Overview
This unit introduces you to the basic elements of criminology and criminal justice. The nature and trends associated with crime are examined, together with how it relates to dimensions such as social class, age, gender and ethnicity. You will examine crime in the context of contemporary criminology theory. This unit also introduces you to the institutional response to Criminal Justice in Australia, how society responds to offensive behaviour and the roles of key agencies and individuals within the justice system.
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 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 evaluation (qualitative)
More real-world examples
A primary case study could be applied to each week wherein a theory of crime is explored, allowing students to connect and apply the key concepts to a real crime event during the lecture and workshop.
Feedback from Anecdotal student feedback; UC reflection
Clarity around use of AI
Students should be provided with clear parameters around the use of AI at the outset of the unit, especially as this is a first-year subject. This information should be based on best practice as advised by the Academic Integrity Unit. Students should be guided on appropriate use of AI, and where it should not be utilised this must be made clear within the marking instructions/rubric/guides.
- Describe how crime is classified, measured and analysed
- Analyse basic criminology theories and how they relate to criminal activity
- Explain the roles of individuals and key agencies within the justice system
- Examine the societal and institutional responses to criminal justice in Australia.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 15% | ||||
| 2 - Written Assessment - 35% | ||||
| 3 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Online Quiz(zes) - 15% | ||||||||||
| 2 - Written Assessment - 35% | ||||||||||
| 3 - Written Assessment - 50% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- MS Teams
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.
r.hale@cqu.edu.au
Module/Topic
Introduction: Studying Criminology and Criminal Justice
Chapter
Bruinsma, G., & Loeber, R. (2011). Introduction: Challenges for criminological and criminal justice research, p. 8 -20. In Bruinsma, G., Elffers, H., & De, K. J. (Eds.). (2011). Punishment, places and perpetrators. Willan Publishing. https://ebookcentral.proquest.com/lib/cqu/reader.action?docID=449541&ppg=38
Fishwick, E., & Marinella, M. (2018). Criminology in Australia: A global south perspective. In Triplett, R. A. (Ed.). The handbook of the history and philosophy of criminology. John Wiley & Sons, Incorporated. https://ebookcentral.proquest.com/lib/cqu/reader.action?docID=5144712&ppg=397
Events and Submissions/Topic
Module/Topic
Deviance, crime and criminalisation
Chapter
Przemieniecki, C,. (2017).Social Construction of Crime.
Events and Submissions/Topic
Module/Topic
Early explanations of crime: 'Classical' and 'Positivist' theories
Chapter
Nirvaan, S.L., & Goel., N. (2018). A comprehensive study of the classical school of criminology. International Journal of Academic Research and Development, 3(1), 01-06. https://allstudiesjournal.com/assets/archives/2018/vol3issue1/2-6-460-766.pdf
Brown, S. E., Esbensen, F.-A., & Geis, G. (2015). Chapter 6 - Individal theories of crime. In Criminology : explaining crime and its context (8th ed.). Routledge. https://ebookcentral.proquest.com/lib/cqu/reader.action?docID=1791063&ppg=227
Events and Submissions/Topic
Module/Topic
'Social' theories of crime
Chapter
Zembroski, D. (2011). Sociological Theories of Crime and Delinquency. Journal of Human Behavior in the Social Environment, 21(3), 240–254. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_proquest_journals_871970798
DiCristina, B. (2016). Durkheim’s theory of anomie and crime: A clarification and elaboration. Australian & New Zealand Journal of Criminology, 49(3), 311-331. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_proquest_miscellaneous_1835026945
Events and Submissions/Topic
Quiz opens
Module/Topic
'Critical' and 'Cultural' criminology
Chapter
DeKeseredy, W. S. (2022). Chapter 1: What is critical criminology?. In Contemporary critical criminology (Second edition).Routledge.https://ebookcentral.proquest.com/lib/cqu/reader.action?docID=6702853&ppg=18
Ferrell, J et al (2016). Chapter 1: Cultural Criminology - An Invitation (pp1-23). In J. Ferrel, K. Hayward & J. Young. (2015). Cultural Criminology. SAGE Publications. https://ebookcentral.proquest.com/lib/cqu/detail.action?docID=6408502.
