Overview
This unit introduces you to the investigation of crime within the framework of Australian law. The social role of policing and the structure of police services are examined in depth, particularly in the context of ethics and oversight mechanisms. The historical transformations of police services are explored in order to understand the evolving nature of policing as social demands and relevant technologies also change. The scope of the power of investigation, the discretion whether or not to prosecute and the criminal adjudicatory process are considered. This unit also introduces the tools used to analyse crime and how such analysis informs decisions and interventions in the criminal 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 Students feedback - email, in class and in formal feedback.
Students appreciated the evening class to allow for better study life balance.
Continue offering evening workshops where possible.
- Analyse police organisations and practice in order to critique how the law governs the procedures for investigation of crime
- Explain how the criminal law balances the rights of the individual and the State
- Discuss the links between criminal theories and models of criminal analysis
- Identify patterns in criminal data and the appropriate response for crime prevention.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 20% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Written Assessment - 40% | ||||
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 | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft 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.
j.hotten@cqu.edu.au
Module/Topic
Introduction
Chapter
LAFREE, G. (2007). EXPANDING CRIMINOLOGY’S DOMAIN: THE AMERICAN SOCIETY OF CRIMINOLOGY 2006 PRESIDENTIAL ADDRESS. Criminology (Beverly Hills), 45(1), 1–31. https://doi.org/10.1111/j.1745-9125.2007.00070.x
Tapio Lappi‐Seppälä. (2008). Trust, Welfare, and Political Culture: Explaining Differences in National Penal Policies. Crime and Justice (Chicago, Ill.), 37(1), 313–387. https://doi.org/10.1086/525028
Greely, H., & Farahany, N. A. (2019). Neuroscience and the criminal justice system. Annual Review of Criminology, 2(1), 451–471. https://doi.org/10.1146/annurev-criminol-011518-024433
Events and Submissions/Topic
Module/Topic
Crime and justice data
Chapter
Maltz, M. D. (1977). Crime statistics: A historical perspective. Crime & Delinquency, 23(1), 32–40. https://heinonline-org.ezproxy.cqu.edu.au/HOL/Page?public=true&handle=hein.journals/cadq23&div=5&start_page=32&collection=journals&set_as_cursor=0&men_tab=srchresults
Nivette, A. (2021). Exploring the availability and potential of international data for criminological study. International Criminology, 1(1), 70–77. https://link.springer.com/article/10.1007/s43576-021-00009-y
Maguire, E. R., & Newman, G. (1998). Measuring the performance of national criminal justice systems. International Journal of Comparative and Applied Criminal Justice, 22(1), 31–59.
Events and Submissions/Topic
Module/Topic
Types of crime
Chapter
Tappan, P. W. (1947). Who is the criminal? American Sociological Review, 12(10), 96–102.
Junker, J. M. (1972). Criminalization and criminogenesis. UCLA Law Review, 19(5), 697-.
LaFree, G., & Sampson, R. J. (2000). The Changing Nature of Crime in America (pp. 151–218). National Institute of Justice. https://www.drugsandalcohol.ie/4326/
Events and Submissions/Topic
Module/Topic
Police
Chapter
Monkkonen, E. H. (1992). History of Urban Police. Crime and Justice (Chicago, Ill.), 15, 547–580. https://doi.org/10.1086/449201
Goldstein, H. (1987). Toward community-oriented policing: Potential, basic requirements, and threshold questions. Crime & Delinquency, 33(3), 6–30. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2539305
Riksheim, E. C., & Chermak, S. M. (1993). Causes of police behavior revisited. Journal of Criminal Justice, 21(4), 353–382. https://doi.org/10.1016/0047-2352(93)90019-J
Events and Submissions/Topic
Assessment 1 - Essay plan 20%
Essay plan Due: Week 4 Friday (4 Apr 2025) 4:00 pm AEST
Module/Topic
Court
Chapter
Winick, B. J. (2003). Therapeutic jurisprudence and problem solving courts. The Fordham Urban Law Journal, 30(3), 1055-.
Casey, P. M., & Rottman, D. B. (2005). Problem-Solving Courts: Models and Trends. The Justice System Journal, 26(1), 35–56. https://doi.org/10.1080/0098261X.2005.10767737
Longshore, D., Turner, S., Wenzel, S., Morral, A., Harrell, A., McBride, D., Deschenes, E., & Iguchi, M. (2001). Drug Courts: A Conceptual Framework. Journal of Drug Issues, 31(1), 7–25. https://doi.org/10.1177/002204260103100103
Events and Submissions/Topic
Module/Topic
Vacation Week
Chapter
Events and Submissions/Topic
Module/Topic
Sentencing
Chapter
Tonry, M. (2006). Purposes and Functions of Sentencing. Crime and Justice (Chicago, Ill.), 34(1), 1–53. https://doi.org/10.1086/503374
Tonry, M. (2018). Punishment and Human Dignity: Sentencing Principles for Twenty-First-Century America. Crime and Justice (Chicago, Ill.), 47(1), 119–157. https://doi.org/10.1086/696948
Tonry, M. (2019). Fifty years of American sentencing reform: Nine lessons. Crime and Justice, 48, 1–34.
Events and Submissions/Topic
Module/Topic
Prison
Chapter
Newbold, G. (1999). A chronology of correctional history. Journal of Criminal Justice Education, 10(1), 87–100. https://doi.org/10.1080/10511259900084471
Western, B., & Pettit, B. (2010). Incarceration & social inequality. Daedalus (Cambridge, Mass.), 139(3), 8–19. https://doi.org/10.1162/DAED_a_00019
Baidawi, S., Turner, S., Trotter, C., Browning, C., Collier, P., O’Connor, D., & Sheehan, R. (2011). Older prisoners : a challenge for Australian corrections. Trends and Issues in Crime and Criminal Justice, 426, 1–8.
