Examples are:

• Being able to comply with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating honesty and integrity in academic and professional practice.
• Students must recognise that policies and legal requirements are a formalisation of moral or ethical standard and must respect and adhere to these requirements whether at CQU or within broader society.
• Accountability and responsibility for management practice, being a quasi-profession, must rest with the advanced knowledge the student has acquired (at CQU) and their willingness to act within the boundaries of that knowledge.

Examples are:

• Consistent behaviours, particularly those related to interaction with employees and colleagues.

Examples are:

• Knowing, understanding and complying with the laws of the Sovereign State in which you reside, work and/or study.
• Complying with the policies and practices of businesses or organisations in which you may be placed.
• Complying with the requirements for student registration with organisations such as the Australian Institute of Management, the Australian Marketing Institute, the Australian Human Resources Institute and the like.

Examples are:

• Performing a wide range of advanced written communication skills that address critical business problems and solutions. These include (but are not limited to) constructing logical and succinct academic essays, business reports or minor academic thesis that demonstrate substantive research while using correct CQU referencing.
• Performing a wide range of advanced verbal, non-verbal and ICT communication skills that address critical business problems and solutions. These include (but are not limited to) being able to deliver an enhanced message (in English) for maximum effectiveness, while utilising a variety of technologies or media; the ability to deliver succinct yet effective communication; the ability to deliver effective communication that results in impact and/or influence; the ability to design and deliver effective verbal presentations, in clear English, that utilises a variety of technologies or visual media that combines with appropriate business management concepts and language.
• Utilising a variety of technologies and/or visual media as well as speak in front of an audience with an appropriate middle or senior management/leadership voice, manner, style and presence that addresses the required outcomes as well as the needs of the audience.
• Being highly proficient in the use of computers and various programs and tools as a means of being an advanced business and management communicator.
• Performing advanced communication skills under pressure.
• Developing the skills of reflective practice to increase self-awareness with personal delivery of advanced communication skills, including being able to determine personal developmental needs with advanced communication deficiencies.
• Using appropriate facial expressions, eye contact, body movements and gestures, being mindful of personal space time boundaries and cultural sensitivities.
• Recognising and interpreting non-verbal cues of others and respond appropriately as well as in practice environments.
• Utilising proxemics and haptics - physical locations and objects in a manner that enhances openness and trust.

Examples are:

• Conceptualising and applying to academic assessment items the knowledge, skills, processes, tools and techniques of the course to real world examples and contexts of management and leadership with a high degree of integrity
• Applying theoretical knowledge, research evidence, policies and procedures in management and leadership, with specific reference to understanding the importance of conceptual knowledge related to ethics  morality and authenticity.

Examples are:

• Basing decisions on trust for productive outcomes to occur. 

• Reflecting on your own levels of competence and seeking feedback from colleagues and using diagnostic tools to increase your level of self awareness is a key feature of units and in particular assessment tasks.

Examples are:

• Relating positively and effectively to a wide variety of business and community stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Combining appropriate business deliberations with the inclusion of the relevant interpersonal factors of the people connected in those processes.
• Being consultative and collaborative in creating and maintaining effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people both in Australia and abroad.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during a project, or modifying and reflecting on work integrated learning in response to supervisor feedback.