OPTIONAL READING
Hayward, K. (2009). Visual criminology: cultural criminology-style. Centre for Crime and Justice Studies. https://www.crimeandjustice.org.uk/sites/crimeandjustice.org.uk/files/09627250903385172.pdf
Panfil, V. (2018). Young and unafraid: queer criminology’s unbounded potential. Palgrave Communications, 4, 110. https://www.nature.com/articles/s41599-018-0165-x
Sunde, H. M., Ilan, J., & Sandberg, S. (2021). A cultural criminology of “new” jihad: Insights from propaganda magazines. Crime, Media, Culture, 17(2), 271–287. https://doi.org/10.1177/1741659020915509
Events and Submissions/Topic
Quiz closes
Online Quiz Due: Week 5 Friday (11 Apr 2025) 11:59 pm AEST
Module/Topic
No class: catch-up study week
Chapter
Please complete any readings you have not done
Events and Submissions/Topic
Module/Topic
Crime of the powerful: White Collar & Corporate crime
Chapter
Rothe, D. L., & Kauzlarich, D. (2022). Chapter 1: Introduction to white-collar and crimes of the powerful (pp. 1-20). Crimes of the Powerful: White-Collar Crime and Beyond (2nd ed.). Routledge. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_askewsholts_vlebooks_9781000562729
Bartlett, D., Ransley, J., Forrester, L., & Middendorp, K. (2020). Corporate crime in Australia: The extent of the problem. Trends and Issues in Crime and Criminal Justice, 613, 1–17. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_rmit_agispt_search_informit_org_doi_10_3316_agispt_20210428045654
OPTIONAL READINGS
Michel, C., & Galperin, B. L. (2023). Profiling the modern white-collar criminal: An overview of Utah’s white-collar crime registry. Business Horizons, 66(5), 573–583. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_crossref_primary_10_1016_j_bushor_2022_11_003
MacDonald, K. (2022). Red-Collar Crime: The Field Re-Examined. ProQuest Dissertations & Theses. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_proquest_journals_2702146456
Events and Submissions/Topic
Module/Topic
Victimology: Understanding victimisation and victim/survivor experiences
Chapter
Duggan, M. (2018). Introduction: Revisiting the “Ideal Victim”: Developments in Critical Victimology (1st ed.). Policy Press. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/rpphdm/alma991001932570203441
Hale, R., & Harkness, A. (2023). Rural victims of crime in contemporary context, pp. 1-12. In R. Hale & A. Harkness. Rural victims of crime. Routledge. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_openaire_primary_doi_118dc221bfaf7f8466db980c1be7b46f
Carrington, F. & Nicholson, G. (1984). The victims’ movement: An idea whose time has come. Pepperdine Law Review, 11(5), 1-18. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_gale_infotracacademiconefile_A3377622.
OPTIONAL READINGS
Gottfredson, M. (1986). Substantive contributions of victimization surveys. Crime and Justice, 7, 251-287. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_proquest_journals_1295208252
Button M.,Nicholls C M,Kerr J.,Owen R.,(2014) Online frauds: Learning from victims why they fall for these scams. Australian & New Zealand Journal of Criminology, 47, 391-408.Sage Publication, London.
http://journals.sagepub.com/doi/pdf/10.1177/0004865814521224
Events and Submissions/Topic
Module/Topic
Introduction to policing studies
Chapter
McLaughlin, E (2006). Police studies: Traditional perspectives. Sage publications. https://us.sagepub.com/sites/default/files/upm-assets/26565_book_item_26565.pdf
Farmer, C., Clifford, R., & Miller, P. (2021). Australia’s discretionary police-imposed banning powers: oversight, scrutiny and accountability. Police Practice & Research, 22(1), 57–73. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_crossref_primary_10_1080_15614263_2020_1712205
OPTIONAL READINGS
Bleakley, P. (2021). The trouble with squads: accounting for corruption in Australia’s specialist policing units. Criminal Justice Studies, 34(1), 115–133. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_informaworld_taylorfrancis_310_1080_1478601X_2020_1763985
Stinson, P. (2020). Introduction: police violence, p 1-20. In Stinson, P. M. Criminology Explains Police Violence. University of California Press. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/rpphdm/alma991002015260003441
Events and Submissions/Topic
Offender case study analysis submission due
Offender Case Study Analysis Due: Week 8 Friday (9 May 2025) 11:59 pm AEST
Module/Topic
Courts in Australia
Chapter
