Overview
In this unit, you will examine the elements of cultural capability required to practice culturally safe and inclusive midwifery care. You will have the opportunity to develop an understanding of cultural safety through self-reflexivity for culturally safe midwifery care that is free of racism and bias. You will be introduced to Aboriginal and Torres Strait Islander peoples' history and post-colonial experiences to gain an insight into the implications of this for midwifery care, population health, and health care practice. You will gain an understanding of the importance of equitable partnerships with Aboriginal and Torres Strait Islander families, health professionals, organisations, and the community to provide respectful midwifery practice that is underpinned by cultural safety. Specifically, you will focus on historical and current issues in relation to 'Women's Business', birthing on country, motherhood, and the models of midwifery care available to Aboriginal and Torres Strait Islander families.
Details
Pre-requisites or Co-requisites
Pre-requisites: MDWF12006 Midwifery Practice 2, MDWF12005 Foundations of Midwifery 2 and MDWF12004 Critical Inquiry and Midwifery Practice
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 3 - 2026
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
- Academic Progression Policy and Procedure
- Student Refund and Credit Balance Policy and Procedure
- 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 SUTE Data
The assignments felt extremely repetitive. The amount of the assignments (including the group discussions) felt overwhelming. It felt like there was always an assignment to do.
It is recommended that the assessment structure be reviewed to ensure clarity, reduce perceived overlap, and improve the balance of workload across the term, while maintaining alignment with learning outcomes and academic standards.
Feedback from SUTE Data
A lot of doubling up of information in association with other units, very repetitive. For the amount of cultural practice we do, this feels over-educated.
Clarifying the role of this unit as a foundational component of the program and explaining how cultural safety knowledge and skills are scaffolded across the midwifery curriculum may help address student perceptions regarding assessment relevance and expectations. This recommendation has been addressed through explicit explanation of each assessment task, including its purpose within the unit and its alignment with learning outcomes. Teaching and unit materials clearly articulate how the assessment supports the development of culturally safe midwifery practice and how these skills and understandings are scaffolded across the broader program and applied in future clinical contexts. This explicit framing supports student understanding of the relevance of the assessment and its importance to professional midwifery practice.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
Draft ANMAC Midwifery Education Standards (2020).
Standard 1: Safety of the public.
Standard 3: Program of study.
Standard 5: Student assessment.
The Nursing and Midwifery Aboriginal and Torres Strait Islander Health Curriculum Framework (2017).
The NMBA Aboriginal and Torres Strait Islander Health Strategy.
The NMBA Midwife Standards for Practice (2018).
Standard 1: Promotes health and wellbeing through evidence-based midwifery practice.
Standard 2: Engages in professional relationships and respectful partnerships.
Standard 5: Develops a plan for midwifery practice.
Standard 6: Provides safety and quality in midwifery practice.
The NMBA Code of Conduct for Midwives (2018).
Principle 1: Legal compliance.
Principle 2: Woman-centred practice.
Principle 3: Cultural practice and respectful relationships.
Principle 4: Professional behaviour.
Principle 6: Research in health.
The ICM Code of Ethics (2014).
1. Midwifery relationships.
2. Practice of midwifery.
3. Professional responsibilities of midwives.
4. Advancing midwifery knowledge and practice.
National Safety and Quality Health Care Standards (2017).
Partnering with consumers.
Comprehensive care.
Communicating for safety.
Clinical governance.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Group Discussion - 20% | |||||
| 2 - Written Assessment - 40% | |||||
| 3 - Case Study - 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 - First Nations Knowledges | |||||
| 11 - 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 | 11 | |
| 1 - Group Discussion - 20% | |||||||||||
| 2 - Written Assessment - 40% | |||||||||||
| 3 - Case Study - 40% | |||||||||||
Textbooks
Midwifery: Preparation for Practice
- Edition: 5th (2023)
- Authors: Sally Pairman, Sally Tracy, Hannah Dahlen, Lesley Dixon
- Elsevier Australia
- Sydney Sydney , NSW , Australia
- ISBN: 9780729544764
Yatdjuligin: Aboriginal and Torres Strait Islander Nursing and Midwifery Care
- (2021)
- Authors: Odette Best & Bronwyn Fredericks
- Cambridge University Press
- Port Melbourne Port Melbourne , VIC , Australia
- ISBN: 978-1-108-79469-5
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- CQUniversity library literature search tools
- Microsoft Word
- Wordprocessing, spreadsheeting and powerpoint software
- CQUniversity Library Resources
- Zoom (both microphone and webcam capability)
- CQUniversity Library Nursing/Midwifery/Social Work Resources
- Australian Standards (through CQU library)
- Endnote bibliographic software. This is optional for formatting references
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.chee@cqu.edu.au
Week 1
Begin Date: 09 Nov 2026Module/Topic
Introduction to the Unit
Chapter
Australian Nursing & Midwifery Accreditation Council. (2021). Midwife accreditation standards.
