is to provide an insight into the cross-cultural issues and the theories that would be essential for you to use in your practice. In this assessment, you will identify the skills and values required when working with the person and their family.
Please follow the steps below to complete your assessment task:
1. Provide a clear introduction to the case, identifying the person and their circumstances
2. Identify and explain the cross-cultural issues using cross-cultural perspectives and Eurocentric theories
3. Critique the skills you will need to use (or develop) to work effectively with this person and family
4. Examine the values that will challenge you in cross-cultural practice
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on each page in a footer.
· Write in the third-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric for more detail on how marks will be assigned.
Learning Outcomes Assessed
· Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
· Identify research on cross-cultural communication and apply to cross-cultural practice
· Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply crosscultural perspectives to cross-cultural practice
· Identify research on cultural identity and acculturation and apply to cross-cultural practice
· Reflect on the impact of personal cultural and professional values in cross-cultural practice
Week 8 Friday (6 May 2022) 11:59 pm AEST
| Key Criteria | HD 84.5-100% | D 74.5 – 84.49% | C 64.50-74.49% | P 49.50-64.49% | F <49.5% | F Absent Content | MARKS |
| Presentation and Structure: Presentation: Clarity of written communication, organisation of the material (10%) | Excellent written communication skills. Consistent adherence to the English conventions of grammar, paragraphing, punctuation, and spelling. Formal academic language is used with clarity, purpose and logic. Information is presented in an organised, structured format and is easy to read. (8.45-10) | Very good written communication skills. Very good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with minor errors. Formal academic language is mostly used. Clarity, purpose, logic present most of the time. Information is presented in an organised format and easy to read, but not always integrated. (7.45-8.44) | Good written communication skills. Good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with some errors. Used some academic language. Information is clear and easy to read, with interpretation mostly possible (6.45-7.44). | Satisfactory written communication skills. Adequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Used some academic language. Information is not presented in an organised, structured format, and can be difficult to read and interpret (4.95-6.44). | Unsatisfactory written communication skills. Inadequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Use of academic language not evident. Information is incomplete or does not make sense. Format is not organised making it difficult to read and interpret (<4.94). | Very poor written communication skills. No adherence to the English conventions of grammar, paragraphing, punctuation, spelling (0). | ................../10 |
| Understanding of the cross-cultural issues facing the person and the family in the case study (30%) | Excellent multi-faceted description outlining the various aspects of the issues facing the person and the family (25.35-30) | Well-developed description outlining the various aspects of the issues facing the person and the family (22.35-25.34) | Generally good description outlining the various aspects of the issues facing the person and the family (19.35-22.34) | Sound description outlining the various aspects of the issues facing the person and the family (14.85-19.34) | Understanding extremely limited or not evident. Confusing outline of the various aspects of the issues facing the person and the family (<14.84) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | ............./30 |
| Application of cross-cultural perspectives and Eurocentric theories to the case scenario. (20%) | Excellent application of appropriate theories to the case scenario. Content is comprehensive and multifaceted (16.9-20) | Very good application of theories to the case scenario. Content is clear and thorough. (14.9-16.89) | Good application of theories to the case scenario. Content is clear with some areas less comprehensively addressed than others (12.9-14.89) | Adequate application of theories to the case scenario. The content is unclear and limited in part (9.9-12.89) | Poor application of theories to the case scenario. The discussion lacks sufficient content (<9.89) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | …......./50 |
| Examination of the skills and values required in cross-cultural practice. (30%) | Excellent critique of the skills and values you will need in cross-cultural practice which. Detailed and multifaceted discussion.(25.35-30.0) | Very good critique of the skills and values you will need in cross-cultural. Discussion is clear and thorough. (22.35-25.34) | Good critique of the skills and values you will need in cross-cultural practice. Discussion is clear, but at times superficial and not consistently thorough. (19.35-22.34) | Adequate critique of the skills and values you will need in cross-cultural practice. Discussion is limited and unclear. (14.85-19.34) | Inadequate critique of the skills and values you will need in cross-cultural practice. Discussion lacks sufficient content (<14.84) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | |
| Referencing…(10%) | All literature used is appropriate and scholarly. APA referencing is used with no mistakes. (8.45-10) | Most of the literature used is appropriate and scholarly. APA referencing is used with minimal. mistakes. (7.45-8.44) | Most of the literature used is appropriate and scholarly. APA referencing is used with some mistakes. (6.45-7.44) | Some of literature used is appropriate and scholarly. APA referencing is used with many mistakes. (4.95-6.44) | Most of the literature used is inappropriate and not from a scholarly source. APA referencing is not used. (<4.95) | No evidence of any referencing. (0) | ……..…/10 |
| Total Marks |
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
3 Written Assessment
Type: Written assessment
Weighting: 40%
Length: 2000 words
Aim
The aim of this assessment is to conceptualise a service delivery system that is culturally competent taking into account the needs of particular newly arrived migrant communities. You will analyse the impact of the migration experience; the potential impact of Eurocentric perspective on the service delivery and the barriers to equitable service access.
Instructions
You are writing as a social worker based in a community agency that provides a range of family services in your chosen region. A low uptake of services among the newly arrived migrant and refugee families has been identified. These families are predominantly from: Syria, Afghanistan, South Sudan, Burma (Maynmar), Eritrea. You can choose one or two of the communities. You have been asked to write up a report for the director in your agency.