Camilleri, M., & Harkness, A. (2022) Context and controversies of Australian courts: Introduction. In M. Camilerri & A. Harkness (2022). Australian courts: controversies, challenges, change. Palgrave. https://ebookcentral.proquest.com/lib/cqu/reader.action?docID=7175620&ppg=23
Spencer, P. (2017) A view from the bench:A judicial perspective on legal representation. In Flynn, A., & Hodgson, J. (Eds.). Access to justice and legal aid : comparative perspectives on unmet legal need. Hart Publishing. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/rpphdm/alma991001863714703441
Schaefer, L., & Beriman, M. (2019) Problem-Solving Courts in Australia: A Review of Problems and Solutions. Victims & Offenders, 14(3), 344-359. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_crossref_primary_10_1080_15564886_2019_1595245
Events and Submissions/Topic
Module/Topic
Corrections, prisons and punishment
Chapter
Michelle, B. (2009). Chapter 2: Prison Theory - Engaging the Work of Punishment. In The Culture of Punishment (pp. 21-). NYU Press. https://ebookcentral.proquest.com/lib/cqu/reader.action?docID=865527&ppg=2
Duff, A. & Kelly, E. (2008). Legal punishment. In E. N. Zalta (Ed.). The Stanford Encyclopedia of Philosophy. Stanford University Press. https://plato.stanford.edu/entries/legal-punishment/
OPTIONAL READINGS
McCausland, R., & Baldry, E. (2017). ‘I feel like I failed him by ringing the police’: Criminalising disability in Australia. Punishment & Society, 19(3), 290–309. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_proquest_journals_1909446549
Eriksson, A. (2023). The Taint of The Other: Prison Work as ‘Dirty Work’ In Australia. Punishment & Society, 25(2), 324–342. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_proquest_journals_2787129930
Events and Submissions/Topic
Module/Topic
Post-release pathways: Exploring the concepts of 'reintegration' and 'rehabilitation'.
Chapter
Maruna, S. (2017). Desistance as a social movement. Irish Probation Journal, 14, 5-20. https://pureadmin.qub.ac.uk/ws/portalfiles/portal/159713772/Desistance_as_a_Social_Movement.pdf
Weaver, B. (2019). Understanding desistance: A critical review of theories of desistance. Psychology, Crime & Law, 25(6), 641-658. https://cqu-primo.hosted.exlibrisgroup.com/permalink/f/1rb43gr/TN_cdi_crossref_primary_10_1080_1068316X_2018_1560444
Hale, R. (2020). Good Intentions: Women’s Narratives of Post-Release Anticipatory Desistance in the Context of Historical and Contemporary Disadvantage and Trauma. Feminist Criminology, 15(5), 519–544. https://doi.org/10.1177/1557085120923403
Events and Submissions/Topic
Module/Topic
Unit summary and reflections
Chapter
Biles, D. (2015). Reflections on a long career in criminology. Australian & New Zealand Journal of Criminology, 48(4), 449–462. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_proquest_miscellaneous_1771456713
Plascencia, M. (2014). Factors associated with a psychology or criminology career choice for Hispanics and Latinos. ProQuest Dissertations & Theses. https://cqu.primo.exlibrisgroup.com/permalink/61CQU_INST/669qn3/cdi_proquest_journals_1620540749
Events and Submissions/Topic
Module/Topic
No class
Chapter
Events and Submissions/Topic
Module/Topic
No class
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
The quiz will open on Friday in week 4 at 5:00pm and close on Friday in week 5 at 11:59pm AEST.
It is an online multiple choice quiz containing a range of questions types (e.g. true/false, fill the gap). The questions will be drawn from the material from modules 1-4. The quiz will include material from lectures, workshops, and key readings.
Each questions is worth 1 mark. There will be 15 questions to answer = total 15 marks.
Students will have to complete this assessment in one sitting. The quiz will close 60 minutes from the time you start it. Multiple attempts will not be available, so think carefully about your responses and answer accurately. You will be able to navigate backwards and forwards in the quiz before submitting your final answers.
If you do not submit the quiz within the 60 minutes any answers which you have provided will automatically be submitted for marking.
PLEASE NOTE - If you require reasonable adjustments to this task due to disability or illness, please discuss this with the Unit Coordinator.
1
Other
Week 5 Friday (11 Apr 2025) 11:59 pm AEST
Quiz must be completed by this time. Any incomplete attempts will be submitted at this time (unless you have an extension in place).
