Student Complaint Handling and Disciplinary Processes in the 21st Century Australian University

Jackson, J; Fleming, H; Kamvounias, P; Varnham, S

Student Complaint Handling and Disciplinary Processes in the 21st Century Australian University

Jackson, J Fleming, H Kamvounias, P Varnham, S

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Publisher:: Jordans
Publication Type:: Journal Article
Citation:: Education Law Journal, 2010, 11 (2), pp. 108 - 116
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Jackson, J	en_US
dc.contributor.author	Fleming, H	en_US
dc.contributor.author	Kamvounias, P	en_US
dc.contributor.author	Varnham, S https://orcid.org/0000-0002-7966-6096	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Education Law Journal, 2010, 11 (2), pp. 108 - 116	en_US
dc.identifier.issn	1469-0152	en_US
dc.identifier.uri	http://hdl.handle.net/10453/15966
dc.description.abstract	Many university students at some time during their studies have a complaint or are the subject of disciplinary proceedings for academic misconduct. A course or assessment of a student's work may not measure up to expectations or a student may feel treated unfairly during a misconduct process. When this occurs, students may feel that their learning and engagement with the curriculum has been compromised. Inevitably, some students pursue their complaints, while others simply move on or, in more extreme cases, leave the system altogether. Conflicts with university faculties have been cited as one major reason why students leave graduate programmes in universities in the US.1 Aggrieved students are less likely to integrate and identify with the values and processes of the university.2 On the other hand, there are some students who are very aware of their rights and quite prepared to use internal and external mechanisms to exercise them.	en_US
dc.publisher	Jordans	en_US
dc.relation.ispartof	Education Law Journal	en_US
dc.title	Student Complaint Handling and Disciplinary Processes in the 21st Century Australian University	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	11	en_US
utslib.for	1801 Law	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Law
pubs.organisational-group	/University of Technology Sydney/Strength - LRC - Law Research Centre
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.volume	11	en_US

Abstract:

Many university students at some time during their studies have a complaint or are the subject of disciplinary proceedings for academic misconduct. A course or assessment of a student's work may not measure up to expectations or a student may feel treated unfairly during a misconduct process. When this occurs, students may feel that their learning and engagement with the curriculum has been compromised. Inevitably, some students pursue their complaints, while others simply move on or, in more extreme cases, leave the system altogether. Conflicts with university faculties have been cited as one major reason why students leave graduate programmes in universities in the US.1 Aggrieved students are less likely to integrate and identify with the values and processes of the university.2 On the other hand, there are some students who are very aware of their rights and quite prepared to use internal and external mechanisms to exercise them.

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http://hdl.handle.net/10453/15966