Williamson, M. (2008). Dealing with diversity: incorporating cultural sensitivity into professional midwifery practice, Doctor of Philosophy thesis, School of Nursing, Midwifery and Indigenous Health, University of Wollongong, 2008. https://ro.uow.edu.au/theses/2068
Events and Submissions/Topic
Recorded presentations- Welcome and Unit Introduction. Weekly lecture/tutorial.
Activity- Access the General Discussion page and introduce yourself to your colleagues by providing your name and maybe why you are studying this unit and course.
Assessments- Familiarise yourself with all three assessments this week. Read the instructions carefully and start planning your approach.
Foundations of Academic Integrity Program- Complete your annual program.
Announcements and Discussion Forums- Check for posts and updates.
Week 2
Begin Date: 16 Nov 2026Module/Topic
The History and Impact of
Colonisation in Australia
Chapter
White, J. (2019). The Australian and New Zealand Context in Pariman, S. Tracy, S. Dalen, HG & Dixon, L. Midwifery Preparation for Practice, Elsevier. Reconciliation Australia (2021). 2021 State of Reconciliation in Australia Report Moving from Safe to Brave Summary Report, Reconciliation Australia, Kingston ACT 2604.
Events and Submissions/Topic
Zoom/Teams – Tutorial and unit content and assessments.
Assessment 1- Start your literature searching and preparing assessment.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Week 3
Begin Date: 23 Nov 2026Module/Topic
Social and Environmental
Determinants of Aboriginal and Torres
Strait Islander Women’s Health
Chapter
MacDonald, C. & Dixon, L (2019). Social and environmental determinants of women's health in Pairman, S. Tracy, S. Dalen, HG & Dixon, L. Midwifery Preparation for Practice, Elsevier, Australia.
Sherwood, J. (2021). Historical and current perspectives on the health of Aboriginal and Torres strait Islander peoples in Best, O., Fredericks, B. Yatdjuligin Aboriginal and Torres Strait Islander Nursing and Midwifery Care, Cambridge University Press, United Kingdom.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Census Date- is next week. If you are struggling, please contact your Unit Coordinator for help.
Assessments- Post your Group Discussion main entry. Begin planning for Assessment 2: Written Essay by reviewing the task structure and starting your literature search.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Census Date is next week. If you are struggling, please contact your Unit Coordinator for help.
Assessment 2 Due: Week 3 Wednesday (25 Nov 2026) 4:00 pm AEST
Week 4
Begin Date: 30 Nov 2026Module/Topic
White Privilege and Racism in Health
and Maternity Care
Chapter
Thackrah, R.D., Wood, J., & Thompson, S.C. (2021). Longitudinal follow up of early career midwives: Insights related to racism show the need for Increased commitment to Cultural Safety in Aboriginal Maternity Care. International Journal of Environmental Research & Public Health, 18, 1276. https://doi.org/10.3390/ijerph18031276
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Census Date – Tuesday Week 4
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Week 5
Begin Date: 07 Dec 2026Module/Topic
Cultural Safety and Midwifery Practice
Chapter
Miller, S., & Bear, R.J., (2019). Midwifery partnership in Pairman, S. Tracy, S., Dahlen, H.G., & Dixon, L. Midwifery Preparation for Practice, Elsevier, Australia.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Assessment 1 Due: Week 5 Wednesday (9 Dec 2026) 4:00 pm AEST
Week 6
Begin Date: 14 Dec 2026Module/Topic
Birthing on Country
Chapter
Australian College of Midwives, Congress of Aboriginal and Torres Strait Islander Midwives, CRANA. (2017). Joint Birthing on Country position statement. https://www.midwives.org.au/common/Uploaded%20files/_ADMIN-ACM/Birthing-on-Country-Joint-Position-Statement-2017.pdf
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Mid-Term Break
Begin Date: 21 Dec 2026Module/Topic
Chapter
Events and Submissions/Topic
Week 7
Begin Date: 04 Jan 2027Module/Topic
Midwives working with Aboriginal and
Torres strait Islander Women
Chapter
Hartz, D., & Sherwood, J. (2019). Midwives working with Aboriginal and Torres Strait Islander women. In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds). Midwifery preparation for practice. Elsevier.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Week 8
Begin Date: 11 Jan 2027Module/Topic
Growing Deadly Families Aboriginal
and Torres Strait Islander Maternity
Services Strategy 2019-2025
Chapter
Queensland Health. (2019). Queensland Health growing deadly families Aboriginal and Torres Strait Islander maternity services strategy 2019-2025. https://www.health.qld.gov.au/__data/assets/pdf_file/0030/932880/Growing-Deadly-Families-Strategy.pdf
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Week 9
Begin Date: 18 Jan 2027Module/Topic
Pregnancy and birth outcomes for
Aboriginal and Torres Strait Islander
women: 2016–2018
Preterm birth and low birthweight
Chapter
Hartz, D., & Sherwood, S. (2018). Midwives working with Aboriginal and Torres Strait Islander women. In S. Pairman, S.K. Tracy, H.G. Dahlen, & Dixon, L. (Eds.), Midwifery preparation for practice (pp. 158-170). Elsevier.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content and assessments.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Week 10
Begin Date: 25 Jan 2027Module/Topic
Pregnancy and birth outcomes for
Aboriginal and Torres Strait Islander
women: 2016–2018
Perinatal Mortality
Chapter
AIHW. (2021). Australia’s mothers and babies: Maternal deaths. https://www.aihw.gov.au/
reports/mothers-babies/maternal-deaths-australia#cause.