Knowledge of course content, including key concepts, terms, and issues from weeks 1-4 of the unit, including:-
- Understanding of the nature of criminology and criminal justice
- Understanding of the social construction of deviance, crime and criminalisation
- Understanding of the purpose of theory and differing perspectives in Criminology
- Describe how crime is classified, measured and analysed
- Analyse basic criminology theories and how they relate to criminal activity
- Explain the roles of individuals and key agencies within the justice system
- Critical Thinking
- Information Literacy
2 Written Assessment
Words: 1500 (+/- 10%)
Worth: 35% of final grade
Due: Week 8
In the first half of this unit, you will explore the factors that influence offending and the various ways that crime can be understood, studied, and interpreted (known as theories/paradigms/perspectives).
In this assessment, you will apply these learnings to a hypothetical offender profile, demonstrating your understanding of two of the theories covered in the unit.
This assessment requires that you select one (just one!) offender profile and write an analysis of the offenders life, characteristics, and their offending, explaining how each of the two chosen theories can help us to make sense of their crime/s.
Your analysis should include:
- An overview of each of the two chosen theories and why they have been chosen for this particular case.
- An explanation of the factors (e.g. social, biological, psychological, structural) that appear relevant to explaining the individuals offending behaviour in the chosen case. Explain how each factor may have led to the offending, including use of the relevant concepts/terms from each theory to support your analysis.
- An overview of how criminological theories can assist us in understanding offending and determining appropriate responses to crime (e.g. policies, legislation, practice, interventions), as well as their limitations [this can be done either at the beginning or the end of the essay, or both].
REFERENCING
In doing so, you must apply reliable scholarly sources (e.g. academic journal articles and books found using the CQU Library database or Google Scholar).
A minimum of five different scholarly sources must be applied throughout the paper.
A reference list (titled 'References') with the full details of each source in APA 7 format should be provide at the end of the paper, starting on a new page.
Week 8 Friday (9 May 2025) 11:59 pm AEST
Submit via the drop box on Moodle
- Illustration of relevant criminological theories through considered analysis of the chosen case, including application of relevant concepts and terms to explain offending /14
- Understanding of the purpose of criminological theory and its limitations /7
- Application and engagement with relevant research and literature (minimum of six academic sources) /6
- Quality of piece: Clear expression, spelling, grammar, evidence of proofing and editing, clear layout, appropriate structure, correct referencing /8
- Analyse basic criminology theories and how they relate to criminal activity
- Communication
- Problem Solving
- Critical Thinking
3 Written Assessment
Word limit: 1800 words
Worth: 50% of final grade
Due: Week 12
Students will submit a reflective piece to demonstrate their learning throughout the unit, including their understanding of various criminological issues covered. There are three prompts available on Moodle that require you to reflect on your learning/position/opinion in relation to the unit content.
Select one of the prompts and write a 1800 word reflective piece explaining your learning from the unit as it applies to the chosen prompt.
As this is a reflective piece you may, at times, write in personal prose e.g. "I", "My". However, you must still maintain an academic writing style overall.
REFERENCING
Students should provide eight different references to support their response. These can be a combination of scholarly literature, grey literature (government reports), news items, and reliable online sources.
Non-scholarly sources that are not typically regarded as highly reliable may only be used as examples or as sources of analysis (e.g. Facebook posts, Reddit forums). These do not count towards the eight mininimum sources.
Lecture notes/slides should not be used as sources - students must find this information in other academic sources using the CQU Library database or Google Scholar.
Include in-text citations within the essay and then the full details of each source at the end of the document on a new page titled 'References'.
The reference list is not included in the word limit, however in-text citations are.
Referencing must adhere to American Psychological Association (APA 7) guidelines, which can be found here.
Week 12 Friday (6 June 2025) 11:59 pm AEST
- Depth: Degree of thought given to the chosen prompt, including depth of reflection and extent of critical analysis /15
- Understanding: Demonstration of how theories and concepts from the unit apply to the issue and to practical situations /15
- Referencing: Application and engagement with literature, including meeting minimum sources and referencing correctly /10
- Quality of piece: appropriate writing style, evidence of proof reading and editing, spealling, grammar, layout, structure, presentation /10
- Explain the roles of individuals and key agencies within the justice system
- Examine the societal and institutional responses to criminal justice in Australia.
- Communication
- Problem Solving
- Critical Thinking
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?
