Overview
Digital media has dramatically affected and expanded the ways in which we communicate. This course provides a theoretical and applied understanding of digital communications, including web, social and mobile technologies. You will evaluate a range of digital communication platforms and strategies, and critically examine key social, economic, ethical and regulatory issues. Through a combination of theory and practice, you will develop essential skills for communicators in the digital age, and identify emerging trends and innovations.
Details
Pre-requisites or Co-requisites
Prerequisite: Minimum of 36 credit pointsAntirequisite: Students who have completed DGTL12007 Digital Communications Management may not enrol in 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 2 - 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 feedback
Students reported some difficulties interpreting weekly assessment task instructions.
Review and enhance the clarity of assessment task instructions.
- Explain and evaluate digital communications platforms and strategies that are presently used by individuals and organisations
- Develop and reinforce essential skills for communicators in the digital age, including the creation and consumption of digital media via web, social and mobile technologies
- Critically examine key social, economic, ethical and regulatory issues associated with digital communications.
Not applicable
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Practical Assessment - 15% | |||
| 2 - Practical Assessment - 45% | |||
| 3 - Practical Assessment - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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 - Practical Assessment - 15% | ||||||||||
| 2 - Practical Assessment - 45% | ||||||||||
| 3 - Practical Assessment - 40% | ||||||||||
Textbooks
Digital and Social Media Marketing A Results-Driven Approach
3rd Edition (2025)
Authors: Aleksej Heinze, Gordon Fletcher, Ana Cruz, Alex Fenton
Routledge
Abingdon Abingdon , Oxon , United Kingdom
ISBN: ISBN 9781003372189
Additional Textbook Information
The text is available online through the CQUniversity Library
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Access to desktop digital audiovisual recording equipment (mic and webcam) and editing software
- Webcam and headset (optional for online tutorials)
- Access to free templated design software such as Canva or Adobe Express is recommended
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.holmes@cqu.edu.au
Module/Topic
Key concepts: Digital self; global digitalisation; the attention economy; persuasive technology
Practical skills outcomes: On completion of this module, students will have:
- learned about how algorithms use data to personalise our social media;
- understood what is meant by terms the attention economy and persuasive technology;
- researched and carried out reviews, of the services, products and tools available on four of the following social media platforms: Facebook, Instagram, LinkedIn, Pinterest, SnapChat, TikTok, or Tumblr.
-
Chapter
Textbook reading: Chapter 0 ‘A visual introduction to marketing in a digital era ’
Events and Submissions/Topic
Assessment 1 & 2 exercise: Preliminary reviews of the affordances of popular social network platforms. Choose four from the following: Facebook, Instagram, LinkedIn, Pinterest, SnapChat, TikTok, or Tumblr.
Module/Topic
Key concepts: Digital ecosystems; copyright and the Creative Commons licence system, generative artificial intelligence (Gen AI) principles, social and AI dilemmas.
Practical skills outcomes: On completion of this module, students will have:
- identified digital communications affordances for bloggers available on website building services;
- set up a professional blog website using a free website building service;
- learned how to create and curate content across platforms;
- learned how to apply the Creative Commons licence system;
- critically evaluated opportunities and threats posed by the use of generative artificial intelligence in digital communication.
Chapter
Textbook reading: Chapter 9 ‘Engaging stakeholders with captivating content’
Events and Submissions/Topic
Assessment 2 exercises:
2.1 Compare four website building (blog) services that offer a free subscription option;
2.2 Set up your professional blog website.
Module/Topic
Key concepts: Big data; linked data; open source; cloud computing; web and social media analytics.
Practical skills outcomes: On completion of this module, students will have:
- begun constructing a professional blog website and considered blogging strategies for effective communication;
- understood the difference between social media analytics and web analytics, and their application in digital marketing;
- explored the types of data available from Google Analytics 4.
Chapter
Textbook reading: Chapter 6 ’SMART evidence-based decision-making’
Events and Submissions/Topic
Assessment 2 exercise: Transfer your completed Assessment Exercise tasks 1.1 and 2.1 across to your professional blog.
Module/Topic
Key concepts: The social web; social networking dynamics; social capital.
Practical skills outcomes: On completion of this module, students will have:
- investigated the role of social media monitoring and listening tools in managing contemporary digital communications;
- researched the similarities and differences in affordances of a range of contemporary social media platforms.
