AGSM9153 Implementing Strategy - 2022

Subject Code
Study Level
Commencing Term
Term 1
Total Units of Credit (UOC)
Delivery Mode
Online Weekly
This course outline is provided in advance of offering to guide student course selection. Please note that while accurate at time of publication, changes may be required prior to the start of the teaching session. To view other versions, visit the archives .

1. Course Details

Summary of Course

The purpose of this course is to engage in practical views and critical insights on implementing strategy. Despite having a clear and widely accepted definition of what strategy is, most organisations are far less certain about translating a strategy into results. Yet intrinsic questions remain about strategy: Does your organisation have the right culture, structure and leadership to support your strategy? Can you articulate your strategy and how to drive it? Who might be threatened by a proposed change and why? These types of questions are part of a frank discussion on strategy and what might facilitate or impede its implementation.

As the link between strategy implementation and the value of organisational outcomes become clearer, more and more organisations are adopting strategic management processes and principles to improve their strategy execution abilities. Yet despite widespread rhetoric about the need for effective strategy and strategy making, most organisations stay stuck in neutral when they need to implement a new strategy or to improve their existent strategy. Your strategy may be sound, but how do you get it off the ground and then sustain its trajectory? To implement strategy, an organisation needs to ask fundamental questions and to understand a spectrum of themes, issues and aspects.

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

This course explores different features of strategy implementation. Its primary aim is to provide you with a set of tools to assess and critically evaluate strategies and the ways organisations implement them.

In this context, it is important to recognise that the course is focused on implementation, with the assumption that you have a basic understanding of what strategy is and what its parts look like. Each week, we deal with a different aspect of implementing strategy and its effect. It is not a summary of tools and ideas, nor is it a prescriptive, step-by-step deconstruction of a specific strategy, of which there are many ('best' practice", 'fit'), which are dealt with in other AGSM courses. For instance Strategy deals with strategic outcomes, Intrapreneurship details Blue Ocean Strategy, and Systems for Change highlights capabilities. These courses establish the grounding for an understanding of strategic management and strategy themes. By contrast, in this course, we seek to understand different ways of considering and looking critically at implementing strategy.

Additional Course Details

If you feel that you need to recap your learning or to refresh some of the strategy constructs you need for the course, read:

  • Casadesus-Masanell, R 2014, Core curriculum: Strategy - Introduction to Strategy, Harvard Business School Publishing, pp. 3-27.

You could also revisit some of these classic topics before commencing the course:

  • Blue Ocean Strategy (e.g. Kim, W C & Mauborgne, R 2014, 'Blue ocean strategy: How to create uncontested market space and make the competition irrelevant', Harvard Business Review Press, Boston).
  • Porter's 5 Forces (e.g. Porter, M E 2008, 'The five competitive forces that shape strategy', Harvard Business Review, vol. 86, no. 1, pp. 25-40).
  • Balanced scorecard (e.g. Kaplan, R S, Robert, N P D K S, Davenport, T H, Kaplan, R S, & Norton, D P 2001, The strategy-focused organization: How balanced scorecard companies thrive in the new business environment, Harvard Business Press, Boston).

By the end of Week 10 you should have:

  • a critical insight into implementation
  • developed problem solving and problem thinking on strategy
  • identified different models and tools that you can use in the future
  • recognised the breadth of ways to implement strategy
  • appreciated differences in how firms approach strategy.

Simply highlighting one model or set of tools over another is not advanced-level strategy insight. You could read a book on a 'one model' approach. So, while we touch on different modelling and tools, the intention here, and focus of our consideration, is to give you a broader understanding of strategising and what it takes to implement strategy effectively. Some weeks you may want more information than what is provided, and that is precisely the idea. We will highlight and apply constructs in short units, and if you are interested, it is your prerogative to explore more and develop that interest.

3. Staff Contact Details

Position Name Email Location Phone Consultation Times
Facilitator in ChargeAlexandra Meldrum

Facilitator in Charge 

Each course has a Facilitator in Charge who is responsible for the academic leadership and overall academic integrity of the course. The Facilitator in Charge selects content and designs assessment tasks, and takes responsibility for specific academic and administrative issues related to the course. Facilitators in Charge oversee Facilitators and ensure that the ongoing standard of facilitation in the course is consistent with the quality requirements of the program. 


The role of your Facilitator is to support and enhance the learning process by encouraging interaction among participants, providing direction in understanding the course content, assessing participant progress through the course and providing feedback on work submitted. Facilitators comprise academics and industry practitioners with relevant backgrounds. 

4. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

This course provides students with applied, critical thinking and application skills for effective strategy implementation. With a focus on a spectrum of principles and features that influence strategy execution, it helps develop practical insights into organisational transformation. The course aligns with the content of other strategy courses, but focuses on the spectrum of issues to translate strategy implementation, detailing how organisations can achieve sustained effectiveness with both their current challenges and future possibilities. In this context, the course deals with themes on the strategic process of managing for change, redesigning structure, human capital and talent management, and smart responses to technology. The course challenges students to think critically and develop useful insights about the concepts and principles on making better strategy.

