ACCT5925 Integrated Reporting, Integrated Thinking and Value Creation - 2021

Subject Code
Study Level
Commencing Term
Term 2
Total Units of Credit (UOC)
Delivery Mode
Accounting Auditing & Tax
The course outline is not available for current term. To view outlines from other year and/or terms visit the archives

1. Course Details

Summary of Course

This course is centred around the emerging concept of Integrated Reporting. Integrated Reporting is not only a new way for organisations to report to the market (through an integrated report), but it also helps them apply Integrated Thinking to decision making. This results in business decisions that best utilize all available resources and relationships (not just financial resources, but also their staff, intellectual property, environmental, and supplier and customer relationships) and drive long term value creation. An integrated report is the communication tool that allows an organisation to tell its unique value creation story, including how its strategy, governance, performance and prospects, in the context of its external environment, lead to the creation of value in the short, medium and long term.

This course is co-delivered by UNSW and KPMG professionals and designed to be highly interactive with many illustrations and real life case studies.

Topics include: The drivers behind the development of the International Framework; creating value over time with Integrated Thinking; and implementation including the design of an internal management system geared to value management rather than traditional financial management.

Acknowledgement is made to the significant contributions of KPMG Australia and the International Integrated Reporting Council in developing and presenting the course.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

ACCT5925 aims at equipping students with the knowledge, skills and attitudes needed to work effectively within an Integrated Reporting environment. The course reflects the view of the IIRC that Integrated Reporting enables organisations to put value creation at the heart of their purpose and strategy. An in-depth coverage of the International Integrated Reporting Framework benefits students who are or will be directly involved in applying the fundamental concepts of value creation, the capitals and the value creation process to an organisation. The course also equips students with skills needed to be able to participate effectively in teams planning and coordinating the implementation of, including integrated (system) thinking, within an organisation. The course also aims to help students develop a capacity to critically evaluate the evolving practices of integrated reporting and the findings of relevant research studies.

2. Staff Contact Details

Position Title Name Email Location Phone Consultation Times
Lecturer-in-chargeDrMaria BalatbatRoom 3061a, Quadrangle building – Ref E15+61 2 9385 5808by appointment

This course will be taught by leading academics from the School of Accounting, Auditing and Taxation at UNSW Sydney, along with experienced instructors from KPMG Australia. Instructors have been involved in the development of the Integrated Reporting concept, and the development of the International Integrated Reporting Framework. The course materials are developed by Integrated Reporting Education Australia, a consortium of KPMG, UNSW Australia and Deakin University established in November 2016. The Consortium commenced drafting relevant course materials and delivered the inaugural course in 2017 academic year.

Staff Bio

Dr Maria Balatbat FCPA

Maria Balatbat is a Senior Lecturer at the Business School and Joint Director for the Centre for Energy and Environmental Markets (CEEM) at UNSW. She has built an international reputation with the academic and industry practitioners for conducting high quality and innovative research particularly in the integration of environmental, social and governance (ESG) dimensions in mainstream investment decision making, greenhouse gas accounting and assessment of sustainability rating tools in the Built Environment and Construction sectors. She teaches financial accounting and reporting for climate change and sustainability in the School of Accounting. Maria is a recipient of the UNPRME teaching award for pioneering teaching sustainability reporting in the Business School at UNSW. She is also a member of the NSW Divisional Council at CPA Australia and a member of the Technical Working Group for the Climate Disclosure Standards Board.

Mr Nick Ridehalgh FCA

Nick is a Director in KPMG’s CFO Advisory practice, and the global leader of the Better Business Reporting. Nick is an experienced financial and non-financial audit partner. For more than 20 years, Nick has focused on supporting organisations seeking to move towards value-based decision making and reporting. Like Roger, Nick was a member of the IIRC’s working group that developed the global Framework (released in December 2013). He has been the project leader for the Business Reporting Leaders Forum (BRLF) since its inception in 2011. (The BRLF is now managed through the Deakin Integrated Reporting Centre from 2021. It is an open forum focused on improving corporate reporting in Australia – its members include company executives, investors, standard setters, accountants, sustainability practitioners, regulators, academics and many others interested parties). Nick was also a founding member of the Chartered Accountants Australia and New Zealand (CAANZ) Business Reporting Group.

