Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Politic Sc & Internat Studies
POLS2217 introduces students to the personalities, institutions and dynamics that have shaped European politics since 1945. Primary areas of study include the European Union (EU), domestic and foreign politics of major European powers (eg Britain, France, Germany and Russia) and the impact of specific challenges facing these countries (eg the fall of the Berlin Wall, the end of Communism, German re-unification, civil war in former Yugoslavia, the US-led war on terror) on the willingness of European states to cooperate. With its focus on cooperation in the EU, the course not only enhances the student's empirical knowledge of contemporary European politics, but also of theories seeking to explain why sovereign states cooperate.
Hardly a day goes by where 'Europe' doesn't make the news headlines. Journalists often use the term ‘Europe’ as shorthand for the European Union (EU), thereby forgetting that ‘Europe’ means different things to different people. For example, some European countries are clearly European (e.g. Norway, Switzerland), but are not a member-state of the EU. Conversely, some countries are part of the EU even though a large proportion of the population does not identify as ‘European’. (e.g. the United Kingdom until 2020).
The outcome of the 2016 Brexit referendum in the UK –which resulted in the UK’s decision to leave the EU— provides valuable food for thought for students and researchers interested in ‘Europe’ and/or the EU. For example, would peace in post-war Europe have lasted so long without the EU and its forerunners the ECSC and EEC? Have Europeans ended up taking peace for granted? Are we witnessing the gradual demise of the EU, and the revival of nationalist sentiments and authoritarian leadership? And has the Russia-Ukraine war weakened or strengthened transnational organizations like the EU and NATO?
The aim of this course is to gain a deeper understanding of current challenges facing Europe and the EU. More specifically, this course will first familiarize students with Europe’s rich social and political history (Part A), and subsequent introduce students to ‘EU studies’, a more specific field of studies that straddles International Relations, Peace and Conflict Studies, and Comparative Politics, and which seeks to explain, among other things, why sovereign nation-states decided to cooperate and establish the European Union (Part B).
Whereas part A (lectures 1-6) provides students with a deep understanding if the historical, social and political context in which the EU was established, part B (lectures 7-12) introduces students to the main EU studies perspectives (Neo-Functionalism, Liberal Intergovernmentalism, EU Governance, and Normative Debate about EU Citizenship and the EU’s Democratic Deficit). Students who complete this course successfully will not only acquire in-depth knowledge of Europe’s rich social and political history, but also essential institutional knowledge (e.g. EU institutions, EU policy domains, EU decision-making processes etc.).
The course will also explore the meanings and political implications of ‘Europe’ in global terms by drawing upon Indigenous perspectives. Students will be offered the opportunity to read sources on Europe and European influence written by Indigenous authors, to consider the imposition of European political forms on peoples around the globe, and to compare European transnationalism with Indigenous transnational movements.
Students completing the course should be able to answer the following kinds of questions in a theoretically informed way:
Example questions part A
- Why has conflict been rife in Europe for so many centuries?
- What was the role of ideas, ideologies and religion in fuelling/curbing conflict?
- Why do many Europeans continue to feel divided by language, culture and/or ethnicity?
- What have been the (positive and/or negative) impacts of European conquest?
-ﾠIs there evidence of transnational European (or EU) identity formation in Europe?
Example questions part B
- Why did sovereign nation-states decide to cooperate in post-World War II Europe?
- Why has EU integration been such a roller coaster ride, with many ups and downs?
-ﾠWhat kind of entity is the European Union?
- What are the main challenges facing the EU today?
-ﾠIs there evidence of transnational (EU) identity formation in Europe?
Course requirements
Assumed background
The course is suitable for anyone interested in European politics and/or European Union (EU) integration more specifically.
Although POLS2217 can be taken as a 'stand-alone' course, it can be regarded as an idealﾠ'companion'ﾠto the following Undergraduate courses:
- POLS1201 (Introduction to International Relations)
- POLS2211 (International Organisations and Political Cooperation)
- POLS2509 (Ethnic Conflict and Nationalism)
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
2 units POLS-coded course
Incompatible
You can't enrol in this course if you've already completed the following:
GT207
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Lectures: There will be 12 two-hour lectures starting in WEEK 1.
Tutorials: There will be 8 tutorials starting in WEEK 2.
Aims and outcomes
POLS2217 aims to increase the student's knowledge of European politics and EU integration since 1945, and to introduce the student to the various theoretical vantage points from which the European Union (EU) can be studied.