Chapter
Textbook reading: Chapter 7 ‘The combined power of qualitative and quantitative insights'
Events and Submissions/Topic
Assessment 2 exercise: Professional blog post - What are the similarities with and differences between:
1) Facebook and Instagram;
2) TikTok and SnapChat;
3) Flickr and DeviantArt;
4) Vimeo and YouTube?
Assessment 1 - Social media content design portfolio Due: Week 4 Monday (4 Aug 2025) 9:00 am AEST
Module/Topic
Key concepts: Social media presence, digital presence, paid, owned earned media (POEM), multi-platform user experience.
Practical skills outcomes: On completion of this module, students will have:
- identified the differences between social media and social networks;
- understood the value of developing a network of profiles;
- understood the role of paid, owned and earned media in building successful user experiences.
Chapter
Textbook reading: Chapter 10 'Building and irresistible digital presence'
Events and Submissions/Topic
Assessment 2 exercises:
5.1: Share an infographic on your professional blog.
5.2: Generate a QR code for your professional blog.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Key concepts: Persona-driven marketing, strategic objectives, metrics, key performance indicators (KPIs), benchmarks.
Practical skills outcomes: On completion of this module, students will have:
- understood the importance of SMART objectives.
- learned about the moments of truth in a persona journey (ZMOT, FMOT, SMOT);
- understood the value of strategy-building for managing persona journeys;
- become familiar with the roles and tasks associated with digital communications management positions.
Chapter
Textbook reading: Chapter 5 ‘The marketing landscape: strategy and business models’.
Events and Submissions/Topic
Assessment 2 exercise: List common roles and tasks associated with position descriptions pertinent to digital communications management in your professional blog.
Module/Topic
Key Concepts: Return on investment (ROI), mobile marketing and insights, paid advertising, search engine AI overviews.
Practical skills outcomes: On completion of this module students will have:
- be able to discuss how Google Analytics 4 (GA4) may measure, report and analyse data from web sites and mobile applications;
- become familiar with a range of quantitative and qualitative data evaluation methodologies and models and how they are used in a digital communications plan;
- learned about search engine AI overviews;
- prepared podcast content.
Chapter
Textbook readings:
Chapter 15 ‘Demystifying paid advertising'
Chapter 16 'Curating on-the-go experience'
Events and Submissions/Topic
Assessment 2 exercise:
There is no required blog post for week 7. Use your time to research and write copy for a podcast on the topic, Getting to know your visitors using analytics.
Using the resources from Week 3 and Week 7 and elsewhere if you wish, use the following guide to draft the text for a 2-to-3-minute podcast that you will record for your Week 8 Blog post.
Demonstrate basic knowledge of:
• the differences between web analytics and social media analytics,
• the types of tools available for collecting data on visitors to web, mobile applications or games, social media sites,
• what is required to set up a site for Google Analytics (GA4) activity analysis,
• the kinds of activities data that can be obtained,
• the value to organisations of obtaining this data and how it can be used as part of a digital communications strategy.
Module/Topic
Key Concepts: Digital relationships B2B, B2C, B2P; search engine optimisation, website localisation.
Practical skills outcome: On completion of this module students will have:
- understood search engine optimisation (SEO) fundamentals;
- recorded a professional podcast.
Chapter
Textbook readings:
Chapter 17 ‘Marketing to organisations in the digital era’
Events and Submissions/Topic
Assessment 2 exercise:
8: Record and post to your blog a 2-3 minute podcast on the topic, Getting to know your visitors using analytics.
Module/Topic
Key concepts: Honeycomb framework; social influence; social credibility; social media streamlining.
Practical skills outcome: On completion of this module students will have:
- understood key components of a digital communications strategy;
- designed a simple digital communications strategy evaluation template.
Chapter
Textbook readings: Chapter 14 ‘Orchestrating social media optimisation'
Events and Submissions/Topic
Assessment 3 exercise:
Using the evaluation template you design in Learning Activity 9.0, based on any evidence you can find online, possibly including free trial use of a tool such as Rival IQ, assess the effectiveness of the digital communications strategy of the entity you selected for Assessment Item 3 analysis and evaluation.