Professor Roger Simnett FCPA

Roger Simnett is an Emeritus Professor at UNSW Sydney and ex-Chair of the Australian Auditing and Assurance Standards Board. His areas of research interests include improving the measurement and assurability of corporate reporting, both financial and nonfinancial disclosures. He is the author of a leading auditing and assurance textbook, and has published in the world’s leading journals. Roger has a background in standard setting. Among his responsibilities, he was a member of the Australian Auditing and Assurance Standards Board and the International Auditing and Assurance Standards Board (IAASB). Roger was a member of the International Integrated Reporting Council (IIRC) working group and technical task force that put together the International Integrated Reporting Framework.

NOTE: If you have any questions on course administration, your contact is Dr Maria Balatbat at the first instance via e-mail or phone.

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

​ACCT5925 places emphasis on the development of a conceptual understanding of the International Integrated Reporting Framework and the application of this understanding through experiential learning activities. Seminar discussions are professionally relevant, grounded in current practices and guided by concepts and research. The course is designed to equip participants to become leaders or team members in the preparation of integrated reports and generally to add value to their organisations.

Learning Activities and Teaching Strategies

​This course will be taught in weekly three-hour seminars which will include a variety of teaching strategies, including lectures, on-line dialogue, case studies, group work and presentations and on-line class discussions.

5. Course Resources

The website for this course is on Moodle.

There is no textbook for this course. Required readings will be provided each week as appropriate to each seminar’s topic. There are also suggested reference readings and useful websites below.

Reference readings:

  • IIRC (2013), The International Integrated Reporting Framework. IIRC London. (also available Online)
  • Integrate: Doing business in the 21st Century by Mervyn King and Leigh Roberts, Juta and Company Ltd, Claremont South Africa (limited copies available at UNSW Library)
  • Creating value: A practical guide for boards and directors by David Walters and Mark Rainbird, 2016, Australian Institute of Company Directors, Sydney (limited copies available at UNSW Library)

Useful Websites:

Integrated Reports:

Note: Additional reading materials will be provided on a weekly basis and these will be available on the course website.

6. Course Evaluation & Development

Feedback is regularly sought from students and continual improvements are made based on this feedback. At the end of this course, you will be asked to complete the myExperience survey, which provides a key source of student evaluative feedback. Your input into this quality enhancement process is extremely valuable in assisting us to meet the needs of our students and provide an effective and enriching learning experience. The results of all surveys are carefully considered and do lead to action towards enhancing educational quality.

Feedback obtained from 2020 was incorporated in this year's offering to improve content and delivery of the course and overall experience of students enrolled in this course. For example, in previous years students were concerned with different companies being used as case studies pointing out the varying level of difficulty that students have to face to prepare the group reports and group presentations. As a result of this feedback the teaching team has decided to assign a common company that prepares an integrated report as the subject of the case study.

7. Course Schedule

Note: for more information on the UNSW academic calendar and key dates including study period, exam, supplementary exam and result release, please visit:
Week Activity Topic Assessment/Other
Week 1: 31 MaySeminar

The evolution and benefits of Integrated Reporting

Learning Objectives:

The evolution of the integrated reporting movement

  1. Describe the drivers behind the development of Integrated Reporting .
  2. Explain the terms Integrated Reporting, integrated thinking and integrated report and the relationship between them.
  3. Describe the place of Integrated Reporting within the wider statutory, regulatory and voluntary reporting landscape.
  4. Recent developments in Integrated Reporting

Adopting integrated reporting

  1. Identify elements of value that may not be captured in financial reports
  2. Explain how the interests of the organization, its providers of financial capital, and its other stakeholders can be aligned through taking a longer term view of value creation.
  3. Communicate effectively the benefits and challenges of adopting Integrated Reporting to: (i) an organization, (ii) its providers of financial capital, and (iii) its other stakeholders.

Group activities

Week 2: 7 JuneSeminar

The Framework / Value creation - the what of the Business

Learning Objectives:

  1. Describe the objectives and structure of the Framework.
  2. Explain the concept of value creation.
  3. Explain how value is co-created over time between the organization and others (i.e. stakeholders and society at large).
  4. Explain the relationship between value to the organization and value to others.
  5. Explain how value creation can differ from one organization to another and, even for one organization, from one person’s perspective to another’s.
  6. Explain the relationship between value creation and an organization’s stated mission, vision and objectives.