Learning Activities and Teaching Strategies

This is course has some student-led interaction, and cohort participation is an essential feature of learning activities. This approach is made up of:

  1. Self-directed offline activities and learning.
  2. Online dialogues and peer interactions.
  3. Group-based teamwork and teaming participation.
  4. Facilitator-led discussions and observations.

As a set, this learning takes the shape of group work, debates, soapbox platforms, small group breakouts, discussions, case studies, and independent work.

Active participation and interaction with peers are a vital ingredient in learning and is assessed on your contributions to discussion and other learning activities in the class. Students need to incorporate the concepts and theories from the course when expressing your own ideas, experience and opinions, and when responding to comments and contributions from fellow students. In this way, we develop a learning environment that is supportive, dynamic and informative.

Course Structure

Although this is a course on strategy implementation, recognising that implementation is integrated with strategy formulation, the course is not structured to offer units on 'how-to guides' for implementing. The assumption is that strategy is intertwined with formulation and implementation - a complex interactive process in which values, context, politics and culture determine or constrain a particular strategy. With this context, the course is divided into three parts in detailing the complex web of ideas that is implementation.

Part 1: 'Strategising' considers the processes by which strategy-making takes place and roles take shape. It is made up of Units 1 to 4 and leads into Assessment 2.

Part 2: 'Forces' considers the formulation of strategy processes - translating strategising into implementing parts. It is made up of Units 5 to 7 and encompasses team-based activity assessments.

Part 3: 'Purpose' considers insights on managing strategising - how strategy choices convert into outcomes. It is made up of Units 8 to 10 and leads into Assessments 3 and 4.

NOTE: The course is structured with these three parts and with three distinct workload expectations. In Part 1 (Units 1-4), the reading load is limited, with the focus on team formation and getting your team work habit and culture in place as you work towards Assessment 1. In Part 2 (Units 5-7), reading and application content increases, with the intention of the need to consider content and how to apply to assessment, as teamwork develops. In Part 3 (Units 8-10), readings are at their fever pitch as you are pushed to reflect, think about your team experience, and apply learned content to your organisation and your learning experiences.

Unit 1, Understanding Organisations: Strategy and Strategic Thinking. This Unit lays the foundation for implementing strategy by focusing on organisational features that influence strategy implementation. It highlights that crafting and executing strategy rests on the elements of an organisation's priorities, focusing on key parts of this response, including strategic planning and strategic thinking.

Unit 2, Strategising: Turning Strategy into Organisational Action. In this Unit, we outline the nature of strategising and executing strategic priorities. It concentrates on the balancing act that strategy-making requires, with a focus on open systems thinking and executing strategy systems.

Unit 3, Structuring for Effective Strategy. This Unit outlines how organisations design and structure for effective strategy outcomes. It concentrates on the alignment between structure and strategy and insights on the challenges that design holds for bringing about strategy initiatives. It further prompts critical insights into convention on what well-designed organisations mean for strategy.

Unit 4, Strategists and Agency: Effecting Strategic Transformation. In this Unit, we consider the role of those effecting strategy - the place and role of strategists, who are the agents who craft and then lead implementation. Considering ways in which strategy is translated throughout the organisation, it identifies common issues to do with strategic renewal and change agency, as well as some of the alignment risks that come with leading the strategy process.

Unit 5, Staying Flexible: Making Strategic Agility Work. In this Unit, as we begin consideration of the 'forces' (Part 2) that translate strategy, we concentrate on teams and how team organisation impacts on implementation. Recognising that strategy-making impacts survival and success and leads to efficiency gains, it considers how work teams can be used to be strategically agile in constantly changing environments. It also discusses the tensions between formal processes of strategic planning and the need for strategic agility.

Unit 6, Multibusiness Partnerships and Corporate Parenting. This Unit focuses on multibusiness growth and strategy for diversified companies. It considers the growth that organisations seek in extending their market or place in the market. Presenting strategic fit, it discusses the step from good strategy to organising for strategic diversification, and the relationships used to facilitate corporate parenting and partnerships.

Unit 7, Talent: Aligning Human Capital with Strategy. This Unit considers how organisations manage, enhance, and deploy their people in bringing about strategy implementation, considering its alignment with strategic priorities and capabilities. Connecting effective strategy implementation with talent management, it considers how to translate human capital into strategies for performance, as well as the placement of people as strategic assets in guiding implementation.

Unit 8, Adaptability: Techniques to Drive Positive Strategic Transformation. This Unit begins a discussion on 'purpose' (Part 3) in converting strategy, focusing on the synergy challenges and synergy opportunities available when implementing strategy. It discusses the tactical strategy moves that organisations adapt to in creating distinct market space and growth. By considering the parts of this positive strategy, it deals with the choices useful to frame strategy around strengths and opportunities, such as how to use the positive in downsizing and outsourcing.