Assessment 2 Establish and maintain a professional blog site Due: Week 9 Monday (15 Sept 2025) 9:00 am AEST
Module/Topic
Key Concepts: Visual storytelling; social video and audio; video marketing.
Practical skills outcome: On completion of this module students will have:
- learned the importance of incorporating multimedia into a digital marketing and communications strategy;
- learned how to make the most of vodcasting for professional communication.
Chapter
Recommended watching: Selected videos available this week via the e-Reading List
Events and Submissions/Topic
Assessment 3 exercises:
10.1: Complete the evaluation and analysis of your entity’s digital media communication practices.
10.2: Prepare a recorded presentation of your strategic recommendations.
Module/Topic
Key Concepts: Privacy; Security; Governance; Ethical Practice
Practical skills outcome: On completion of this module students will have:
- become conversant with Australian laws and practices regarding digital communication;
- understood professional obligations about privacy and personal data;
- learned how to carry out responsible online communications.
Chapter
Required readings: Selected topical readings available via the e-Reading List.
Events and Submissions/Topic
Assessment 3 exercise:
Preparation of Assessment item 3.
Module/Topic
Review:
- summary of topics covered in the unit.
Chapter
Events and Submissions/Topic
Assessment 3 exercises:
Once recorded, embed your MP4 formatted video into your professional blog. Also provide a URL link to your presentation in Assessment 3 submission section of your DGTL13006 Moodle site.
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
Task Description
Overview
This assignment helps you to think about how to craft targeted professional online communications. It is about adapting content to meet the constraints and specifications of key social media platforms, keeping in mind the expectations the typical audience will have of each social media genre, and best practices for engaging those audiences.
It is a content design challenge. You are to create a layout incorporating image(s) or video still, and text as appropriate, in the form of a pretend post called a ‘mock-up’ for your choice of four (4) from the social media platforms listed. Each graphic layout will look like a real post, but you are NOT required to actually post the message.
The task
Create a series of platform-specific content mock-ups, one for each of your choice of four (4) popular social media sites, using current layout requirements and dimensions for each site. Those platforms are: Facebook, Instagram, LinkedIn, Pinterest, SnapChat, TikTok, X, or Tumblr.
This task encourages you to explore the way the four chosen social media platforms function, who their audience might be, and what their audiences might be expecting. If there is more than one type of presentation format for a platform, then choose only one. You will need to research online to find out what the current specifications are for the type of post you intend. Tailor each mock post content and design to suit the site’s typical user demographics, your intended audience, and any size and layout requirements the platform has for the type of post.
Provide an introduction to your portfolio
The introduction can be an adaptation of your response to the Assessment 2, first blog post task (comparative review of four social media platforms- to be posted to the blog in week 3). You should show that you understand how each platform is different. In your mock-ups, be sure to use the key affordances for each site. In your introduction, state which type of post you have chosen and why.
Introduction word count guide: around 800 words.
Use of templates
You may use Canva.com, Adobe Express or other ready-made graphic design templates, or if you are proficient with digital graphic design tools you can design your own.
AI Assessment scale tool
Level 4:
For this assessment item you may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals while demonstrating your critical thinking. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
If you have used Generative AI, explain why it was used and how in your introduction. Critically appraise the outcome of the Gen AI tool(s) used.
Compile your portfolio for submission
Once you have created each mock-up save it as a jpg or png image. Remember to include your Introduction first. Then insert the post images into the Word document and label them sequentially, with the name of the intended site and the type of post.
Save the finished version as a pdf for uploading. Upload this pdf document to Moodle, as your Assessment 1 submission.
Week 4 Monday (4 Aug 2025) 9:00 am AEST
Within 14 days of submission
| Task requirements | Marks available | ||
1/ One overall original concept is intended to be adapted for each platform using:
|
0-10 | ||
| 2/ A total of four (4) mockups have been included in the portfolio. | 0-1 | ||
|
3/ The required introduction may be an adaption of the first blog post task prepared for Assessment 2 and posted in week 3. The introduction should:
|
0-4 | ||
| Total marks: 0-15 |
- Explain and evaluate digital communications platforms and strategies that are presently used by individuals and organisations
- Develop and reinforce essential skills for communicators in the digital age, including the creation and consumption of digital media via web, social and mobile technologies
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
The professional blog must include the following module exercise tasks:
Task 1: Prepare preliminary reviews of the various digital tools and affordances available on popular social network platforms. Choose four (4) from the following: Facebook, Instagram, LinkedIn, Pinterest, SnapChat, TikTok, X, or Tumblr.
