General Information
In this subject you will examine the role of technology in crime and investigate the motivations, methodology and victims of cybercrime. You will study past and current cyber threats, and examine these new type of offences. The expansion of victimisation will be looked at and you will evaluate the effectiveness of institutional and investigative responses to cyber threats.
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Details
Academic unit: Faculty of Society & Design Subject code: CRIM13-115 Subject title: Cybercrime Subject level: Undergraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
- Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
Attendance and learning activities: Attendance and participation for this subject is required. Student will be expected to engage in group activities during lectures and tutorials and contribute to class discussions. -
Resources
Prescribed resources: Books
- Thomas J Holt (2017). Cybercrime and Digital Forensics: An Introduction 2nd Edition. 2nd, Routledge 754
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | CRIM13-115 |
| Subject title: | Cybercrime |
| Subject level: | Undergraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance and participation for this subject is required. Student will be expected to engage in group activities during lectures and tutorials and contribute to class discussions. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-Aided Examination (Closed) Ilearn exam to be completed on campus during exam week. 40.00% Final Examination Period 1,2,3,4,5,6 Student Engagement Participation and engagement will be measured each week in terms of the student's contribution to discussion and group work in the lectures and tutorials and Twitter usage in the course feed. 20.00% Weekly 1,2,3,4,5,6 Presentation 20 minute oral presentation on a argument that relates to the course material. 40.00% Weekly 1,2,3,4,5,6 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-Aided Examination (Closed) | Ilearn exam to be completed on campus during exam week. | 40.00% | Final Examination Period | 1,2,3,4,5,6 |
| Student Engagement | Participation and engagement will be measured each week in terms of the student's contribution to discussion and group work in the lectures and tutorials and Twitter usage in the course feed. | 20.00% | Weekly | 1,2,3,4,5,6 |
| Presentation | 20 minute oral presentation on a argument that relates to the course material. | 40.00% | Weekly | 1,2,3,4,5,6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Twitter will be used for student interaction throughout the course.
Subject curriculum
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Introduction to technology and cybercrime
Introduces students to technology as a landscape for crime. Looks at the typology of cybercrime. Apply criminological theories to understand why and how cybercrime occurs.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Computer hacking
Defines computer hacking, examines hacking subculture and the history of hacking.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Digital piracy and intellectual property
Defines what is intellectual property? The evolution of online piracy and examines the subculture of piracy.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Pornography, prostitution and sex crimes
Examines the expanding role that technology plays in the facilitation of sex related crimes.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Cyberbullying, online harassment and cyberstalking
Covers online threats, bullying and harassment. Examines predictors of cyberbullying.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Online extremism, cyberterror and cyberwarfare
Analyses the role that technology plays in state-based cybercrimes and terrorism.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Digital forensics and evidence
Looks at the role of digital evidence and how digital forensic evidence is examined.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Digital forensic investigations
Examines how criminal investigations are meeting the challenges of cybercrime.
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International responses to cybercrime
Examines the role and responses of the international community to cybercrime. Examines the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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The role of victims in cybercrime
Examines how cybercrime has created new victims categories and what help is available for the victims of cybercrime.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Australian responses to cybercrime
Examines the response of Australian authorities to cybercrime.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.
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Future challenges of cybercrime
Provides a summary of the new challenges facing society from cybercrime and future developments.
SLOs included
- Demonstrate knowledge of the role of technology in criminal behaviour, and cybercrime as contemporary and evolving crime categories.
- Demonstrate knowledge of the significant harms (financial, emotional and societal) that result from cybercrime.
- Demonstrate knowledge of past, current cyber threats and future trends in cybercrime.
- Apply criminological theories in evaluating why and how cybercrime occurs.
- Develop and analyse strategies for the prevention, disruption and detection of and cybercrime.
- Evaluate the role, responsibilities and investigative capacities of governments, law enforcement, regulatory agencies and corporate and private sectors groups in combating cybercrime.