Events and Submissions/Topic
Zoom/Teams- Tutorial and unit content.
Announcement and Discussion Forums- Check for posts and updates.
Student email- Check your student email at least twice per week for important communications.
Professional Midwifery Practice (PMP)
1. Enrol in PMP unit, and
2) upload Mandatory Checks by Mandatory Check closing date (Monday Week 10).
Don’t forget - Check your unit enrolments for next term.
Week 11
Begin Date: 01 Feb 2027Module/Topic
Infant Health
Chapter
Readings and activities as outlined in module.
Events and Submissions/Topic
Student Unit and Teaching Evaluation survey- We encourage you to provide feedback about your unit and teaching experiences in this unit. Survey opens Week 11 and closes one week before release of grades.
Week 12
Begin Date: 08 Feb 2027Module/Topic
Where to from here?
Chapter
Readings and activities as outlined in module.
Events and Submissions/Topic
Student Unit and Teaching Evaluation survey- Please complete the unit evaluation survey.
Congratulations on completing this unit. Don’t forget to check your unit enrolments for next term.
Assessment 3 Due: Week 12 Wednesday (10 Feb 2027) 4:00 pm AEST
Exam Week
Begin Date: 15 Feb 2027Module/Topic
Chapter
Events and Submissions/Topic
Week 12
Begin Date: 07 Feb 2028Module/Topic
Where to from here?
Chapter
Readings and activities as outlined in module.
Events and Submissions/Topic
Student Unit and Teaching Evaluation survey- Please complete the unit evaluation survey.
Congratulations on completing this unit. Don’t forget to check your unit enrolments for next term.
As this unit is offered online, students are asked to prepare their own individual study plan to undertake self-led and self-directed study throughout the term. A key to your success is a strategic self-directed approach to learning and regular contact with your Unit Coordinator/s. Please check the Announcements and Discussion forums at least twice a week - there will be regular announcements about assessments and unit resources throughout the term and reviewing this information is essential to unit knowledge and your success. CQUniversity communicates with students through CQUniversity email. We recommend that you access your CQUniversity email at least twice a week so that you do not miss vital information about your studies.
1 Group Discussion
You will participate in an online group discussion to explore your own positioning in relation to white privilege and the social determinants of health. You will consider how those determinants have been shaped for Aboriginal and Torres Strait Islander women by colonisation and the policies that followed, and what this means for the care you give. Sharing your thinking in a forum also gives you the chance to see how others have approached it and to respond to a peer.
Instructions
Please refer to the assessment task instructions on the unit Moodle site.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. You must not use AI tools or technology to produce substantive content. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
Level of GenAI Use Allowed: 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.
Extensions
Extensions to this assessment are not available as per policy. The 72-hour grace period may apply to this assessment.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
Week 5 Wednesday (9 Dec 2026) 4:00 pm AEST
Online
Mid-Term Break Wednesday (23 Dec 2026)
Online
Assessment criteria will be available on the Moodle site.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Students will write an academic essay that explores how colonisation and the policies that followed it have shaped the social determinants of health for Aboriginal and Torres Strait Islander women and how these historical and ongoing influences affect maternity care. Students will use a documentary made by and with Yolŋu people as your starting point rather than a textbook account. Students will consider these influences and apply their learning to culturally safe, inclusive midwifery care for Aboriginal and Torres Strait Islander women and their families.
Instructions
Please refer to the assessment task instructions on the unit Moodle site.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. You must not use AI tools or technology to produce substantive content. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
Level of GenAI Use Allowed: 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.
Extensions
Extensions to this assessment are available as per policy. The 72-hour grace period may apply to this assessment.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
Week 3 Wednesday (25 Nov 2026) 4:00 pm AEST
Online
Week 6 Wednesday (16 Dec 2026)
Online
Assessment criteria will be available on the Moodle site.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Case Study
Students examine a case study of a real maternity service to demonstrate an understanding of how a First Nations maternity model of care works in practice, how the Growing Deadly Families Strategy underpins and extends it, and what working in such a model asks of you as a midwife.
Instructions
Please refer to the assessment task instructions on the unit Moodle site.
Academic Integrity
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. You must not use AI tools or technology to produce substantive content. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
Level of GenAI Use Allowed: 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.
Extensions
Extensions to this assessment are available as per policy. The 72-hour grace period may apply to this assessment.
Minimum Pass Criteria
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
Week 12 Wednesday (10 Feb 2027) 4:00 pm AEST
Online
The assessment will be returned online on the 17th February 2027.
Assessment criteria will be available on the Moodle site.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
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?
