Overview
In this unit you will gain the knowledge, values and skills required for effective cross-cultural practice. You will examine the history of migration and migration policies and its impact on the experiences of culturally diverse communities in Australia. You will also explore key cross-cultural research literature for effective cross-cultural practice. You will have the opportunity to reflect on the impact of your personal and professional values on cross-cultural practice.
Details
Pre-requisites or Co-requisites
Pre-requisites: SOWK11014; SOWK11015.
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 - 2024
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 SUTE data
I learned so much in this course! I spent so much time doing extra study and research because the further the course went on, the less I realised I knew.
Continue to maintain the focus on enhancing critical thinking and engagement around issues related to culturally humility and safety in social work practice
Feedback from SUTE data
I truly appreciate the kindness, compassion and support I received. It made me really thankful to be at this uni, learning from these wonderful teachers who care about me genuinely as a person.
Continue to maintain a student-centered approach to teaching and learning.
Feedback from SUTE data
This unit is challenging. I would appreciate more guidance and assistance with assessments.
While the unit is designed to challenge the students' thinking around issues related to cross-cultural practice, the unit will continue to offer opportunities for students to explore and unpack these themes. Assessment-focused ZOOM sessions will continue to be delivered alongside with opportunities for students to consult with the unit coordinator when uncertain around assessment task requirements.
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 20% | |||||
| 2 - Case Study - 40% | |||||
| 3 - Written Assessment - 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 - 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 - Written Assessment - 20% | ||||||||||
| 2 - Case Study - 40% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.sobolewska2@cqu.edu.au
Module/Topic
Introduction to Cultural Diversity an Cross-Cultural Social Work Practice
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Self-Awareness in Cross-Cultural Social Work Practice
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Eurocentrism, Racism and Social Work
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Migration, Multiculturalism and the Australian Policy Context
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Settlement: Establishing New Home and Finding Belonging
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Cross-Cultural Communication and Social Work
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Social Work with Families from CALD Backgrounds
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Social Work with Children and Young People from CALD Backgrounds
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Mental Health and CALD communities
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Promoting Culturally Safe and Sensitive Practice and Service Delivery
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Social Work & People with Disability from CALD Communities
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Elder Care & Culturally and Linguistically Diverse People and Communities
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Length: 750 words +/- 10%
Aim
The aim of this assessment is for you to examine your own identity and values and consider how these relate to social work values and cross-cultural practice. Culturally safe and sensitive practice starts with our own self-awareness. AASW Code of Ethics (2020, p. 12) states that ‘social workers have a responsibility to acknowledge the significance of culture in their practice, recognising the impact their own social locations, views and biases can have on their practice and on culturally different service users and colleagues’. In other words, reflecting on our values and identity are starting points in cross-cultural practice.
Instructions
You are writing about yourself and writing in the first person. You are to critically reflect on your values and identity.
In this assessment, you are to:
1. Choose up to three of your personal values and explain how they became important to you. When explaining their importance, consider how these values relate to your identity. This could include your gender, cultural background, religion/spirituality, family background, sexual orientation, etc.
2. Reflect how your values relate to professional social work values. You may consider how these align together, or if they diverge, you may want to consider how they can be more aligned.
3. Examine the ways that your identity and values may influence your social work practice with people from culturally and linguistically diverse backgrounds. You may consider how you would resolve differences when your values and the values of your clients and/or colleagues differ.
4. In your reflection, draw on social work principles and concepts related to cross-cultural social work.
5. In this assessment, since you are sharing personal information; please only share what you would be comfortable discussing in a professional setting.
Literature and references
In this assessment, use at least 6 contemporary references to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· You will write in the first-person as it is your reflection on your ‘self’.
· Use formal language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Reference
Australian Association of Social Workers (AASW). (2020). Code of Ethics. Canberra: AASW.