Unit 9, Strategy Killing Business: Achieving Sustained Strategic Effectiveness. In this Unit, we concentrate on sustained strategic effectiveness, with a critical insight into what 'winning' means for implementation (and its associated risks). The Unit recasts how organisations relate implementation to strategic learning and understanding, relating strategy to knowledge and micro, behavioural perspectives on organising.

Unit 10, Mindset on Strategy and Purpose. The final Unit focuses on the purpose of strategy, guiding a conversation on the processes, cognitive biases, behaviour, and tools that we invoke that then shape the strategy of a firm. By highlighting the value in constantly questioning the strategic path adopted, it considers some of the features used to make decisions on reframing a strategy, or questioning the strategy adopted. This Unit is intended to prompt your thinking about convention and expectations.

6. Course Resources

You have three major resources to help you learn:

  1. The course materials, which you will access via your Moodle course site. You will do much of your learning outside the classroom by working through the course materials, and by completing the activities as they arise.
  2. Your interaction with your Facilitator. The Facilitator's job is to guide your learning by conducting the online or face-to-face discussion, answering questions that might arise after you have done the week's work, providing insights from their practical experience and understanding of theory, providing you with feedback on your assessments, and directing discussions and debates that will occur between you and your co-participants in the course.
  3. Your co-participants. Your course colleagues are an invaluable potential source of learning for you. Their work and life, and their willingness to question and argue with the course materials, the Facilitator and your views, represent a great learning opportunity. They bring much valuable insight to the learning experience.

Other Resources


BusinessThink is UNSW's free, online business publication. It is a platform for business research, analysis and opinion. If you would like to subscribe to BusinessThink, and receive the free monthly e-newsletter with the latest in research, opinion and business then go to


7. Course Evaluation & Development

Continual Course Improvement

AGSM courses are reviewed each time they run, with updated course outlines and assessment tasks developed. 

Additionally, the AGSM surveys students each time a course is offered. The data collected provides anonymous feedback from students on the quality of course content and materials, class facilitation, student support services and the program in general. This student feedback is considered during all course revisions.

Student Response

In 2021, the course was once again well received, and elicited positive responses from students. Students both performed better and rated the course higher or equal to those offered in the previous years. Students enjoyed the content, the format, and the online interactions, and noted the value in how the course was structured in an engaged and challenging way. There were also comments on the relevance of the course to the current work environment and the applicability of course content. Students requested more attention to the weighting and condensed nature of assessments (over a 10-week course) and greater direction on some of the more challenging weeks in the middle of the course.


Response to Student Feedback

A number of updates have been made, based on previous student feedback, including refining marking guides and updating the assessment timing and its protocol. These changes took place in conjunction with integrating more online interactive features and enabling more live meeting space. Other changes have included ensuring assessments are as spread out as is possible in a 10-week period, checking units for flow and intersection, and providing more summaries at the end of class interactions. More attention has also been paid to the use of live feedback as well as the value of cultivating deep and applied thought in dialogues.

8. Course Schedule

Week Activity Topic Detail/Engagement Assessment Task
Week 1 -Understanding Organisations: Strategy and Strategic Thinking

Participate in Assessment 1 Part A: Online Dialogues across seven weeks of the term, as outlined in Moodle

Assessment 1 : Part A: Interactive Participation
Week 2 -Strategising: Turning Strategy into Organisational Action
Assessment 1 : Part A: Interactive Participation
Week 3 -Structuring for Effective Strategy
Assessment 1 : Part A: Interactive Participation
Week 4 -Strategists and Agency: Effecting Strategic Transformation
Week 5 -Staying Flexible: Making Strategic Agility Work

Submit Assessment 2: Individual Report on Monday 14 March 2022 by 3pm Sydney time

Participate in Assessment 1 Part B: Team-based Activity

Assessment 2 : Individual Report
Assessment 1 : Part B: Team-based Activity
Week 6 -Multi-business Partnerships and Corporate Parenting
Assessment 1 : Part A: Interactive Participation
Week 7 -Talent: Aligning Human Capital with Strategy
Assessment 1 : Part A: Interactive Participation
Week 8 -Adaptability: Techniques to Drive Positive Strategic Transformation
Assessment 1 : Part A: Interactive Participation
Week 9 -Strategy Killing Business: Achieving Sustained Strategic Effectiveness
Week 10 -Mindset on Strategy and Purpose

Submit Assessment 3: Group Report on Tuesday 19 April 2022 by 3pm Sydney time

Assessment 3 : Group Report
Assessment 1 : Part A: Interactive Participation
Week 11 -
Week 12 -

Submit Assessment 4: Oral Presentation on Monday 2 May 2022 by 3pm Sydney time

Assessment 4 : Oral Presentation

9. Policies and Support

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

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 Centre.

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 EQS Consultation Program
The Consultation Program offers academic writing, literacy and numeracy consultations, study skills, exam preparation for Business students. Services include workshops, online resources, individual and group consultations. 
Level 1, Room 1035, Quadrangle Building.
02 9385 4508

Communication Resources
The Business School Communication and Academic Support programs provide online modules, communication workshops and additional online resources to assist you in developing your academic writing.

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

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 9385 2650

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