The course is also designed in such a way as to increase the students’ knowledge of international institutions and, in so doing, to increase the student's employability. This course is in particular suitable for students aspiring to a career in diplomacy or in international institutions, such as the OECD, EU or NATO, where a sound knowledge of European and EU politics will be indispensable.ﾠ
Finally, the course looks to increase the students’ ability to think critically, and to enhance the student's ability to find relevant literature, to review this literature, and to write a coherent and well-argued essay.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the long term impact of key events in European and international politics, focusing on political, economic, cultural and security trends and cooperation evident since 1945;
LO2.
Appreciate the interchange of varying perspectives on the international relations of Europe by the application of the concepts of integration and institutional cooperation to specific contemporary and regional issues;
LO3.
Apply your knowledge and analysis of European political issues in both a verbal and a written context, as well as reflect the extent to which that knowledge is applicable to Australia's Asian and Pacific neighbourhoods;
LO4.
Understand and evaluate the unprecedented social experiment that the European Union represents, and be aware of the various political imaginations that are pertinent to alternative European futures. This appreciation will be useful for students who, in their professional environment, will be involved in helping navigate Australia's regional future;
LO5.
Own sharper interpersonal and communication skills, thanks to the interaction dynamics of lectures and tutorials, which will facilitate the acquisition of life problem-solving attributes that are much in demand in the professional world.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Tutorial Preparation and Participation | 15% |
POLS2217 tutorials start 01/08/24 and end 10/10/24 |
| Paper/ Report/ Annotation | Mini Essay (1500 words) | 35% |
Due Wednesday 04/09/2024 at 2pm |
| Essay/ Critique | Major Essay (2500 words) | 50% |
Due Wednesday 23/10/2024 at 2pm |
Assessment details
Tutorial Preparation and Participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 15%
- Due date
POLS2217 tutorials start 01/08/24 and end 10/10/24
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
TUTORIAL DESCRIPTION
Eight tutorials are scheduled (starting in Week 2). They are an essential component of the course, which is why attendance is mandatory. The tutorials provide an environment in which you will have the opportunity to engage with the core themes of the course and to discuss the various perspectives on these issues. Students are expected to hand in a short (200 word) summary of one of the articles listed in the recommended readings list for the week in question. The recommended reading list can be downloaded from the course's Blackboard site. Students unsure which article to choose may want to consider reading and summarizing the recommended source listed for each tutorial in the Course Instance (under 'learning activities').
The tutorial sessions are designed to deepen your critical skills of analysis, synthesis and to enhance your understanding of decision-making in highly complex situation. They are an essential component of the course and presence and participation in these sessions is mandatory. The marking criteria are based on the idea of three P's: Presence, Preparation and Participation. More specifically, your tutorial participation mark will be calculated as follows:
15 points maximum in total can be earned.
Students can earn:
8 points for attendance (8 tutorials x 1 point = 8 points).
4 points for reading summaries (8 summaries x 0.5 = 4 points).
3 points maximum for active participation.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Mini Essay (1500 words)
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35%
- Due date
Due Wednesday 04/09/2024 at 2pm
- Learning outcomes
- L02, L03, L04
Task description
Write a 1500 word Mini Essay
A list of minor essay topics will be made available via Blackboard, and disseminated to students using a Blackboard announcement
Plagiarism Warning: Please ensure your assignment meets the UQ Academic Integrity standards (see POLSIS Essay Guide and/or UQ's website on Academic Integrity). Assignments containing one or more sections paraphrased or copied verbatim from other sources without adequate referencing will be reported to the POLSIS Integrity Officer, who will subsequently subject the assignment to closer inspection and reach a decision as to whether penalties for academic misconduct should be applied.
Artificial Intelligence
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Major Essay (2500 words)
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50%
- Due date
Due Wednesday 23/10/2024 at 2pm
- Learning outcomes
- L02, L03, L04
Task description
Write a 2500 word Major Essay
A list of Major Essay topics will be made available via Blackboard, and disseminated to students using a Blackboard announcement
Practical Tips:
- Starts with a clear introduction, which (i) articulates the central research question/argument and (ii) provides a clear 'roadmap' (so the reader knows how the essay is structured)
- Follows a clear structure, allowing for a coherent, step-by-step analysis
- Provides empirical- and/or research evidence (academic references) to back up claims/views
- Does justice to complexity and weighs different perspectives (no sweeping conclusions)
- Makes references to relevant academic literature (and not just regurgitate the text book)
- Concludes with a summary of the argument, findings, conclusions (and possible suggestions for future research)
- Ends with a reference section in which you listing the sources you have consulted
Plagiarism Warning: Please ensure your assignment meets the UQ Academic Integrity standards (see POLSIS Essay Guide and/or UQ's website on Academic Integrity). Assignments containing one or more sections paraphrased or copied verbatim from other sources without adequate referencing will be reported to the POLSIS Integrity Officer, who will subsequently subject the assignment to closer inspection and reach a decision as to whether penalties for academic misconduct should be applied.