Week 5 Tuesday (2 Apr 2024) 9:00 am AEST
Week 6 Tuesday (16 Apr 2024)
|
Key Criteria |
HD 84.5-100% |
D 74.5 – 84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
Marks |
|
Presentation and Structure. Clarity of written communication. Organisation of the material (10%) |
Excellent written communication skills. Consistently adheres to the English conventions of grammar, paragraphing, punctuation, and spelling. Language is used with clarity, purpose, and logic. Information is presented in an organised, structured format and is easy to read. (8.45-10) |
Very good written communication skills. Very good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with minor errors. Clarity, purpose, logic present most of the time. Information is presented in an organised format and easy to read, but not always integrated. (7.5-8.4) |
Good written communication skills. Good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with some errors. Information is clear and easy to read, with interpretation mostly possible (6.5-7.4).
|
Satisfactory written communication skills. Adequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Information is not presented in an organised, structured format, and can be difficult to read and interpret (5-6.4). |
Unsatisfactory written communication skills. Inadequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Information is incomplete or does not make sense. Format is not organised making it difficult to read and interpret (<5). |
............./10 |
|
Examination of your personal values and identity (30%) |
Detailed multi-faceted examination of personal values and aspects of your identity. Comprehensively articulated and detailed link between your values and identity. (25.35-30.0) |
Well-developed discussion of personal values and identity. Personal values and aspects of identity are well connected. (22.35-25.3)
|
Generally well-developed description of personal values and aspects of your identity including a link between these. Some parts are better developed than others. (19.35-22.3) |
Sound description outlining your values and the various aspects of your identity. The link between identify and values is sound with missing details. (14.85-19.3) |
Examination is extremely limited or not evident. Confusing outline of the various aspects of your identity. The link between your identity and values is unclear. (<14.85). |
............./30 |
|
Integration of professional values and discussion of implications for cross cultural social work practice (40%)
|
The relationships between personal cultural values and professional values and cross- cultural practices have been creatively and comprehensively identified and presented. Excellent and consistent integration of principles and theoretical concepts related to cross-cultural social work practice throughout the discussion. (33.8-40.0)
|
The relationships between personal cultural values and professional values and cross- cultural practices have been very well articulated. Principles and theoretical concepts related to cross-cultural social work practice throughout the discussion are very-well integrated. (29.8-33.7) |
The relationships between personal cultural values and professional values and cross -cultural practices have been well articulated with inconsistent attention to detail. Principles and theoretical concepts related to cross-cultural social work practice throughout the discussion are well integrated with inconsistent attention to detail. (25.8-29.7) |
Very few links between personal cultural values and professional values and cross-cultural practices have been identified and presented. Sound integration of principles and theoretical concepts related to cross-cultural social work practice. Some parts lack clarity or depth. (19.8 – 25.7) |
Links between personal cultural values and professional values and cross- cultural practices have not been demonstrated. Integration of principles and theoretical concepts related to cross-cultural social work practice is extremely limited or missing. Discussion is difficult to read and interpret (<19.8). |
…………./40 |
|
Originality and reflection (10%) |
Highly original reflection, demonstrating personal insight, and deep engagements. (8.45-10) |
Original reflections with clear personal insight. (7.5-8.4) |
Some original reflections with basic personal insights. (6.5-7.4) |
Limited originality in reflections, minimal personal insight. Reflection is generic. (5-6.4) |
Lack of originality, reflections are extremely limited. (<5) |
……….. /10 |
|
Referencing (10%) |
All literature used is appropriate and scholarly. APA referencing is used with no mistakes. (8.45-10) |
Most of the literature used is appropriate and scholarly. APA referencing is used with minimal. mistakes. (7.5-8.4) |
Most of the literature used is appropriate and scholarly. APA referencing is used with some mistakes. (6.5-7.4)
|
Some of literature used is appropriate and scholarly. APA referencing is used with many mistakes. (5-6.4) |
Most of the literature used is inappropriate and not from a scholarly source. APA referencing is not used. (<5) |
…….. /10 |
|
Total Marks |
|
|
|
|
|
|
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
2 Case Study
Length: 1800 words +/- 10%
Aim
In this assessment, you will examine the issues faced by the individual in the provided case study on Moodle. You will situate these issues within the context of the person’s family and cultural background and broader societal issues. You will identify and evaluate the knowledge, theoretical concepts, skills, and values that would guide your approach to working with this individual and their family. The primary objective is not to provide solutions but to explore how you would approach working within the cross-cultural context.