Events and Submissions/Topic
Module/Topic
Youth crime and juvenile justice
Chapter
Richards, K. (2011). What makes juvenile offenders different from adult offenders? Trends and Issues in Crime and Criminal Justice, 409, 1–8.
Garner Clancey, Sindy Wang, & Brenda Lin. (2020). Youth justice in Australia: Themes from recent inquiries. Trends and Issues in Crime and Criminal Justice, 605, 1–19.
Crofts, T. (2016). The common law influence over the age of criminal responsibility - Australia. Northern Ireland Legal Quarterly, 67(3), 283-.
Events and Submissions/Topic
Module/Topic
Community-based corrections and restorative justice
Chapter
White, R. (2004). Community Corrections and Restorative Justice. Current Issues in Criminal Justice, 16(1), 42–56. https://doi.org/10.1080/10345329.2004.12036304
Tyler, T. R., & Lind, E. A. (1990). Intrinsic Versus Community-Based Justice Models: When Does Group Membership Matter? Journal of Social Issues, 46(1), 83–94. https://doi.org/10.1111/j.1540-4560.1990.tb00273.x
Karp, D. R., & Clear, T. R. (2000). Community justice: A conceptual framework. In Boundaries Changes in Criminal Justice Organizations (pp. 323–368). National Institute of Justice. https://nij.ojp.gov/library/publications/community-justice-conceptual-framework
Events and Submissions/Topic
Module/Topic
Inequalities and justice
Chapter
Thorburn, H., & Weatherburn, D. (2018). Effect of indigenous status on sentence outcomes for serious assault offences. Australian & New Zealand Journal of Criminology, 51(3), 434–453. https://doi.org/10.1177/0004865817748179
Porter, A. (2016). Decolonizing policing: Indigenous patrols, counter-policing and safety. Theoretical Criminology, 20(4), 548–565. https://doi.org/10.1177/1362480615625763
Jennings, W. G., Piquero, A. R., & Reingle, J. M. (2011). On the overlap between victimization and offending: A review of the literature. Aggression and Violent Behavior, 17(1), 16–26. https://doi.org/10.1016/j.avb.2011.09.003
Events and Submissions/Topic
Module/Topic
Crime prevention
Chapter
Brantingham, P. J., & Faust, F. L. (2016). A conceptual model of crime prevention. In P. J. Brantingham & J. B. Kinney (Eds.), Classics in Environmental Criminology (First edition., pp. 395–408). Taylor and Francis.
Clarke, R. V. G. (1980). “SITUATIONAL” CRIME PREVENTION: THEORY AND PRACTICE. British Journal of Criminology, 20(2), 136–147. https://doi.org/10.1093/oxfordjournals.bjc.a047153
Fagan, A. A., & Buchanan, M. (2016). What Works in Crime Prevention?: Comparison and Critical Review of Three Crime Prevention Registries. Criminology & Public Policy, 15(3), 617–649. https://doi.org/10.1111/1745-9133.12228
Events and Submissions/Topic
Assessment 2 - Academic essay 40%
Academic essay Due: Week 11 Monday (26 May 2025) 4:00 pm AEST
Module/Topic
Unit review
Chapter
Events and Submissions/Topic
Module/Topic
Exam week
Chapter
Events and Submissions/Topic
Assessment 3 - Workbook reflective journal 40%
Workbook reflective journal Due: Review/Exam Week Tuesday (10 June 2025) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You will write a 600-word essay plan in relation to what you will write about in the Assessment 3 (Academic Essay). By using a template provided, you will work through the steps described in the instructions.
The essay plan will provide an opportunity for you to receive feedback about what you will write about, what position you will take, how you will form your argument, and what academic sources you will use to support your position, when you are writing your assessment 3 later in the term.
Week 4 Friday (4 Apr 2025) 4:00 pm AEST
Submission point is in the unit's Moodle site. Time is Queensland's time - AEST.
Vacation Week Thursday (17 Apr 2025)
Results and feedback will be released.
No Assessment Criteria
- Analyse police organisations and practice in order to critique how the law governs the procedures for investigation of crime
- Explain how the criminal law balances the rights of the individual and the State
- Discuss the links between criminal theories and models of criminal analysis
2 Written Assessment
You will write a 1500 word academic essay based on your chosen topic/position in your Assessment 1 (Essay plan). Further instructions can be found in the Assessment 2 folder within the unit's Moodle.
Week 11 Monday (26 May 2025) 4:00 pm AEST
Submission point is in the unit's Moodle site. Time is Queensland's time - AEST.
Review/Exam Week Monday (9 June 2025)
Results and feedback will be released.
No Assessment Criteria
- Identify patterns in criminal data and the appropriate response for crime prevention.
3 Written Assessment
In this assignment, you will write a 1500-word reflective journal. You are provided with a choice of five (5) tasks to submit for the assessment. Word length per task is 300 words (for a total 1,500 words). These tasks are available in the weekly study guide.
Review/Exam Week Tuesday (10 June 2025) 4:00 pm AEST
Submission point is in the unit's Moodle site. Time is Queensland's time - AEST.
Results and feedback will be released along with unit results on the Certification of Grades date.
No Assessment Criteria
- Analyse police organisations and practice in order to critique how the law governs the procedures for investigation of crime
- Explain how the criminal law balances the rights of the individual and the State
- Discuss the links between criminal theories and models of criminal analysis
- Identify patterns in criminal data and the appropriate response for crime prevention.
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?