Artificial Intelligence
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: None of the above criteria will have been met. This student will not have addressed the question, shown no or very little evidence of reading and minimal comprehension of the issues at hand. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: None of the above criteria will have been met. This student will not have addressed the question, shown no or very little evidence of reading and minimal comprehension of the issues at hand. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying all basic requirements for a Pass. The student will have demonstrated a minimal grasp of the chosen topic and will have made an effort to establish a single major argument for the essay. The student will have employed some research which correlated with the argument and will have made a visible effort to achieve adequate grammar, spelling and punctuation. Evidence of attempting to achieve a recognisable narrative flow should appear throughout the assignment. This student will have addressed the question, showing evidence of required research and a basic grasp of the issues at hand. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student will have demonstrated an adequate grasp of the chosen topic and will have made a reasonable effort to provide evidence to support a visible argument. The student will have employed an adequate research base to support the argument and will have achieved a reasonable, if not completely coherent standard of grammar, spelling, and punctuation. A recognisable narrative flow should be sustained throughout the essay. This student will have answered the question, showing evidence of adequate research and a degree of understanding of the issues at hand. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student will have demonstrated a sound grasp of the chosen topic and will have addressed the argument by providing suitable evidence to support an argument. The student will have employed a comprehensive research base that directly relates to the topic though it may not completely support the argument and will have achieved decent levels of competence in grammar, spelling, punctuation and narrative flow. This student will have answered the question in a direct, well supported fashion, showing evidence of some wide reading and a reasonable understanding of the issues at hand. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student will have demonstrated a very good grasp of the chosen topic and will have addressed the argument by providing a considerable amount of evidence to support a clearly stated argument. The student will have employed a reasonably extensive and well-organised research base to structure evidence in support of the argument and will have achieved a high level of competence in grammar, spelling, punctuation and narrative flow. This student will have answered the question in a direct, reasonably sophisticated fashion, employing wide research and showing a sound understanding of the issues at hand. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student will have demonstrated a highly sophisticated grasp of the topic and will have succeeded in addressing the question by providing a high level of evidence to support a clearly stated argument. The student will have employed an extensive and well organised research base to structure evidence in support of the argument and will have achieved impeccable levels of grammar, spelling, punctuation and narrative flow. This student will have answered the question in a direct and elegant fashion, employing significant research and showing a deep understanding of the issues at hand. |
Additional course grading information
ﾠ
1. Fail 1 - 19%
2. Fail 20 - 44%
3. Fail 45 ﾖ 49%
4. Pass 50 - 64 %
5. Credit 65 - 74 %
6. Distinction 75 - 84 %
7. High Distinction 85 - 100 %
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Word Length Penalty
Unless otherwise indicated, in the case of written submissions with a specified word count, you are given a +10% leeway on the upper word limit. If your written submission is over this leeway limit, it will attract a 10 percentage point penalty. For example, if your essay is 1,500 words, you may write up to 1,650 before attracting a word count penalty. If your essay exceeds the upper word limit, it will attract a 10% word count penalty. Therefore, if your essay is worth 40 marks, you will lose 4 marks from your allotted grade. Unless specified, penalties only apply to exceeding the word length, not for failure to write a sufficient amount.
Students should note:
• The Author-date in-text referencing system will count toward the word length;
• References in the Footnote referencing system will not count toward the word length. If you are using footnotes, any content included in footnotes beyond the specific text reference will count towards the word length.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Additional Learning Materials
Additional learning materials (e.g. lecture slides, links to videos and recordings) will be made available via Black-Board (see folder 'Learning Resources').
Essay Guide
The School of Political Science and International Studies Essay Guide can be downloaded from the School’s Student Support webpage.
The Guide sets out guidelines you should follow in preparing written assignments.
Essay Writing Assistance
The School of Political Science and International Studies schedules regular “drop-in” sessions designed to provide one-on-one advice and assistance in essay planning and writing.
There is no need to make an appointment and you are encouraged to bring your essay with you.
The day and time of these sessions will be finalized at the beginning of each semester and published on the Student Support webpage.
Student Services
Student services offer a variety of short courses during the semester which will help you improve your study, research and writing skills and thus your academic performance in this course.
Library Resources
UQ Library offers training in software, assignment writing, research skills, and publishing and research management.
The University’s library holdings for Political Science and International Studies are primarily located in the Central Library.
There is a help desk in the Library. Students are also welcome to contact the BEL/HASS Librarians for assistance.