Instructions
In this assessment, you are examining the cross-cultural issues and the theoretical approaches that would guide your practice. You will also examine the skills and values required when working with the person and their family.
Please follow the steps below to complete your assessment task. Focus your discussion on the case study.
1. Provide a clear introduction to the case, which includes psychosocial factors impacting the person. Be mindful to also identify the strengths, not just areas of vulnerability. You can use culturagram as a guiding framework.
2. Identify and explain the cross-cultural issues drawing on research and/or theory.
3. Choose one or two theoretical approaches and explain how you would apply them to guide your practice to help build working alliances and cultural safety.
4. Reflect on any cross-cultural issues and/or values you identified that you considered significant. Examine any values that emerged for you that would challenge you in cross-cultural practice and how would you go about addressing potential tensions. You may consider your own cultural biases and assumptions.
Literature and references
In this assessment, use at least 10 contemporary references (<10 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks, and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Generative AI
• Generative artificial intelligence (Gen-AI) includes a range of computer programs that use data sets and computer-generated information to create new content. For this assessment you may use Gen-AI to help you to understand the question, explain research concepts and check references are in the correct format. If you use Gen-AI, you should include a statement that declares that you have used Gen-AI and how you have used Gen-AI.
• You should not use Gen-AI in the creation or critical analysis of the content or to write or rewrite any part of your assessment.
• You should be aware that Gen-AI output can be incorrect and can include fictitious references and sources.
Week 9 Monday (6 May 2024) 9:00 am AEST
Week 11 Monday (20 May 2024)
|
Key Criteria |
HD 84.5-100% |
D 74.5 – 84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
|
Presentation and Structure: Clarity of written communication, organisation of the material (10%) |
Excellent written communication skills. Consistent adherence to the English conventions of grammar, paragraphing, punctuation, and spelling. Formal academic language is used with clarity, purpose and logic. Information is presented in an organised, structured format and is easy to read. (8.45-10) |
Very good written communication skills. Very good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with minor errors. Formal academic language is mostly used. Clarity, purpose, logic present most of the time. Information is presented in an organised format and easy to read, but not always integrated. (7.5-8.4) |
Good written communication skills. Good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with some errors. Used some academic language. Information is clear and easy to read, with interpretation mostly possible (6.5-7.4).
|
Satisfactory written communication skills. Adequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Used some academic language. Information is not presented in an organised, structured format, and can be difficult to read and interpret (5-6.4). |
Unsatisfactory written communication skills. Inadequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Use of academic language not evident. Information is incomplete or does not make sense. Format is not organised making it difficult to read and interpret (<5). |
............./10 |
|
Understanding of the issues facing the person and the family in the case study (30%) |
Excellent multi-faceted description outlining the various aspects of the issues facing the person and the family (25.6-30) |
Well-developed description outlining the various aspects of the issues facing the person and the family (22.5-25) |
Generally good description outlining the various aspects of the issues facing the person and the family (19.5-22) |
Sound description outlining the various aspects of the issues facing the person and the family (15-21.5) |
Understanding extremely limited or not evident. Confusing outline of the various aspects of the issues facing the person and the family (<15) |
............./30 |
|
Application of appropriate research and theories to inform cross cultural practice (30%) |
Comprehensive and multifaceted discussion on how your practice would be theoretically informed. Theoretical concepts are explained, and integrated in the context of the case study. (25.6-30) |
Clear and thorough discussion on how your practice would be theoretically informed. Theoretical concepts are very well integrated in the context of the case study. (22.5-25) |
Discussion is clear with some areas less comprehensively addressed than others. Appropriate theoretical concepts are identified. Theoretical concepts are well integrated with inconsistent attention to detail. (19.5-22)
|
Appropriate theories are identified and its application to the case study is sound. Some parts lack clarity or depth. The content is unclear and limited in part. (15-21.5) |
Application of theories is extremely limited, inappropriate or missing. Discussion is difficult to read and interpret. (<15)