This post may be adapted as the Introduction to your Assessment item 1, Social Media Content Design Portfolio, where there are separate criteria for the adaptation of the reviews. (>800 words)
Task 2: Compare at least two website building (blog) services that offer a free subscription option for example: Wordpress, Wix, Tumblr, Jimdo, Substack, LinkedIn. Write a comparative summary. (>400 words)
Task 3: Transfer your completed Assessment Exercise tasks 1.1 and 2.1 across to your newly created Professional Blog Site.
Task 4: Research online and explain what are the key similarities and differences between:
1) Facebook and Instagram;
2) TikTok and SnapChat;
3) Flickr and DeviantArt;
4) Vimeo and YouTube?
Post your comparative reviews and Illustrate your post with a Creative Commons image and appropriately attribute according to creative commons copyright standards. (>800 words)
Task 5.1: Use a free Infographic maker such as Visme (https://www.visme.co/make-infographics/) to create an infographic to share via your Professional Blog Site.
(Hint: Visme enables you to carve your infographic into blocks. Download a blocks version and a complete version and try using an interesting block to link to the full version stored in your blog or in a cloud share).
You may use a different app to make your infographic if you wish.
Task 5.2: Choose a QR generation tool to generate a QR code for your Professional Blog website.
Task 6: List the common roles and tasks associated with position descriptions pertinent to digital communications management. Post this list to your Professional Blog Site.
Task 7: There is no specific blog post required for Week 7.
Your task is to research and draft the script for a 2-to-3 minute podcast on the topic, Getting to know your visitors using analytics. Refer to resources in Week 3 and Week 7.
Keep a copy of your script and references (if applicable) to make available in your blog post as a transcript. Add Creative Commons attribution and/or hyperlinks for web sources. Acknowledge AI if you have used it.
You should demonstrate knowledge of:
• the differences between web analytics and social media analytics,
• the types of tools available for collecting data on visitors to web sites, mobile applications or games, social media sites,
• what is required to set up a site for Google Analytics (GA4) activity analysis,
• the kinds of activities data that can be obtained,
• the value to organisations of obtaining this data and how it can be used as part of a digital communications strategy.
Task 8: Record a 2-to-3-minute MP3 podcast of the script you wrote for on the topic, Getting to know your visitors using analytics.
If your blog host enables it, embed the podcast into your blog. Alternatively, you may use a podcast hosting site, or simply use your Google drive or other cloud-based service. Upload the MP3 to it and provide a link to your file in your blog. Be sure the link has the correct sharing permission to be accessed by your marker.
AI Assessment scale tool:
Level 4:
You may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals while demonstrating your critical thinking. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
Submission
Enter the URL of your professional blog in the text field provided in Moodle.
Week 9 Monday (15 Sept 2025) 9:00 am AEST
Within 14 days of submission
| Task requirements | Marks available |
|
Task 1: |
0-6 |
|
Task 2: |
0-6 |
| Task 3: Transfer your completed Assessment Exercise tasks 1.1 and 2.1 across to your newly created Professional Blog Site. |
|
|
Task 4: |
Text 0-4; Image 1; Attrib. 1. Total 0-6 |
|
Task 5.1: |
0-6 |
|
Task 5.2: |
0-2 |
|
Task 6: |
0-4 |
|
|
|
|
Task 8: |
0-15 |
| Missing blog task penalty: - subtract 1 mark for any blog task not attempted. |
|
| Total available: 45 |
- Explain and evaluate digital communications platforms and strategies that are presently used by individuals and organisations
- Develop and reinforce essential skills for communicators in the digital age, including the creation and consumption of digital media via web, social and mobile technologies
- Critically examine key social, economic, ethical and regulatory issues associated with digital communications.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Practical Assessment
Instructions
Complete a detailed analysis of the ‘digital footprint’ of one of the entities listed below.
Using a range of online search techniques, identify the entity’s digital footprint (online presence).
Evaluate the effectiveness of the entity’s current digital communications management strategy as evidenced by its online presence.