On-line Dialogue

Group activities

Week 3: 14 JuneSeminar

The Six Capitals - the With of the Business

Learning objectives:

  1. Describe each of the capitals and identify alternative classifications of capital that organizations may choose to adopt.
  2. Explain the relationship between the capitals and value creation.
  3. Explain the interaction between the capitals and how increases, decreases and other transformations over the short, medium and long term involve trade-offs.
  4. Identify the ways organisations can gain knowledge about their capitals.
  5. Discuss the different ways the capitals can be disclosed in integrated reports.
  6. Critically analyse the disclosure of capitals in integrated reports.
  7. Critically analyse the quality of different metrics.
  8. Identify how different capitals can be measured in integrated reports.
  9. Critically analyse the quality of different metrics.
  10. Appreciate key challenges of measuring the different capitals.

On-line Dialogue

Group activities


Week 4: 21 JuneSeminar

The Value Creation Process - the How of the Business

Learning Objectives:

  1. Explain the key elements of the value creation process.
  2. Understand the importance of governance over the organisations value creation process
  3. Understand how the business model links inputs, activities, outputs and outcomes to the six capitals in the context of the external environment
  4. Analyse and evaluate how the value creation process in described in case settings.

Quiz 1

On-line Dialogue

Group activities


Week 5: 28 JuneSeminar

Introduction to integrated thinking

- the Why of the Business

Learning Objectives:

  1. Understand what integrated thinking is, and why it is important to integrated reporting.
  2. Explain the role of senior management and those charged with governance in providing leadership in achieving integrated thinking within an organization.
  3. Identify the main barriers to integrated thinking within an organization and explain how they can be overcome.
  4. Explain how a systems thinking approach is inherent in managing the connectivity of information.
  5. Explain how the culture of an organization can affect and be affected by the introduction of integrated thinking.

On-line Dialogue

Group activities

Week 7: 12 JulySeminar

Achieving integrated thinking

Learning Objectives:

  1. Understand what integrated thinking is, and why it is important to integrated reporting
  2. Explain the role of senior management and those charged with governance in providing leadership in achieving integrated thinking within the organisation
  3. Identify the main barriers to integrated thinking, and how they can be overcome
  4. Explain how a systems thinking approach is inherent in managing the connectivity of information
  5. Explain how the culture of an organisation can affect and be affected by the introduction of integrated thinking

The Guiding Principles for preparing an integrated report

Learning Objectives:

  1. Describe the Guiding Principles for an Integrated Report and how they relate to the content elements and fundamental concepts.
  2. Apply tools of stakeholder analysis and the materiality determination process.
  3. Compare the differences between the General Principles of and sustainability reporting and financial reporting.
  4. Critically analyse the application of the Guiding Principles in integrated reports.

On-line Dialogue

Group activities

Week 8: 19 JulySeminar

The Content Elements and the presentation of an integrated report

Learning Objectives:

  1. Describe the Content Elements of an integrated report and how they relate to the Guiding Principles and fundamental concepts.
  2. Explain the different forms an integrated report can take.

Quiz 2

On-line Dialogue

Group activities


Week 9: 26 JulySeminar

Implementing an Integrated Reporting Management System

Learning Objectives:

  1. Identify key differences between financial reporting management systems/ controls and management systems/ controls, and changes that may be required to implement an management system.
  2. Understanding of implementation concepts. What is a reporting strategy and an management system? Reports portfolio? Flagship report? Special purpose reports? Navigation within and between corporate reports?
  3. Identify the conditions that are likely to lead to successful implementation of Integrated Reporting, including integrated thinking, within an organisation
  4. Identify the likely barriers to successful implementation of Integrated Reporting, including integrated thinking, and describe how they may be overcome.
  5. Explain the challenge of providing decision-useful information to providers of financial capital and other stakeholders whilst maintaining competitive advantage.
  6. Understand the stages of preparing an integrated report
  7. Explain the role of senior management and those charged with governance at the various stages of preparing an integrated report
  8. Identify roles and responsibilities within an organisation for the preparation of an annual integrated report.
  9. Discuss the importance of effective change management to implementing Integrated Reporting, including integrated thinking, throughout an organisation, including a)effectively communicating the rationale for and implications of change and b) informing and involving people in all relevant roles about the reasons for and process of change.