|
…......./30 |
|
Reflection on issues/values in cross-cultural practice (20%) |
Reflection demonstrates personal insight, and deep engagements. Comprehensive and detailed discussion focused on potential issues/values and addressing them in the context of the case study. (16.9-20.0) |
Reflection demonstrates clear personal insight. Mostly comprehensive discussion focused on potential issues/values, identifying areas of potential tensions.(14.9-16.8) |
The discussion well identifies potential issues/values. Some parts of reflection have more insights than others. (12.9-14.8) |
Some potential issues/values are identified. Discussion and insights are limited. (9.9-12.8) |
Poor or unclear and confusing discussion. Reflection is extremely limited in depth. (<9.9) |
/20 |
|
Use of references and referencing (10%) |
All literature used is appropriate and scholarly. The literature has been evaluated and synthesised, substantially supporting the arguments. The APA referencing conventions have been applied accurately and consistently in both in-text referencing and reference lists. (8.45-10) |
All literature used is appropriate and scholarly. The literature has been synthesised to support the arguments. In both in-text referencing and the reference list, APA referencing conventions have been used accurately and consistently with minimal mistakes. (7.5-8.4) |
Most of the literature used is appropriate and scholarly. Literature has been summarised and incorporated, supporting key points. APA referencing in both in-text referencing and the reference list have been used with some mistakes. (6.5-7.4) |
Some of literature used is appropriate and scholarly. Literature has been referred to in the paper. APA referencing in both in-text referencing and the reference list have been used with many mistakes. (5-6.4) |
Most of the literature used is not credible or relevant or tenuously related to the topic. APA referencing in both in-text referencing and the reference list is minimal. (<5) |
……./10 |
|
Total Marks |
|
|
|
|
|
|
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
3 Written Assessment
Length: 1800 words +/- 10%
Aim
The aim of this assessment is to explore strategies for facilitating inclusion in social work practice with migrant and or refugee communities in your local region in response to an identified issue.
Instructions
You are a social worker in training. You have been asked to prepare a document that explores how social workers can facilitate engagement with local migrant/refugee communities to help respond to an identified issue. The issue can be one impacting directly members of the community (e.g. family domestic violence, mental health) or it can have a broader focus (e.g. racism, underutilisation of available services, regional resettlement).
Please follow the steps below to complete your assessment task:
• Identify your local area, introduce the identified issue and explain how is it relevant for the local migrant/refugee community and the role of the social workers for this community cohort.
• Describe the multicultural composition in your region or you can focus on just one or two ethnic communities. Consider the reasons for migration/settlement for your chosen group. Assess the needs or challenges experienced by your local ethnic community concerning the identified issue, and its impact.
• Discuss barriers and challenges in engaging with formal support for the migrant/refugee community in your area, also giving consideration to potential structural barriers.
• Applying theoretical concepts, examine how social work practice can contribute to engaging with the local migrants/refugees to help respond to the issue.
• Propose strategies for enhancing engagement and collaborative relationships with the migrant/refugee community. Drawing on contemporary literature, consider innovative approaches that align with social work principles.
Literature and references
In this assessment, use at least 10 contemporary references to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks, and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Requirements
• Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
• Include page numbers on the top right side of each page in a header.
• Use formal academic language.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
• The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
• You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
• We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
• Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Generative AI
• Generative artificial intelligence (Gen-AI) includes a range of computer programs that use data sets and computer-generated information to create new content. For this assessment you may use Gen-AI to help you to understand the question, explain research concepts and check references are in the correct format. If you use Gen-AI, you should include a statement that declares that you have used Gen-AI and how you have used Gen-AI.
• You should not use Gen-AI in the creation or critical analysis of the content or to write or rewrite any part of your assessment.
• You should be aware that Gen-AI output can be incorrect and can include fictitious references and sources.