- Make commendations about successful practices you observe regarding the integration, efficiency and success of the entity’s current digital communications management strategy.
- Offer recommendations for improvement where applicable.
Produce a multimedia vodcast presentation (6 - 8 minutes) of your analysis and evaluation including commendations and recommendations.
Upload the completed video onto your Professional Blog Site for presentation and assessment.
Detailed steps
1) Select an entity from the list below:
- The Smith Family https://www.thesmithfamily.com.au/
- RSPCA https://www.rspca.org.au/
- Guide Dogs Australia Australia https://guidedogs.com.au/
- Médecins Sans Frontières (Doctors Without Borders) https://msf.org.au/
2) Using a range of online search techniques identify the entity’s digital footprint (online presence).
3) Develop a set of evaluation questions based on your understanding of what makes an effective digital communications strategy.
4) Using the set of evaluation questions, design a simple digital communications strategy evaluation template and use the template to assess the effectiveness of the entity’s current digital communications strategy.
5) Draft commendations about the entity's successful practices and make recommendations to improve the entity’s current digital communications management strategy if you can identify any.
6) Present your findings as a multimedia video presentation.
The video presentation can be in the style of a TEDx talk; a narrated presentation in Slideshare or Powerpoint; a speak-to-camera YouTube style presentation; or another vodcast presentation style that provides visual and audio capabilities and can be embedded as an MP4 file.
7) Embed the video into your Professional Blog Site as an ‘in-feed native video’ or suitable equivalent.
8) Provide a URL link to your multi-media presentation embedded in your Professional Blog Site.
AI Assessment scale tool:
Level 2:
You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
Submission:
Enter the URL in the field provided in the Assignment 3 submission portal on the DGTL13006 Moodle site.
Review/Exam Week Monday (13 Oct 2025) 9:00 am AEST
Within 14 days of submission
The assignment will be evaluated according to how successfully students have incorporated the advice from unit texts and resources in accordance with the prestated learning objectives.
| Assessment learning objectives | Marks |
| 1/ Detailed research and analysis of an organisation's ‘digital footprint’ has been carried out: | |
| Demonstrated knowledge of digital communications platforms, tools and techniques relevant to developing an effective online presence. | 0-4 |
| Deployment of a range of online search engine techniques to detect, analyse and present for evaluation the selected entity’s digital footprint (online presence). | 0-4 |
| 2/ The ability to identify the digital communications management strategy apparent by the selected entity’s online presence is demonstrated: | |
| Demonstrated clear understanding of the value of the digital platforms and tools available for implementing an effective digital communications strategy. | 0-4 |
| Evidence of the development of an instructive set of evaluation questions based on knowledge and understanding of this unit’s resources pertinent to digital communications management strategies. | 0-4 |
| 3/ Sophistication is demonstrated in the student’s evaluation of the effectiveness of the digital communications management strategy currently employed by the entity: | |
| Demonstrated capacity to explain and evaluate digital communications platforms, tools and strategies that are presently used by individuals and organisations. | 0-5 |
| Evidence of a considered evaluation based on the understanding that a welldesigned digital communications strategy will support and maintain an effective digital presence over time through a consistent online presence and reliable, quality content. | 0-5 |
| 4/ There is originality and practicality in the student's commendations of the entity’s current digital communications management practices and recommendations for improvement (if any): | |
| Evidence of the development of considered commendations of the entity’s current practices for successful of digital communications management and credible recommendations to improve them (if any). These are illustrated and explained using professional terminology based on this unit’s learning resources. | 0-10 |
| 5/ Information has been clearly and professionally communicated adhering to the presentation requirement (audio-visual via professional blog): | |
| Effective evaluation and recommendations presented as a professional multimedia video presentation, embedded into the student’s Professional Blog Site as an ‘in-feed native video’/or suitable equivalent. | 0-2 |
| Evidence of discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinions and perspectives including academic referencing where appropriate. | 0-2 |
| Total marks available | 40 |
- Explain and evaluate digital communications platforms and strategies that are presently used by individuals and organisations
- Develop and reinforce essential skills for communicators in the digital age, including the creation and consumption of digital media via web, social and mobile technologies
- Critically examine key social, economic, ethical and regulatory issues associated with digital communications.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