On-line Dialogue

Group activities

Week 10: 2 AugustSeminar

Credibility, Trust and Assurance

Learning Objectives:

  1. Understand the importance of credibility and credibility-enhancing mechanisms, and identify the various mechanisms used to enhance the credibility of, and trust in, the Integrated Report.

  2. Identify the requirements of the framework with regard credibility enhancing techniques.

  3. Understand the traditional role of assurance and the evolution of the assurance journey.

  4. Identify the key components and conditions of assurance engagements in theory and practice.

  5. Evaluate the challenges of obtaining external assurance of integrated reports.

  6. Understand and evaluate the range of other credibility enhancing mechanisms, in particular combined assurance.

Course Wrap Up including Value Reporting Foundation where the future is a merged <IR> Framework and SASB Standards.

Group activities

Case Study

8. Policies and Support

Information about UNSW Business School program learning outcomes, academic integrity, student responsibilities and student support services. For information regarding special consideration and viewing final exam scripts, please go to the key policies and support page.

Program Learning Outcomes

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.

These PLOs relate to undergraduate and postgraduate coursework programs.  Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.

Business School course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.



UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate CapabilitiesBusiness School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 7: Leadership development

Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 6: Global and cultural competence
  • PLO 7: Leadership development

Professionals capable of ethical, self-directed practice and independent lifelong learning
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 5: Responsible business practice

Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 5: Responsible business practice
  • PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility.  The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School Student Services team.

Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.


UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

  • Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
  • Paying another person to perform an academic task and passing it off as your own
  • Stealing or acquiring another person’s academic work and copying it
  • Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz:


The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at:

For UNSW policies, penalties, and information to help you avoid plagiarism see: as well as the guidelines in the online ELISE tutorials for all new UNSW students: For information on student conduct see:

For information on how to acknowledge your sources and reference correctly, see: If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.

Student Responsibilities and Conduct

​Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website.


It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload


Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.

Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School Learning Support Tools
Business School provides support a wide range of free resources and services to help students in-class and out-of-class, as well as online. These include:

  • Academic Communication Essentials – A range of academic communication workshops, modules and resources to assist you in developing your academic communication skills.
  • Learning consultations – Meet learning consultants who have expertise in business studies, literacy, numeracy and statistics, writing, referencing, and researching at university level.
  • PASS classes – Study sessions facilitated by students who have previously and successfully completed the course.
  • Textbook access scheme – To support the inclusion and success of students from equity groups enrolled at UNSW Sydney in first year undergraduate Business programs.

The Nucleus - Business School Student Services team
The Nucleus Student Services team provides advice and direction on all aspects of enrolment and graduation. Level 2, Main Library, Kensington 02 8936 7005 /

Business School Equity, Diversity and Inclusion
The Business School Equity, Diversity and Inclusion Committee strives to ensure that every student is empowered to have equal access to education. The Business School provides a vibrant, safe, and equitable environment for education, research, and engagement that embraces diversity and treats all people with dignity and respect.

UNSW Learning & Careers Hub
The UNSW Learning & Careers Hub provides academic skills and careers support services—including workshops, individual consultations and a range of online resources—for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
02 9385 2060

Student Support Advisors
Student Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process.
John Goodsell Building, Ground Floor.
02 9385 4734

International Student Support
The International Student Experience Unit (ISEU) is the first point of contact for international students. ISEU staff are always here to help with personalised advice and information about all aspects of university life and life in Australia.
Advisors can support you with your student visa, health and wellbeing, making friends, accommodation and academic performance.
02 9385 4734

Equitable Learning Services
Equitable Learning Services (formerly Disability Support Services) is a free and confidential service that provides practical support to ensure that your health condition doesn't adversely affect your studies. Register with the service to receive educational adjustments.
Ground Floor, John Goodsell Building.
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
02 9385 5418

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9065 9444

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
02 9385 3331

UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
02 9385 1333

Support for Studying Online

The Business School and UNSW provide a wide range of tools, support and advice to help students achieve their online learning goals. 

The UNSW Guide to Online Study page provides guidance for students on how to make the most of online study.

We recognise that completing quizzes and exams online can be challenging for a number of reasons, including the possibility of technical glitches or lack of reliable internet. We recommend you review the Online Exam Preparation Checklist of things to prepare when sitting an online exam.