Review/Exam Week Monday (3 June 2024) 9:00 am AEST
17/06/2024 assessments will be returned two weeks from submission
|
Key Criteria |
HD 84.5-100% |
D 74.5 – 84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
|
Presentation and Structure. Clarity of written communication, organisation of the material (10%) |
Excellent written communication skills. Consistent adherence to the English conventions of grammar, paragraphing, punctuation, and spelling. Formal academic language is used with clarity, purpose and logic. Information is presented in an organised, structured format and is easy to read. (8.45-10) |
Very good written communication skills. Very good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with minor errors. Formal academic language is mostly used. Clarity, purpose, logic present most of the time. Information is presented in an organised format and easy to read, but not always integrated. (7.5-8.4) |
Good written communication skills. Good adherence to the English conventions of grammar, paragraphing, punctuation, spelling, with some errors. Used some academic language. Information is clear and easy to read, with interpretation mostly possible (6.5-7.4).
|
Satisfactory written communication skills. Adequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Used some academic language. Information is not presented in an organised, structured format, and can be difficult to read and interpret (5-6.4). |
Unsatisfactory written communication skills. Inadequate adherence to the English conventions of grammar, paragraphing, punctuation, spelling. Use of academic language not evident. Information is incomplete or does not make sense. Format is not organised making it difficult to read and interpret (<5). |
............./10 |
|
Understanding the needs of the community (20%) |
Excellent understanding of the community. The needs of the community are comprehensively presented (17-20) |
Very good understanding of the community. The needs of the community are presented in detail (15-16.5) |
Good understanding of the community. General overview of the needs of the community are presented (13-14.5) |
Adequate understanding of the community. Incomplete presentation of the needs of the community (10-12.5) |
Inadequate understanding of the community. No details presented about the needs of the community (<10) |
…………/20 |
|
Knowledge of appropriate cross-cultural theories/ perspectives that inform all aspects of the assignment question (20%) |
Excellent understanding of the cross-cultural theories/ perspectives demonstrated. Theoretical concepts are thoroughly discussed and consistently applied to the scenario (17-20) |
Very good understanding of the cross-cultural theories/perspectives demonstrated. Theoretical concepts are well explained and generally applied to the scenario (15-16.5) |
Good understanding of the cross-cultural theories/ perspectives demonstrated. Theoretical concepts’ explanation and application to the scenario are generally applied, with some aspects being better covered than others (13-14.5) |
Adequate understanding of the cross-cultural theories/ perspectives demonstrated. Theoretical concepts’ explanation and application to the scenario is broad and missing detail (10-12.5) |
Poor understanding of the cross-cultural theories/ perspectives demonstrated. Theoretical concepts lack sufficient explanation and their relevance to the scenario is unclear (<10) |
…………/20 |
|
Understanding of the barriers to service delivery experienced by the community (20%) |
Excellent understanding demonstrated of the barriers to service delivery experienced by the community. (17-20) |
Very good understanding demonstrated of the barriers to service delivery experienced by the community. (15-16.5) |
Good understanding demonstrated of the barriers to service delivery experienced by the community. (13-14.5) |
Adequate understanding demonstrated of the barriers to service delivery experienced by the community. (10-12.5) |
Poor understanding demonstrated of the barriers to service delivery experienced by the community. (<12.5) |
…………/20 |
|
Presentation of engagement strategy (20%) |
Excellent presentation of engagement strategy. The strategy is creatively and comprehensively addressed; and consistently supported by research on cross-cultural practice. (17-20) |
Very good presentation of engagement strategy. The content is clear and thorough and supported by relevant research evidence. (15-16.5) |
Good presentation of engagement strategy. The content is generally clear, with some areas less comprehensive than others. Good application of research evidence (13-14.5) |
Adequate presentation of engagement strategy. The content is unclear and limited in parts. Adequate use of research evidence (10-12.5) |
Poor presentation of engagement strategy. The content is unclear and limited in parts. (<10) |
…………/20 |
|
Referencing (10%) |
All literature used is appropriate and scholarly. APA referencing is used with no mistakes. (8.45-10) |
Most of the literature used is appropriate and scholarly. APA referencing is used with minimal. mistakes. (7.5-8.4) |
Most of the literature used is appropriate and scholarly. APA referencing is used with some mistakes. (6.5-7.4)
|
Some of literature used is appropriate and scholarly. APA referencing is used with many mistakes. (5-6.4) |
Most of the literature used is inappropriate and not scholarly. APA referencing is not used. (<5) |
……..…/10 |
|
Total Marks |
|
|
|
|
|
…………/100 |
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Communication
- Critical Thinking
- Cross Cultural Competence
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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.
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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?