Email: librarians@library.uq.edu.au
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
1 - What is Europe? (Introduction) In this introductory lecture we explore whether Europe can be said to have a distinct European culture and civilization Learning outcomes: L02 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
2 - Europe as permanent battlefield In this lecture we will consider the many armed conflicts that took place on the European continent. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
T1 - Reading Group Discussion Learning outcomes: L03, L05 |
|
Week 3 (05 Aug - 11 Aug) |
Lecture |
3 - Attempts to secure perpetual peace in Europe This lecture examines the many failed attempts, by European rulers and governments, to establish lasting peace by signing formal Declarations and Treaties. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
T2 - Reading Group Discussion Learning outcomes: L03, L05 |
|
Week 4 (12 Aug - 18 Aug) |
Lecture |
4 - European Colonial Expansion In this lecture, we examine how European rulers and governments set out to conquer new territories outside of Europe, and explore the approaches that were used to 'manage' local populations. |
Tutorial |
T3 - Reading Group Discussion Coakley, J. (2018). Primordialism in nationalism studies: theory or ideology? Nations and Nationalism, 24(2), 327-347 |
|
Week 5 (19 Aug - 25 Aug) |
Lecture |
5 - European Nationalism goes Global In this lecture, we examine how the Industrial Revolution transformed Europe, and how ideas about 'statehood', 'nationhood' and 'national self-determination' gradually started to take hold among ordinary citizens. Learning outcomes: L01, L02, L03, L04 |
No student involvement (Breaks, information) |
No tutorial this week (Skip) No tutorial this week Learning outcomes: L03, L05 |
|
Week 6 (26 Aug - 01 Sep) |
Lecture |
6 - Europe in the grip of totalitarian ideology In this lecture we examine the 20th Century rise of totalitarian regimes in Europe, when Communists gained control in Eastern Europe, and Fascists movements seized power in Italy and Germany Learning outcomes: L01, L02, L03, L04 |
Tutorial |
T4 - Reading Group Discussion Paxton, R. O. (1998). The five stages of fascism. The Journal of Modern History, 70(1), 1-23. |
|
Week 7 (02 Sep - 08 Sep) |
Lecture |
7 - Peace through economic interdependence (1950s) In this lecture we examine Jean Monnet & Robert Schuman's plans to secure lasting peace in Europe, not through Treaty, but through 'ever increasing economic interdependence' in the European Coal and Steel Community (ECSC). Learning outcomes: L01, L02, L03, L04 |
No student involvement (Breaks, information) |
No tutorial this week (skip) No tutorial this week (skip) Learning outcomes: L03, L05 |
|
Week 8 (09 Sep - 15 Sep) |
Lecture |
L8 - IR Perspectives on EEC Integration (1950-1970) This lecture introduces students to 'EU studies', a field of International Relations studies advancing competing explanations for why sovereign European nation-state engage in transnational cooperation. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
T5 - Reading Group Discussion (5) Kleine, M., & Pollack, M. (2018). Liberal intergovernmentalism and its critics. JCMS: Journal of Common Market Studies, 56(7), 1493-1509 |
|
Week 9 (16 Sep - 22 Sep) |
Lecture |
9 - Regionalism and multilevel governance (1980s) This lecture focuses on the 1980s, when, after a period of stagnation, the European integration process became reinvigorated. As we will see, during this period the EEC became a more complex (multi-layered) governance system with increased scope for non-state actor involvement. |
Tutorial |
T6 - Reading Group Discussion Hooghe, L. and Marks, G. (1996) Europe with the Regions: Channels of Regional Representation in the European Union. The Journal of Federalism, 26(1):73-91. |
|
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Reading Week No lecture, No tutorial Learning outcomes: L03, L05 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
10 - The Governance Turn in EU Studies (1990s) In this lecture, students are familiarized with the late 1980s Governance turn in EU studies, when EU scholars start taking greater interest in the every-day policy practice inside EU institutions. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
T7 - Reading Group Discussion Learning outcomes: L03, L05 |
|
Week 11 (07 Oct - 13 Oct) |
Lecture |
11 - The Normative Turn in EU Studies (2000s) This lecture will consider the reasons why the 1993 Maastricht Treaty acted as a catalyst for 'Normative Debate' about EU Democracy, EU Citizenship and political identity formation. Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Group Discussion (8) Learning outcomes: L03, L05 |
|
Week 12 (14 Oct - 20 Oct) |
Lecture |
12 - Current challenges facing the EU This lecture considers the main challenges currently facing the EU. For example, should Turkey be allowed to join? Should the EU change its stance on refugees? Should the EU consider issuing its own 'Eurobonds'? Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.