Please follow the steps below to complete your assessment task:
1. You will need to assess the needs of your chosen migrant and refugee families/community
2. The factors that may hinder these families from accessing services
3. The cross-cultural theories/perspectives that will inform the practice of the agency
4. How to ensure access and a culturally safe space for these families
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on each page in a footer.
· Write in the third-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
· Analyse the impact of migration and migration polices on the experiences of diverse communities in Australia
· Identify research on cross-cultural communication and apply to cross-cultural practice
· Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
· Identify research on cultural identity and acculturation and apply to cross-cultural practice
Review/Exam Week Friday (10 June 2022) 11:59 pm AEST
| Key Criteria | HD 84.5-100% | D 74.5 – 84.49% | C 64.50-74.49% | P 49.50-64.49% | F <49.5% | F Absent Content | MARKS |
| Presentation and Structure: Presentation: Clarity of written communication, organisation of the material (10%) | Excellent written communication skills. Consistent adherence to the English conventions of grammar, paragraphing, punctuation, and spelling. Formal academic language is used with clarity, purpose and logic. Information is presented in an organised, structured format and is easy to read. (8.45-10) | Very good written communication skills. Very good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with minor errors. Formal academic language is mostly used. Clarity, purpose, logic present most of the time. Information is presented in an organised format and easy to read, but not always integrated. (7.5-8.4) | Good written communication skills. Good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with some errors. Used some academic language. Information is clear and easy to read, with interpretation mostly possible (6.5-7.4). | Satisfactory written communication skills. Adequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Used some academic language. Information is not presented in an organised, structured format, and can be difficult to read and interpret (5-6.4). | Unsatisfactory written communication skills. Inadequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Use of academic language not evident. Information is incomplete or does not make sense. Format is not organised making it difficult to read and interpret (<5). | Very poor written communication skills. No adherence to the English conventions of grammar, paragraphing, punctuation, spelling (0). | ................../10 |
| Understanding the needs of the community (20%) | Excellent understanding of the community. The needs of the community are creatively and comprehensively presented (17-20) | Very good understanding of the community. The needs of the community are presented in detail (15-16.5) | Good understanding of the community. General overview of the needs of the community are presented (13-14.5) | Adequate understanding of the community. Incomplete presentation of the needs of the community (10-12.5) | Inadequate understanding of the community. No details presented about the needs of the community (<10) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | |
| Knowledge of appropriate cross-cultural theories/ perspectives that inform all aspects of the assignment question (20%) | Excellent understanding of the cross-cultural theories/ perspectives demonstrated. (17-20) | Very good understanding of the cross-cultural theories/perspectives demonstrated. (15-16.5) | Good understanding of the cross-cultural theories/ perspectives demonstrated. (13-14.5) | Adequate understanding of the cross-cultural theories/ perspectives demonstrated. (10-12.5) | Poor understanding of the cross-cultural theories/ perspectives demonstrated. (<10) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | |
| Understanding of the barriers to service delivery experienced by the community (20%) | Excellent understanding of the barriers to service delivery experienced by the community demonstrated. (17-20) | Very good understanding of the barriers to service delivery experienced by the community demonstrated. (15-16.5) | Good understanding of the barriers to service delivery experienced by the community demonstrated. (13-14.5) | Adequate understanding of the barriers to service delivery experienced by the community Demonstrated. (10-12.5) | Poor understanding of the barriers to service delivery experienced by the community demonstrated. (<15) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | |
| Presentation of culturally sensitive service delivery strategies (20%) | Excellent presentation of culturally sensitive service delivery strategies such as access and providing safe spaces Culturally sensitive strategies are creatively and comprehensively addressed. (17-20) | Very good presentation of culturally sensitive service delivery strategies such as access and providing safe spaces The content is clear and thorough. Culturally sensitive strategies are comprehensively addressed (15-16.5) | Good presentation of culturally sensitive service delivery strategies, such as access and providing safe spaces . The content is generally clear, with some areas less comprehensive than others. Culturally sensitive strategies are addressed (13-14.5) | Adequate presentation of culturally sensitive service delivery strategies, such as access and providing safe spaces . The content is unclear and limited in parts. Culturally sensitive strategies are addressed (10-12.5) | Poor presentation of Culturally sensitive service delivery strategies, such as access and providing safe spaces . The content is unclear and limited in parts. Culturally sensitive strategies are not addressed (<10) | Submission is missing most aspects of task. Little evidence of task requirements. (0) | |
| Referencing…(10%) | All literature used is appropriate and scholarly. APA referencing is used with no mistakes. (8.45-10) | Most of the literature used is appropriate and scholarly. APA referencing is used with minimal. mistakes. (7.5-8.4) | Most of the literature used is appropriate and scholarly. APA referencing is used with some mistakes. (6.5-7.4) | Some of literature used is appropriate and scholarly. APA referencing is used with many mistakes. (5-6.4) | Most of the literature used is inappropriate and not scholarly. APA referencing is not used. (<5) | No evidence of any referencing. (0) | ……..…/10 |
| Total Marks |
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Communication
- 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?
